Dimensions Of Emotional Intelligence Research Articles

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

In recent years, there has been increasing interest in the role of emotional and motivational intelligence in educational settings. Studies have shown that these factors can significantly impact students' academic performance. However, little attention has been given to the influence of emotional and motivational intelligence on writing performance, especially in relation to gender differences. This study aims to examine the relationship between emotional and motivational intelligence and writing performance among Ethiopian high school learners, while considering potential variations based on gender. To achieve this, a sample of 176 Ethiopian high school learners (69 male and 107 female, aged between 17 and 24) was selected using a stratified random sampling technique. The participants completed self-reported questionnaires to assess their emotional and motivational intelligence, and their writing performance was evaluated based on a set of predetermined writing rubrics. The collected data was analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Pearson's correlation coefficient, and path coefficients to determine any significant relationships or gender differences. The results showed a statistically significant relationship between emotional intelligence dimensions and writing performance. However, there was no statistically significant difference in writing performance and writing motivation based on gender. These findings provide valuable insights into the influence of emotional and motivational intelligence on writing performance among Ethiopian high school learners. Emotional intelligence, including the ability to understand and manage one's own and others' emotions, positively affected writing performance. This study contributes to the existing literature on the role of emotional and motivational intelligence in educational settings, specifically focusing on writing performance among Ethiopian high school learners. Overall, this research sheds light on the importance of considering emotional and motivational factors in educational practices to foster improved academic outcomes.

Exploring the relationship between emotional intelligence and emotion regulation: Evidence from junior high school EFL teachers in China

Teachers' emotional intelligence (EI) and emotion regulation (ER), as protective factors against stressful situations, play active roles in promoting teachers' well-being and sense of teaching self-efficacy. However, few studies have touched on the linkage between these two variables, which, to some extent, has hindered the in-depth exploration of their functions in teachers' professional development. To address this gap, the current study examined the EI and ER of 474 junior high school English as foreign language (EFL) teachers in China via a questionnaire and semi-structured interviews. With the aid of SPSS 26.0, the data collected through the questionnaire were coded, computed, and analysed. Both descriptive and inferential statistics were used to report the levels of EFL teachers' EI and ER and the correlation between them. The semi-structured interviews were recorded and transcribed, and the data were subsequently analysed. The results indicate a positive correlation between EFL teachers' EI and ER. The detailed statistics display that all dimensions of EI were positively and significantly correlated with all dimensions of ER. The results further explain the relationship between teachers' EI and ER in an EFL context. Practical implications are put forward concerning the development of EI and ER competencies.

An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement

This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

Academic performance, emotional intelligence, and academic burnout: A cross-sectional study of a mediational effect in nursing students

BackgroundCourse failure arises as the ultimate result of students' declining academic performance in the face of high course demands. It can eventually lead to dropout and academic dissatisfaction. Emotional intelligence may play an essential role in decreasing the emotional effects of stress, such as academic burnout in nursing students. However, emotional intelligence is conceptualized multidimensionally, and each of its attributes may have a different impact on burnout reduction. ObjectiveTo explore the dimensions of emotional intelligence that may mediate the association between academic performance (course failure) and academic burnout in nursing students. DesignThe design was cross-sectional, with survey-based data collection. SettingsEducational setting, undergraduate nursing students at a private university in Metropolitan Lima, Peru. Participants154 students (77.3 % female) with a mean age of 25.9 years. MethodsA multiple mediation strategy was used, using the Wong-Law Emotional Intelligence Scale. Four emotional intelligence attributes (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were evaluated in the relationship of failed courses (dichotomous variable: yes/no) and academic burnout (single item based on physical and emotional exhaustion). The structural equation modeling framework was used. ResultsCourse failure (academic performance) positively affects academic burnout. Regulation of emotion is the only dimension of emotional intelligence mediating between course failure and academic burnout. The proportion of the mediating effect was 0.315, while the rest was around zero. Statistically significant gender differences were detected concerning burnout, with men scoring moderately higher than women. ConclusionsThe results indicate that the regulation of emotion may have a relevant role in reducing burnout compared to other emotional intelligence attributes. These regulatory skills are important for developing health care and positive patient relationships. Interventions focused on the regulatory characteristics of emotions and distinguishing different attributes of emotional intelligence while exploring its mediating effect should be strengthened. These implications are linked to the growing call to include EI in university education.

