Emotional Intelligence Behavior Research Articles

Teachers’ Emotional Intelligence and English Students’ Self Efficacy, Anxiety and Academic Achievement

The Teachers’ Emotional Intelligence and English Students’ Self efficacy, Anxiety and Academic Achievement was a study where the level of teachers’ Emotional intelligence was identified based on the perception of the English students, and how the level of students’ self efficacy, anxiety and academic achievement affected based on the students’ perception of the teacher’s emotional intelligen ce. It was conducted among the Grade 10 students of PQNHS during the School Year 2021 2022. The study was conducted to determine the level of teachers’ emotional intelligence as perceived by Grade 10 English students of PQNHS. Descriptive correlational des ign was used. There were 225 students who were respondents of the study. Based on the result, Teachers’ EI has a high level, this means that often teachers exhibited emotional intelligence behavior. Self efficacy was also high, which means students believe in themselves that they can do all the English tasks and activities in t he class. Anxiety has an average level. Students’ achievement has a high level. The result also showed that there was a significant relationship between the Teachers’ EI and students’ anxiety. With the Teachers’ EI and students’ self efficacy and achieveme nt, it was found out that there was no significant relationship. The factors that were highly correlated with students’ self efficacy, anxiety and achievement were emotional self awareness, emotional expression and emotional awareness of others. Hence, it is recommended that teachers may evaluate their emotions and attend seminar workshops to enhance their emotional intelligence.

EXPLORING STOICISM IN LEADERSHIP: A Comparison with Emotional Intelligence in Undergraduate Leadership Students

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019) Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564) The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.

EXPLORING STOICISM IN LEADERSHIP: A Comparison with Emotional Intelligence in Undergraduate Leadership Students

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019). Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564). The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.

Understanding Hospitality and Tourism Students’ Emotional Intelligence Performance in the E-learning Environment: A Delphi Approach

ABSTRACT The COVID 19 pandemic has forced educators and students to embrace e-learning. It has become urgent that educators expedite their efforts in establishing criteria to assess the overall effectiveness of e-learning, in which student emotional intelligence (EI) cultivation and development play an increasingly centric role. However, a survey of the current literature shows that EI in e-learning appears to have received little attention. This study was thus designed to help fill this research void. Specifically, it set out to understand typical hospitality and tourism students’ EI behaviors in the e-learning environment. To achieve this goal, this study applied a two-round Delphi approach. The findings show that in the e-learning environment, students commonly exhibit high self-awareness, low self-management, low social management, and low relationship-building competence. Prior EI studies mainly focus on employee performance and behavior but this study extends the effect of EI in education and offers significant implications for hospitality and tourism educators and researchers (word count: 155).

Current workplace issues and behaviours in tourism and hospitality: moderating role of empowering leadership

ABSTRACT This study investigated the antecedents and consequences of social intergroup behaviours–relationships in the tourism workplace and job satisfaction. Social exchange theory (SET) was adopted as a framework. Primary data were collected from a valid 980 full-time employees of Egyptian tourism firms (travel agents and hotels). Conceptual model analysis was carried out by PLS-SEM. The findings showed that on the contrary to workplace emotional intelligence behaviour, deviant behaviours (bullying, incivility, stress and gossiping) influenced negatively employee's satisfaction. Empowering leadership moderates the relationships between workplace deviant behaviours, emotional behaviour, job satisfaction and firm performance. This study provides a significant SET contribution to the human resource management literature in managing tourism and hospitality workplace behaviours through exploring the positive effects of empowering leadership on both firm performance and employee's job satisfaction. The SET contribution from the validated results is useful for academics, tourism managers and industry leaders, society and public psych-policy makers, and the tourism firm's economy. Additional contributions of managerial and theoretical implications and limitations are discussed.

Emotional Intelligence Scale: Assessing its Psychometric Characteristics in Bangladeshi Culture

