Assessment Of Emotional Intelligence Research Articles

Pilot Research for the Assessment of Neuroanatomical Correlates in Relation to Brain Talents Identified Through the Six Seconds Emotional Intelligence Assessment

The current research is centered on investigating the neurophysiological correlates associated with various talents, with the goal of determining whether specific brain areas are activated during the expression of these talents. The study specifically investigates individuals with different occupational roles, distinguishing between social/healthcare and non-healthcare (administrative) positions. The research was conducted in three phases. The initial phase involved the selection of 60 employees from the Piccola Opera Caritas of Giulianova. Participants were administered the Brain Talent Profile questionnaire to gather information about their talents. The second phase focused on identifying neuroanatomical correlates using the BrainBit helmet. Participants engage in various brief activities while wearing the EEG headband, suitable for both neurofeedback and brain activity measurements. The final phase was dedicated to analyze the data collected through the Brain Brief Profile, which comprises three domains: Perception, Evaluation, and Action. Our hypothesis suggests significant correlations between participants' talents and recorded EEG patterns. To validate this hypothesis, the outcomes derived from the Social and Emotional Intelligence (SEI) test were compared with EEG measurements. This research holds potential applications in the recruitment phase, providing insights into the neurological basis of talents in prospective employees. It may offer advantages in training initiatives dedicated to enhancing talents and skills across diverse organizational roles. The emphasis on various job roles, particularly in the social/healthcare and administrative sectors, strengthens the practical relevance of the study for talent assessment and development within organizational contexts. In summary, our research aims to bridge the gap between talents and neurophysiological correlates, with potential implications for recruitment and training strategies within organizational settings.

Emotional Intelligence, Perceived Stress and Life Quality Assessment Among Dental Students.

The capacity to grasp and recognize one's own and human feelings, use cognitive awareness to control actions and behavior, and modify moods in response to difficult situations is known as emotional intelligence (EI). Perceived stress has been linked to higher levels of depression among healthcare students. This study set out to assess EI, perceived stress (PS), and life quality assessment (LQA) among dental undergraduates and to ascertain how these factors are linked to one another. The self-reported cross-sectional research was organized among preclinical and clinical years of dental students to examine their emotional intelligence and stress-coping capacity. About 146 students participated in the study, with ages ranging from 19 to 25, irrespective of gender. The students were given the Schutte Emotional Intelligence and Perceived Stress Scale tools (PSS10) by Cohen, and with World Health Organization Quality of Life (WHOQOL-BREF) tool examined the characteristics that contribute to life quality among students. The study included 146 individuals, 38 males (26.02%) and 108 females (73.97%), with an unresponsiveness rate of 2.66%. The correlation revealed statistically high significance among emotional intelligence and perceived stress (P = 0.000), perceived stress and life quality (P = 0.02), and emotional intelligence and life quality (P = 0.008). The statistical analysis of the influence of EI, PS, and LQA on academic year-wise analysis determined non-significant (P > 0.05). Due to the time constraints of their job, dentistry training may be highly stressful, yet regular evaluations of student performance and the accompanying factors would help us to understand how students behave in challenging circumstances.

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.

Prosocial behaviours and emotional intelligence as factors associated with healthy lifestyles and violence in adolescents

Adolescence is a stage of life characterised by vulnerability, which shapes young people’s trajectories and potentially influences their behaviour. In this crucial period, the promotion of prosocial behaviours and the development of emotional intelligence are understood as key factors influencing adolescents’ psychological and personal well-being. The general objective of this study was to find out the relationship between these two variables - prosocial behaviours and emotional intelligence - and their correlation with the maintenance of a healthy lifestyle and another fundamental aspect such as violence among young people in the academic context. A total of 743 secondary school students participated in this research with a descriptive-cross-sectional design. This study used several instruments, including an ad hoc questionnaire to assess socio-demographic aspects and school violence, the Prosocial Behaviour Questionnaire (PBQ), the TMMS-24 for the assessment of Emotional Intelligence, the Healthy Lifestyles Questionnaire (HLQ-II) and the Satisfaction with Life Scale (SLS). The results highlighted a convincing link between the display of prosocial behaviours and emotional intelligence with various dimensions of healthy living such as healthy diet or respect for mealtimes. In particular, the research revealed a pronounced correlation between adolescents who showed greater emotional repair and respect and their lower involvement in school violence and substance use. In addition, the likelihood of having a healthy life was found to be linked to variables such as being male, respect, social relationships and emotional repair. In contrast, the likelihood of having an excessive consumption of certain harmful substances such as alcohol or tobacco was found to be linked to age, empathy and emotional clarity. These results highlight the crucial role that prosocial behaviours and emotional intelligence play in shaping adolescents’ lives. In conclusion, the need to promote such variables as prosocial behaviours and emotional intelligence in adolescent students in order to promote healthy lifestyles and reduce school violence and substance use in this age group is discussed.