Gender differences in the predictive effect of perceive emotional intelligence on depressive symptomatology in older adults

AbstractThe aim of this study was to analyze the associations between emotional intelligence, gender, and depressive symptomatology in older adults. To test whether there were differences between groups in the Trait Meta-Mood Scale dimension, univariate and multivariate analysis of variance were carried out, and t tests were performed to find the differences between groups in the variables that had shown differences in the univariate analysis. Participants were 853 Spanish cognitively healthy older adults between 60 and 95 years of age, with a mean age of 71.7 (SD = 7.4), of whom 64.9% were women. Self-reports were administered to assess the different variables under study. Specifically, the Trait Meta-Mood Scale-24 was used to assess emotional intelligence, and the Centre for Epidemiologic Studies-Depression Scale to measure depressive symptomatology. The three dimensions of emotional intelligence showed differences as a function of gender and depression. Higher scores were found in the three dimensions of emotional intelligence in women. Moreover, people with higher levels of depressive symptomatology had higher scores on attention, and people with low depressive symptomatology had lower levels of clarity and repair. Women with depressive symptomatology showed high levels of attention, in contrast to men and women with low symptomatology. Considering the subjective perception of emotional intelligence, high attention to emotions and the female gender seem to be factors associated with depression in older adults, which allows us to outline a critical profile for depression that should receive special attention. Given the impact of depressive symptomatology in older adults, it is important to identify these profiles in order to detect possible risk factors for depression more effectively.

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

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

An Interpretable Machine Learning Approach to Predict Sensory Processing Sensitivity Trait in Nursing Students.

Sensory processing sensitivity (SPS) is a personality trait that makes certain individuals excessively sensitive to stimuli. People carrying this trait are defined as Highly Sensitive People (HSP). The SPS trait is notably prevalent among nursing students and nurse staff. Although there are HSP diagnostic tools, there is little information about early detection. Therefore, the aim of this work was to develop a prediction model to identify HSP and provide an individualized nursing assessment. A total of 672 nursing students completed all the evaluations. In addition to the HSP diagnosis, emotional intelligence, communication skills, and conflict styles were evaluated. An interpretable machine learning model was trained to predict the SPS trait. We observed a 33% prevalence of HSP, which was higher in women and people with previous health training. HSP were characterized by greater emotional repair (p = 0.033), empathy (p = 0.030), respect (p = 0.038), and global communication skills (p = 0.036). Overall, sex and emotional intelligence dimensions are important to detect this trait, although personal characteristics should be considered. The present individualized prediction model could help to predict the presence of the SPS trait in nursing students, which may be useful in conducting intervention strategies to avoid the negative consequences and reinforce the positive ones of this trait.

The Influence of Emotional Intelligence on Quality of Life in Patients Undergoing Chronic Hemodialysis Focused on Age and Gender.

Emotional intelligence is a health predictor as it has an effect on quality of life, given that it affects a person's capacity to use and regulate emotions and consequently has an influence on their physical and mental condition. The aim of this study is to analyze emotional intelligence, quality of life, and associated correlation factors in patients undergoing chronic hemodialysis, differentiating age and gender differences. A multicenter study of one hundred and thirty-eight hemodialysis patients was conducted using a quantitative, observational, and cross-sectional design. A battery of questionnaires, including Trait Meta-Mood Scale (TMMS-24), Kidney Disease Quality of Life-Short Form (KDQOL-SF), and an ad hoc sociodemographic questionnaire, were administered. The Chi-squared test, the Student's t-test, and one-way ANOVA were used to compare categorical, independent, and continuous variables, respectively. A linear regression model was used to compare variables associated with quality of life. Gender differences existed when assessing the three dimensions of emotional intelligence: ranked by order, the highest scores in males were in clarity, repair, and attention. However, in females, the highest scores were in repair, clarity, and attention. Males had higher scores than females in emotional roles (p = 0.045). Younger participants had better scores in all physical functions (p = 0.001) and vitality (p = 0.038). Participants who had a higher level of education presented better physical function (p = 0.027) and higher scores in emotional wellbeing (p = 0.036). Finally, in females, emotional attention (p = 0.046) and repair (p = 0.000) were strongly associated with general health perception. The assessment of emotional intelligence considering gender differences in patients undergoing chronic hemodialysis can be an indicator of quality of life, including for use in health interventions.