After the publication of Goleman’s (1995) best-selling book ‘Emotional Intelligence’ the term drew attention scholars (Algera, 2011) in terms of ensuring social and universal unity and for study. Due to development of technology, increasing social unrest and  competition  social relationships have been declining and individualism has been arising in parallel with the rapid emotional understanding and control has arisen in order to each individual accepts and works in cooperation with an individual from another culture. But there is no valid scientific tool for measuring this important emotional intelligence behavior in Bangladesh culture. So, considering the significance of the tool, the purpose of the present study was to translate the instrument into Bangla and validate in Bangladeshi culture. A grand total of 1000 participants (491 males and 509 females) participated in the study. Exploratory Factor Analysis (EFA) which was administered on sample 1 (n = 500) identified a seven-factor of the Emotional Intelligence Scale (EIS) with 33 items. The seven factors explained 56.60% of the total variance. When analyzed the data for sample 2 (n = 500) in Confirmatory Factor Analysis (CFA), it revealed that the seven-factor model with 33 items is an acceptable fit [χ 2 (469) = 1325.99, RMSEA = .06, RMR = .08, CFI = .87, GFI = .86] model to the data. Moreover, the EIS showed good internal consistency (Cronbach’s α = .93 for the 1st sample, .92 for the 2nd , and combined sample), strong convergent, and discriminant validity. Thus, the Bangla version EIS appears to be valid and reliable and may be used in further research on emotional intelligence behavior in the country.

EI competencies as a related but different characteristic than intelligence.

Amid the swarm of debate about emotional intelligence (EI) among academics are claims that cognitive intelligence, or general mental ability (g), is a stronger predictor of life and work outcomes as well as the counter claims that EI is their strongest predictor. Nested within the tempest in a teapot are scientific questions as to what the relationship is between g and EI. Using a behavioral approach to EI, we examined the relationship of a parametric measure of g as the person’s GMAT scores and collected observations from others who live and work with the person as to the frequency of his or her EI behavior, as well as the person’s self-assessment. The results show that EI, as seen by others, is slightly related to g, especially for males with assessment from professional relations. Further, we found that cognitive competencies are more strongly related to GMAT than EI competencies. For observations from personal relationships or self-assessment, there is no relationship between EI and GMAT. Observations from professional relations reveal a positive relationship between cognitive competencies and GMAT and EI and GMAT for males, but a negative relationship between EI and GMAT for females.

Towards Emotional Intelligence behaviour within Virtual Learning Environments: Perceptions of Secondary School Teachers

Although recent research indicates that Emotional Intelligence has important implications for schools, it remains an under-researched construct within the field of education [1]. This is particularly so when it comes to its adoption and use within Virtual Learning Environments (VLEs). Now that we are using VLEs to teach students and we do understand the importance of Emotional Intelligence, it is both imperative and critical to study its efficacy and productivity. In this paper, findings of a research study that examined strategies for supporting the development of students’ Emotional Intelligence through the use of a VLE in one secondary school in London are presented. It is argued, based on the analysis of data collected from semi-structured interviews and questionnaires, that the adoption and use of VLEs in schools can offer for teachers, opportunities to develop the Emotional Intelligence of their students and consequently help to maximise the opportunities offered in face-to-face classroom time.

Increasing Emotional Intelligence of Employees: Evidence from Research and Development Teams in Taiwan

Although the concept of emotional intelligence has captured the interest of researchers and the wider public, the mechanism by which transformational leadership exerts its influence on the development of emotional intelligence behavior of followers remains relatively unexplored. In this study we proposed a latent growth model, recruiting 342 employees from Taiwan information technology firms at multiple time points over a 6-month period to test the proposed model. The findings showed that, compared with their coworkers, those employees who perceived their leaders as demonstrating more transformational leadership at Time 1, were more likely than others to develop increases in emotional intelligence behavior over time, which consequently improved their task performance and led to the development of an increase in their organizational citizenship behaviors.

PERUBAHAN PERILAKU KECERDASAN EMOSIONAL ANAK USIA DINI MELALUI PENDIDIKAN SENI TARI

Education with a dimension of EQ (Emotional Quotions) can be found in theconcept of dance education. This study examined how the implementationprocess, and changes in emotional intelligence behaviour of young childrenthrough learning the art of dance. The approach is qualitative. Data collectiontechniques used interviews, participant observation, and studydocumentation. Techniques of data analysis used reducing, clarifying,describing, concluded, and interpret all the information selectively. The resultsshowed that the process of implementation of dance education in earlychildhood can not be separated from teaching and learning process, whichincludes: objectives, teaching materials, teaching methods and learningactivities, facilities and infrastructure, evaluation, social and culturalconditions. Emotional intelligence behaviour change early childhood throughlearning the art of dance can be seen through: (1) a sense of pride, (2) has abrave nature, (3) able to control emotions, (4) able to hone refinement, (5) beable to nurture a sense of responsible, (6) able to nurture a sense of self, (7) easyto interact with others, (8) has a good performance, (9) are able to developimagination, and (10) becomes a creative child. Kata Kunci : pendidikan seni tari, kecerdasan emosional, anak usia dini.