Identificando el rol de la inteligencia emocional en las emociones de logro y en sus efectos sobre las estrategias de aprendizaje profundo en estudiantes universitarios

Emotional skills have been proposed as distal determinants of achievement emotions. However, the specific role they play in such emotions and their effects on learning has not been defined. The purpose of this comparative study is to provide an ex post facto assessment of emotional intelligence (EI) as a predictor of the enjoyment and anger expressed while studying and as a mediator and/or moderator of its effects on the use of deep learning strategies. A sample comprising 603 university students (85.7% women; Medad=25.16, SDedad=8.42) completed the Trait Meta-Mood State-24 to assess perceived EI, the Achievement Emotions Questionnaire-AEQ for enjoyment and anger, and the Deep Learning Strategies Questionnaire. The stepwise regression, multiple mediation, and moderation analyses conducted showed that EI explains enjoyment and anger, although its different skills predict them differently. Enjoyment increases the use of deep learning strategies, an effect that is partially mediated by emotional repair. In anger there is less use of these strategies, and this effect is partially mediated by high emotional attention with little emotional clarity and repair. Similarly, a medium and high level of EI moderates the negative effect of anger on the use of deep learning strategies. These results show the benefits of being emotionally intelligent since it mitigates the negative consequences of negative emotions, stressing the need to teach emotional skills or promote EI in educational and cognitive contexts.

Measurement of Beta and Theta Brain Wave Coherence with Cardiac Wave Rhythm in Managers with Rational Decision-Making Style Based on Emotional Intelligence through ERT Cognitive Task

Objective: Since human life and society depend on brain functions, our understanding of the brain and mind can significantly impact all dimensions of human life. Therefore, the main objective of this study was to assess the coherence of brain waves (EEG) and cardiac wave rhythms (HRV) based on neuroscientific and neurocardiology principles. Methods and Materials: This research utilized an experimental design, specifically a quasi-experimental approach without a control group, and was applied in nature. The statistical population consisted of managers (90 individuals) from both public and private sectors in Gilan Province in 2022. From this population, 30 individuals were randomly selected. Their brain waves and cardiac rhythms were simultaneously recorded in both resting and decision-making states from the CZ region of the brain and triangular regions around the heart using the ProComp 2 neurofeedback tool while performing the emotional intelligence assessment test. The research instrument included the ERT cognitive test (Emotional Recognition Task) designed by Cambridge University in 1980 and administered through the Cantab software and BioGraph Infiniti version 0.6 software. For the purposes of this study, the cognitive task was provided to participants via software. The data were analysed using analysis of variance and mean comparison test via SPSS-26. Findings: The correlation test of brain waves and cardiac waves in resting and cognitive task states showed significant differences. No coherence between EEG and ECG was observed in the resting state compared to the cognitive task state. Conclusion: The results indicate that changes in brain waves and cardiac waves, and the coherence between these waves, vary among managers with similar decision-making styles. These variations depend on the environmental, mental, and emotional conditions of the individuals.

EEMOTIONAL INTELLIGENCE IN GAME ELEMENTS FOR FORMING HIGHER FEELINGS IN ACTIVE AND DEEPER LEARNING

This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.