PENGARUH ELEMEN PSIKOLOGI TERHADAP KESEIMBANGAN KERJA DAN KEHIDUPAN DALAM KALANGAN ANGGOTA ANGKATAN TENTERA MALAYSIA

Lately, there has been a growing focus on work-life balance (WLB) in the employment sector. Employees prioritize their overall well-being and have a tendency to select organization that provide flexible job assignments. This tendency has led to friction between employers and employees, thereby fostering an unsatisfactory psychological atmosphere in the workplace. In recent times, there has been a rise in the occurrence of and concern about mental health problems among employees. Psychological instability in employees is frequently influenced by socio-economic concerns, living environment, and work-related stress. The main objective of this study is to identify the relationship between psychological factors, namely emotional intelligence, depression, anxiety, and stress, and work-life balance (WLB). A total sample of 2,640 Malaysian Armed Forces (ATM) members across Malaysia participated as respondents in this study. They successfully completed a series of research questionnaires, which served as the measurement instruments for this research. This study uses quantitative methodologies, specifically descriptive analysis and correlation tests, to examine the relationship between variables. The study's findings indicate a strong positive correlation between the dimensions of emotional intelligence (namely, SEA, OEA, UOE, and ROE) and work-life balance (WLB). Conversely, anxiety and stress factors exhibit a significant negative correlation with WLB. Nevertheless, it was determined that the level of depression did not have a substantial correlation with work-life balance. The findings of this study demonstrate that the psychological component plays a crucial role in shaping the well-being of workers, particularly those in the military. Organizations should prioritize the implementation of development and training programs, as well as spirituality, to enhance the psychological resilience of their personnel. This will help to empower the human capital in the organization.

Role of Emotional and Artificial Intelligence in Employee Performance: A Perspective from the Indian Service Industry

Artificial intelligence (AI) and emotional intelligence (EI) are primary game changers in Industry 4.0. To ensure growth, organisations look to technological advances for support but should remain focused on developing people and resources that power organisations and drive it forward. This study attempts to combine these two concepts. This research investigates the impact of EI and AI on employee performance with focus on the Indian service industry. The data was collected from different service industry employees. Employee performance has been observed through internal and external services provided to customers and co-workers, respectively. Descriptive statistics and PROCESS macro were used to test the mediation (Model 4) and moderation model (Model 1). Both EI and AI significantly impact employee performance. All the bivariate correlations were significant at the 0.01 level. Correlations between the dimensions of EI and dimensions of employee performance were higher as compared to dimensions of AI and employee performance. To conclude, EI has a major impact on employee performance, while AI moderates the relationship between EI and employee performance.

The combined effect of family environment and parents' characteristics on the use of food to soothe children.

Parental feeding practices, such as the use of food to soothe, can be shaped by various factors, including the family environment and parents' psychological characteristics and capacities. To our knowledge, the combined effect of these factors has not been studied. Furthermore, parental feeding practices have mainly been studied in women, resulting in a gender gap in the research. This study aims to investigate the combined effect of family environment and parental characteristics on the likelihood of using food to soothe children, taking the gender of both parents into account. This cross-sectional study included a sample of 846 parents (36.3% men) of 1-year-old children from different regions of Spain. Participants completed an online survey that included questionnaires to measure whether parents used food to soothe children, the family environment, parents' characteristics, and their psychological capacities. Binary logistic regression analyses were performed to identify associations between the variables. The final model showed that, within the family environment, higher levels of dyadic adjustment between couples (OR = 0.965; p = .026) were associated with a reduced likelihood of using food to soothe children, whereas the psychological characteristic of parental fatigue (OR = 1.053; p = .007) appeared to be associated with an increased likelihood. Also associated with an increased likelihood of this practice were higher parental sense of competence (OR = 1.028; p = .029) and the attention dimension of emotional intelligence (OR = 1.043; p = .007). Our study suggests that using food to soothe children may be influenced by factors at different levels, from the quality and adjustment of the couple's relationship to parental fatigue, self-competence, and emotional intelligence. For future research, it may be worthwhile contextualizing parental practices to gain a better understanding of children's behavior.

Assessment of the emotional intelligence and its dimensions of medical interns

Background: Emotional intelligence (EI) is multidimensional and includes maturity, sensitivity and competency. It is the skill to identify and understand own and others’ emotions to respond appropriately. Medical interns are expected to have a high degree of EI to face their professional career challenges. During the medical professional training cognitive and clinical skills are evaluated but their EI and its dimensions are nor assessed; hence this study was planned to assess the EI and its dimensions in medical interns. Methods: Objectives were to assess the EI and its dimensions of 140 medical interns. Study design was a descriptive and cross-sectional study. Ethical approval from institutional ethics committee and informed written consent from participants was obtained; administered a questionnaire-based EI test. Data obtained was analysed by ANOVA. Results: Eighty (62.0%) participants were females and 49 (38.0%) males. The mean age of them was 23 years. The mean total EI score was 343.72. It was slightly higher (344.00) in the female interns than in males (343.27). Among the emotional dimensions majority (79.1%) of interns had significantly high (p=0.0001) percentile scores in competency. 67.4% were having significantly lower (p=0.0001) percentile scores in maturity dimension of EI. Sensitivity percentile score was high in 54.3% and low in 45.7% (p=0.7724). Conclusions: This study provides insight about the EI and its dimensions in the medical interns. The maturity and sensitivity are the weaker dimensions of EQ requiring improvement or further development.

EMOTIONAL INTELLIGENCE EDUCATION VERSION OF THE QUR'AN

Al-Qur'an is one of the sources of Islamic law which is full of wisdom other than As-Sunnah (Hadith). The values contained in it always inspire readers and "understanders" to be able to interpret life more deeply because every verse is never separated from the learning element from Khaliq for creatures. The emotions of creatures are one of the objects touched by the Qur'an with all the glory of its verses that can influence "emotions" so that they can get used to commendable behavior to be applied in everyday life. Emotional intelligence can be defined as the ability to sense, understand, and effectively apply the power and sensitivity of emotions as a source of human energy, information, connection and influence. The results showed that Emotional Intelligence Education in Tafsir Al Misbah was able to identify various dimensions of emotional intelligence, namely the Form of Consistent Attitude (Istiqomah), Humble Attitude (Tawadhu '), Form of Effort and Surrender (Tawakkal). The Form of Sincerity (Sincerity).

Enhancing the relationship between emotional intelligence and writing performance among Ethiopian high school learners

Learners vary greatly in their writing abilities, with some finding it easy while others struggle. One factor that can impact writing performance is the level of emotional intelligence (EI) that individuals possess. This study aims to explore the relationship between EI and writing performance among Ethiopian high school students. A descriptive correlational research design was used for this study. The participants consisted of 176 11th-grade students (aged between 17 and 24; 69 male and 107 females) from the social science stream in high school in Desie City, Ethiopia. They were selected using a simple random sampling method. The data collection instruments included a self-report questionnaire on perceived EI and a writing proficiency test. The collected data were analyzed for validity and reliability using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) statistics. Pearson’s correlation coefficient was used to analyze the relationship between EI and writing performance, and ANOVA Univariate analysis test was used to determine the difference in EI among participants. The results showed a statistically significant relationship between EI dimensions and writing performance (p = 0.05). The ANOVA test revealed significant differences in EI dimensions, but no statistically significant difference in writing performance based on gender. Finally, the results are discussed in the context of the importance of EI in writing performance within Ethiopian high schools.

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

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

An analysis of the relationship between servant leadership and organizational citizenship behavior: The effect of emotional intelligence as a mediating role

The current study's primary goal is to ascertain the impact of servant leadership on organizational citizenship behavior as being affected by emotional intelligence as the mediating variable. This descriptive study was applied to the academic staff of private and public universities. The questionnaire was used for data collection. The dimensions of servant leadership (SL) were nine, the dimensions of emotional intelligence were nine while five dimensions of organizational citizenship behavior were used and collected from literature review. The questionnaire was distributed to 304 of the academic staff. The findings indicate a moderate degree of the servant leadership practice. Also, the evaluation of organizational citizenship behavior practice and emotional intelligence was negative in academic institutions. The results showed that servant leadership affects positively organizational citizenship behavior using emotional intelligence as a mediator. Servant leadership is very important in higher educational organizations when followed properly and affects organizational citizenship behavior by considering the emotional aspects of the academic staff.

Inteligência emocional no Turismo: um estudo sobre os trabalhadores de empresas de foodservice no Sul do Brasil

The foodservice industry demands high levels of positive emotional behavior from all workers, especially those who interact directly with consumers. For this reason, emotional intelligence is an area of interest for foodservice. The objective of the study was to analyse the emotional intelligence (EI) of workers in foodservice companies in the cities of Itajaí and Balneário Camboriú, in southern Brazil. To that end, a survey was carried out with a sample of 284 respondents. The data collection instrument was based on the WLEIS scale. Analyses were performed using SPSS and SmartPLS software. As a result, it was seen that employees in the foodservice sector demonstrate how to use their emotions, but have difficulties in managing them. The use of emotion was the EI dimension that obtained the best results, and the emotion regulation dimension was the one that obtained the lowest averages. It is considered that EI is influenced by variables linked to gender, educational level and work position. The information gathered can assist in the subsidy of training and development programs to help employees in the foodservice sector.