A Study about Head Teachers’ Emotional Intelligence and its Effects on Teachers’ Job Performance

Introduction: This study investigates the influence of head teachers' emotional intelligence on the performance of secondary school teachers (SSTs) in the Gujranwala division of Punjab, Pakistan. Emotional intelligence is increasingly recognized as a critical factor in leadership effectiveness and organizational outcomes. Methodology: A sample of 532 SSTs was selected using multi-stage random sampling. Data were collected through two questionnaires: the Emotional Intelligence Assessment Tool (EIAT) and the Teacher Performance Evaluation Scale (TPES). Quantitative analysis techniques, including frequency analysis, correlation, and regression, were employed to analyze the data. Results/Findings: The study revealed a significant positive correlation between head teachers' emotional intelligence and the job performance of SSTs. Additionally, it was observed that female head teachers demonstrated higher levels of emotional intelligence compared to their male counterparts. Future Direction: This study highlights the importance of emotional intelligence in educational leadership and suggests that head teachers should focus on developing their emotional intelligence to enhance the performance of their teaching staff. Further research could explore additional factors influencing teacher performance and investigate interventions to improve emotional intelligence in educational leadership roles.

Emotional intelligence as a predictor for academic achievement of children: Evidence from primary schools of southern Ethiopia

In education, understanding the determinants of learners' achievement is crucial. This study aimed to explore the correlation between emotional intelligence (EI) and academic achievement in primary schools. Using Goleman's Emotional Intelligence Assessment Scale adapted for local use, 444 primary school students were assessed via random sampling. Inferential statistical methods, especially multinomial logistic regression, were employed for data analysis. The research revealed that self-regulation, self-awareness, empathy, and motivation significantly influenced academic outcomes compared to high-achieving peerAdditionally, demographic factors played a pertinent role in students' performance. The study's implications highlight the necessity of interventions to nurture EI in students. Recommendations include revising educational policies to cultivate resilient learners, raising awareness among educators, parents, and implementing strategies to enhance children's EI, emphasizing self-regulation, self-awareness, empathy, and motivation. These findings underscore the importance of EI in academic achievement and provide valuable insights for educational practitioners and parents, emphasizing the need for targeted interventions to support children's holistic development.

Identifying the role of emotional intelligence in achievement emotions and their effects on deep learning strategies in university students

Emotional skills have been proposed as distal determinants of achievement emotions. However, the specific role they play in such emotions and their effects on learning has not been defined. The purpose of this comparative study is to provide an ex post facto assessment of emotional intelligence (EI) as a predictor of the enjoyment and anger expressed while studying and as a mediator and/or moderator of its effects on the use of deep learning strategies. A sample comprising 603 university students (85.7% women; Mage=25.16, SDage = 8.42) completed the Trait Meta-Mood State 24 to assess perceived EI, the Achievement Emotions Questionnaire-AEQ for enjoyment and anger, and the Deep Learning Strategies Questionnaire. The stepwise regression, multiple mediation, and moderation analyses conducted showed that EI explains enjoyment and anger, although its different skills predict them differently. Enjoyment increases the use of deep learning strategies, an effect that is partially mediated by emotional repair. In anger there is less use of these strategies, and this effect is partially mediated by high emotional attention with little emotional clarity and repair. Similarly, a medium and high level of EI moderates the negative effect of anger on the use of deep learning strategies. These results show the benefits of being emotionally intelligent since it mitigates the negative consequences of negative emotions, stressing the need to teach emotional skills or promote EI in educational and cognitive contexts.

Assessing trait emotional intelligence and its relationship with stress and health behaviour in the education sector: An empirical study from Uttarakhand, India

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teachers, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

A teenager's psychological potential actualizing model in the children's health and recreation facility developmental environment

The article is devoted to an empirical study of the intersubjective interaction nature influence in the children's health and recreation facility developmental environment on the individual's psychological potential manifestation specifics in adolescence. The teenager's psychological potential actualizing model was developed and tested based on the research. The aim of the study is to research the development and implementation specifics of the teenager's psychological potential actualization model in temporary developmental environment children's groups. The adolescents' psychological potential specific manifestations structural characteristics study was conducted in 2017-2022. 2022 teenagers participated in the experiment on a voluntary basis and anonymously. Methods. The study has a longitudinal cyclical nature. Quantitative assessment methods were used: sociometric survey (J. Moreno) and emotional intelligence assessment (N. Hall); and qualitative assessment: a stories-narratives "My Potential" hermeneutic study. Theoretical analysis methods, scientific material synthesis and systematization according to the research aim, obtained results quantitative and qualitative assessment comparative methods were also used. Results. The study showed actualizing the adolescent's psychological potential introducing effectiveness technology into the children's health and recreation facility developmental environment. The intersubjective interaction developmental environment is organized to increase the emotional intelligence level, improve the individual's social status in the group, which activates the adolescent's psychological potential components development (motivational, behavioural, emotional and value), according to the development social situation and through the leading activities implementation. Conclusions. The adolescent's psychological potential actualization model application has been developed and substantiated. Forms and methods of developmental work with teenagers according to the competence approach are outlined. There are significant results in the adolescent's psychological potential increasing indicators regarding the components direction.