Correlate of Emotional Intelligence and Academic Staff Job Performance of Federal Universites in The South East, Nigeria

There is an ever increasing problem of creating a fit between work-life balances, managing individual emotions and meeting the demands of job requirements in achieving operational ascendency in organization. This problem necessitated the need for organizations to continue to look out for individual workers with high emotional intelligence that can effectively manage their emotions and responds to work for the desired performance. It is the complexity inherent in balancing the aforementioned while achieving the goal of the organization gave vent to this study. The study investigated the effect of emotional intelligence on academic staff job performance of Federal Universities in the South East, Nigeria. The specific objectives are: to determine the extent to which self-awareness relates to academic staff lob performance, to ascertain the extent to which self-management relates to academic staff job performance, and to establish the extent to which social awareness relate to academic staff job performance of federal universities in the south East, Nigeria. Correlation research design shall be employed because the study seeks to establish the degree or extent of the relationships among the studied variables and the data shall be gotten through structured questionnaire designed in 5-point likert scale. The data collected was analyzed with Pearson Correlation Coefficient. The result indicated that there is positive and significant relationship between self-awareness and academic staff job performance (r=0.65, p<0.005, n=496), that there is a positive and significant correlation between self-management and academic staff job performance (r=0.59, p<0.005, n=496) and that there is a positive and significant relationship between social awareness and academic job performance (r=0.45, p<0.005, n=496). The implication is that a holistic understanding of the dimensions of emotional intelligence would not only enable the individual workers to effectively manage their emotions but help the workers to overcome challenges and defuse conflict in pursuance to the attainment of goal.

The Emotional Intelligence and Burnout of In-service English Teachers in Yogyakarta

Emotional intelligence and burnout of teachers are highly discussed in previous studies. This study set out to examine (1) the dimensions of emotional intelligence, (2) the dimensions of burnout, (3) the level of burnout, and (4) the relationship among the dimensions of in-service English teachers in Yogyakarta. The method used in this study is a quantitative correlational study through a survey. The instruments used were questionnaires adapted from the Maslach Burnout Inventory (MBI) and The Schutte Self-Report Emotional Intelligence Test (SSEIT). The participants of this study were 204 in-service English teachers in Yogyakarta. The data were analyzed using Confirmatory Factor Analysis (CFA) to find out the dimensions of emotional intelligence and burnout of the teachers and Structural Equation Modelling (SEM) to find the relationship among the dimensions of EI and burnout. The findings show that the emotional intelligence emerged into four dimensions, namely perception of emotion, managing own emotion, managing other’s emotions, and utilization of emotions, while the dimensions of teachers burnout emerged into four dimensions namely occupational exhaustion, depersonalisation, and personal accomplishment. Surprisingly the findings show something unusual, it contrasts with several previous findings regarding the level of teachers’ burnout.

Impact of Emotional Intelligence on Employee Engagement at the Workplace: Evidence from Service Sector within Pokhara Metropolitan City

Background: In the dynamic landscape of the service sector, the management of a diverse workforce with varying emotions and motivations presents a compelling challenge. Within this context, unraveling the intricacies of emotional intelligence assumes paramount significance. Understanding the factors that influence emotional intelligence and its subsequent impact on employee engagement is crucial for cultivating a positive work environment and augmenting overall organizational effectiveness. Objectives: The objective of this study is to analyze the impact of various dimensions of emotional intelligence on employee engagement at the workplace in various service sectors in Pokhara metropolitan city. Methods: The study utilized a causal comparative research design with a sample of 350 employees from the service sector in Pokhara. Purposive sampling was employed, and structured questionnaires were used for data collection. The analysis included Confirmatory Factor Analysis (CFA) and Path Analysis to explore causal relationships between emotional intelligence dimensions and employee engagement levels. Results:The result of Confirmatory Factor Analysis showed a good fit with model fit indices as χ2/df =1.231, GFI=0.944, AGFI=0.931, RMSEA= 0.024, CFI=0.901, TLI=0.887. The result of Path Analysis revealed that there is a significant positive impact of all emotional intelligence dimensions on employee engagement, explaining 61% of the variance in the Nepalese service sector. Conclusion: The research highlights the positive relationship between emotional intelligence and employee engagement in the service sector in Pokhara, emphasizing the importance of fostering emotional intelligence competencies for organizational success. Organizations should invest in targeted interventions and training programs to enhance emotional intelligence among employees, aiming to improve their well-being, job satisfaction, and overall performance, thereby cultivating a highly engaged workforce.