Effective Strategies for Identifying, Nurturing, and Retaining Future Leaders

Purpose: This study explores the critical processes of identifying, nurturing, and retaining future leaders within organizations. It aims to enhance leadership development programs by offering theoretical advancements and practical insights. Research Design and Methodology: Employing a qualitative research design, the study synthesizes existing literature on leadership development. It employs detailed thematic analysis and coding of scholarly articles, books, and empirical studies to understand the nuances of leadership strategies. Findings and Discussion: Findings reveal the need for a holistic approach to leadership development, encompassing assessments of cognitive and emotional intelligence, tailored developmental interventions, mentorship, and the alignment of organizational values with individual career goals. Key themes include the importance of emotional intelligence, mentorship, and the impact of organizational culture on leadership retention. Implications: The research underscores the necessity for organizations to implement adaptive and personalized leadership development strategies that respond to changing business landscapes. It advocates for integrating innovative tools such as big data analytics and AI into leadership assessments and emphasizes creating a supportive work environment that fosters long-term commitment among leaders, essential for maintaining a competitive edge.

Emotional intelligence: An important skill to learn now than ever

Emotional intelligence (EI) is defined as ability of an individual to perceive, understand, regulate, control and utilise emotions. EI is a relatively nascent concept from the 1900s that attempts to connect emotion to general intelligence. Several clinical studies and survey research have confirmed positive association between EI and optimal mental and physical health, overall well-being, and on-aggressive behaviours. In this review, a brief overview on evolutional theory of EI, various models associated with EI, methods of classifying measures, and comparing various EI measurement methods are described. Indeed, EI assessment measures such as Multifactor EI Scale, Mayer-Salovey-Caruso Tests, Self-report Test, Trait EI Questionnaire, Bar-On Emotional Quotient Inventory, The Situational Test of Emotional Management, The Situational Test of Emotional Understanding, Emotional and Social competence Inventory are also discussed. The key purpose of this review is to encapsulate important components of EI to audiences, reap the benefits of evaluating EI and implying attributes to improve their emotional health and general well-being.

Serious games to assess university students’ soft skills: investigating the effectiveness of a gamified assessment prototype

ABSTRACT Soft skills are interpersonal, communication, and personal attributes that enable individuals to interact effectively with others in personal and workplace settings. Despite the significance of soft skills for career success, these skills are not necessarily taught in traditional academic settings. Consequently, education institutions must adopt innovative teaching strategies to stimulate student interest and encourage the learning of appropriate soft skills for the job market. This research focuses on developing an online serious game prototype, assessing the students’ familiarity with one specific soft skill (emotional intelligence), and verifying if this online digital prototype will produce performance results comparable with the onsite analogic version of the game. The final testing phase of the game prototype was conducted at the University of Bari in two parts, namely online and onsite tests. For the testing, 394 students took part, where 173 participated in the onsite analogic experience (before the lockdown) and 221 in the online serious game-based experience (during the lockdown). Various statistical techniques were performed to evaluate the prototype's effectiveness in assessing the competencies derived from the Goleman emotional intelligence model. The study has implications for the development and use of serious games in imparting training and assessment of emotional intelligence.

Assessing trait emotional intelligence and its relationship with stress and health behaviour in the education sector: An empirical study from Uttarakhand, India

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teacher, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

Outcomes of Emotional Intelligence Training for Surgeons in a Real-World Setting: a Mixed Methods Study

The objective was to assess, improve and re-assess Emotional Intelligence (EI) in a group of junior and senior surgeons in a real-world setting. This was a mixed methods study. An EI education program was delivered through a series of webinars. The program drew from the central concepts of emotional intelligence: Motivation, empathy, social skills, self-knowledge, and self-control. There was also a component of professional development. EI assessment was performed pre- and post-intervention using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and a series of targeted questions. Qualitative assessment was performed by means of structured interviews examining uptake in techniques, understanding of EI, and its effect on personal and professional life. The Australia and New Zealand Training Board in Colorectal Surgery administers a 2-year bi-national training program in teaching hospitals in Australia and New Zealand and runs a series of educational webinars throughout the training program. The "EI series" was part of this educational program. Webinars were attended by 35 junior surgeons and 8 senior surgeons RESULTS: Self-perceived knowledge and use of EI increased from a mean of 3.6 to 6.5 (p<0.0001). There was a significant difference between experiential (94) and strategic (101) scores (p=0.005). There was a nonsignificant improvement (98.04-100.6, p=0.16), in the pre-post MSCEIT among the junior surgeons and no change for senior surgeons. Seventy-eight percent (25/32) of surgeons interviewed reported using any new EI strategies. Seventy-five percent actively stopped and considered what other people in a clinical scenario may be thinking; 78% commenced metacognition; 81% practiced the process of self-regulation; 66% had begun to recognise and use emotions as data; and, 47% had actively practiced the process of self-distancing CONCLUSION: This study demonstrated the feasibility and utility of delivering EI training in an online format to a group of time-poor surgeons in a real-world setting.

Strengthening National Character in Islamic Elementary School

education in schools, including the learning process in the classroom. This has been seen in Indonesia's national education goals that intellectual intelligence, emotional intelligence, and spiritual intelligence assessment in a proportional position. Therefore, the purpose of this research is to see how far strengthening national character is applied to students, especially at Galudra Elementary School. This type of research approach uses qualitative methods with a library research approach. The value of the nation's educational character is referred to in research data., and the data source is class II MI. Thematic books that employ data collection techniques are documentation, and data analysis is content analysis. The results of this study indicate that the strengthening of national character in Madrasah Ibtidaiyah is contained in thematic books, especially on the learning theme of PPKn MI/SD class II, semester 1 of the 2013 curriculum. That is done through 1) starting a discussion of knowledge material, 2) after discussing knowledge material, 3) on pictures/stories specifically for attitude development, and on attitude assessment. Then the national character contained in the class 2 thematic book of MIS Galudra includes the characters: Religious, respect and appreciation, discipline, independence, democracy, social care, love for the motherland, defending the country, responsibility, friendship, and tolerance.

Identifying Measures of Emotional Intelligence and Dangerous Driving

Dangerous driving behaviors are a public safety concern. These behaviors are heavily influenced and can be triggered by emotions. Emotions, and their resultant behaviors, are influenced by emotional intelligence (EI), defined as an individual’s ability to identify and differentiate between emotions, and make decisions based on them. The objective of this study was to determine the best EI and dangerous driving behavior measures. This exploratory study examined methods to measure EI and its possible relationship with various measures of dangerous driving behavior among 155 adult drivers in the United States with a valid driver’s license. Participants completed an online survey, which included three scales for EI assessment (TEIQue, GENOS, WLEIS) and three dangerous driving behavior scales (DDDI, DBQ, DBI), along with questions about past crashes and citations. Responses from the survey were analyzed using Pearson’s correlation, linear regression, and binary logistic regression. Significant correlations were observed between all driving behaviors and the TEIQue EI scales. Notably, the TEIQue total EI and emotionality subscales emerged as the most influential predictors of dangerous driving behaviors. Participants with higher scores in total EI and emotionality engaged in fewer dangerous driving behaviors. Furthermore, the GENOS and WLEIS EI scales failed to predict dangerous driving behaviors. This study suggests that driver EI should be analyzed using the TEIQue EI scale and driving behaviors should be measured using the DDDI and DBQ scales. Moreover, promoting and improving EI could be useful in preventing dangerous driving behaviors among drivers and reducing their fatality rates on the road.

The Impact of a Nurse Leader Learning Laboratory on Nurse Manager Perception of Leadership Competency and Skills.

This quality improvement project sought to improve nurse managers' perceptions of leadership competencies through experiential nurse leader laboratories. Nurse managers attended a 3-month pilot of nurse leader learning laboratories that included didactic and experiential components derived from the American Organization for Nursing Leadership's competencies. Clinical significance can be inferred from increases in postintervention Emotional Intelligence Assessment scores and postintervention increases in all categories of the American Organization for Nursing Leadership's Nurse Manager Skills Inventory; therefore, healthcare organizations stand to reap the benefits of cultivating leadership competencies among experienced and novice tenured nurse managers.