Components Of Emotional Intelligence Research Articles

Emotional Intelligence and The Use of ICT in Upper Basic Education Students

Objective: This study aimed to establish the statistical relationship between emotional intelligence and the use of ICT among Upper Basic Education students in the provinces of Guayas and Manabí, Ecuador. Theoretical Framework: The study delves into the theoretical models of emotional intelligence, highlighting the proposals of Salovey and Mayer, Goleman, and Bar-On, which emphasize the ability to recognize, understand, and manage one's own emotions and those of others. Additionally, it analyzes the fundamental role of ICT in contemporary society, underlining its capacity to transform how we communicate, work, and learn. Method: The study was quantitative, with a descriptive and correlational level. The population consisted of 262 students. A purposive sample of 165 students was selected. The variable of emotional intelligence was measured using the BarOn ICE emotional inventory adapted by Ugarriza (2001), and the use of ICT was measured using the MULTICAGE-TIC instrument designed by Méndez-Gago et al. (2018). Results and Discussion: It was found that most students have adequate development scores in the components of emotional intelligence, except for the interpersonal component. Additionally, they make intensive use of the internet, instant messaging, and mobile phones. The Spearman's rho correlation coefficient yielded 0.730 and a p-value of 0.000 at the 0.01 level. It was concluded that there is a significant relationship between the variables analyzed. Implications of the Research: The implications of this research are broad and promising. By establishing a connection between emotional intelligence and information and communication technologies (ICT), it opens up a new field of study with great potential. On the one hand, it envisions opportunities to develop technological tools that foster the development of emotional intelligence in people of all ages. Originality/Value: The originality and value of this research lie in its interdisciplinary approach by connecting two seemingly distant fields: psychology, with its study of emotional intelligence, and technology, represented by ICT. By exploring the relationship between these two concepts, this research opens up new avenues for understanding how digital technologies influence our emotions and how we can use them to promote emotional well-being.

Emotions and cognitive processes in labor activity: the role of emotional intelligence

The article is devoted to the study of the problem of the relationship between emotions and reason, as well as the phenomenon of emotional intelligence (furthermore - EI), which combines the ability to recognize and manage one's own emotions and the emotions of others. This paper examines the critical components of emotional intelligence, such as self-awareness, self-regulation, motivation, empathy, and social skills, and their impact on the professional environment. A high level of emotional intelligence allows employees to more effectively cope with emotional stress, improve interpersonal relationships, motivate themselves and others, and make informed decisions in stressful situations. The article provides an overview of the main theories of emotions proposed in the context of analytical, cognitive, and domestic psychology, with the aim of expanding the understanding of emotional intelligence. The primary attention is paid to the analysis of theories that consider emotions as a result of physiological reactions or cognitive processes, as well as in the context of social learning and motivation. The critical aspects of the interaction of emotions with perception, motivation, and mental processes, as well as their role in the formation of the integrity of the personality and adaptation to the external environment, are considered. Essential accents are made on analyzing emotional reactions, assessing their significance for the subject, and searching for a connection between emotional states and cognitive activity. The article's conclusions emphasize the importance of EI as a critical factor in understanding emotional reactions, making it an essential element in psychological theory and practice.

PENGARUH KECERDASAN EMOSIONAL TERHADAP PRESTASI BELAJAR SISWA PADA MATA PELAJARAN EKONOMI DI SMA KAPIN JAKARTA

The aim of this research is to explore the impact of emotional intelligence on students' academic achievement in economics at SMA Kapin Jakarta. A quantitative method using simple random sampling was employed, involving 52 students from grades X and XI. Data were obtained through a questionnaire assessing emotional intelligence and report card scores in economics. The results of the simple linear regression analysis indicated a significant positive influence of emotional intelligence on academic achievement, with an R² of 0.232 and a p-value less than 0.05. The dimension of self-awareness was recorded to have the highest achievement level at 80.77%, while self-regulation exhibited the lowest achievement at 52.31%. The findings of the research indicate a positive relationship between the enhancement of emotional intelligence and improved academic performance in economics. This discovery underscores the importance of strengthening emotional intelligence within the educational curriculum as a means to promote better academic achievements. The study has significant implications for the development of learning strategies that integrate emotional intelligence components at the high school level

The Moderating Role of Emotional Intelligence on the Relationship Between Nurses’ Preparedness to Care for COVID-19 Patients and Their Quality of Work Life

Emotional intelligence (EI) is increasingly recognized as a key factor in healthcare, where managing emotions is vital for job satisfaction, productivity, and interpersonal relationships. For nurses, particularly during the COVID-19 pandemic, EI plays a pivotal role in navigating emotional challenges and improving their quality of work life (QoWL). This study examined how EI moderates the relationship between nurses’ preparedness to care for COVID-19 patients and their QoWL. A cross-sectional, correlational design was used, involving 267 nurses from various healthcare settings. Data were collected through the Emotional Intelligence Scale, the Quality of Nursing Work Life survey, and demographic questionnaires. The sample was predominantly female (94.4%), with a mean age of 37.47 years (SD = 8.09) and an average of 8.43 years of experience (SD = 6.33). Most nurses (87.3%) attended COVID-19-related workshops, with 76.4% feeling prepared to care for COVID-19 patients. Emotional intelligence levels were high, with 93.6% of nurses reporting good personal competence and 85.4% reporting good social competence. Descriptive results showed that 71% of nurses perceived their QoWL as good, while 29% rated it as fair. Pearson correlation analysis revealed significant positive correlations between both personal competence (r = 0.33, p < 0.001) and social competence (r = 0.34, p < 0.001) with QoWL, but preparedness to care for COVID-19 patients did not correlate significantly with either EI or QoWL. Hierarchical regression analysis demonstrated that, although nurses’ preparedness alone did not predict QoWL (β = 0.034, p = 0.57), including emotional intelligence as a moderator explains 41% of the variance in QoWL. Both personal (β = 0.578, p < 0.001) and social competence (β = 0.665, p < 0.001) components of EI had significant buffering effects on the relationship between preparedness and QoWL. These findings suggest that fostering EI in nurses can enhance their resilience and improve their work life quality, particularly in high-stress healthcare environments like those experienced during the pandemic.

Enhancing Pedagogy and Biblical Exegesis with Emotional Intelligence

In the past few decades, emotional intelligence (EI) has emerged as a competitor with ordinary intelligence (Intelligence Quotient (IQ)). The contrast is simple: IQ studies what you know; contrastively, EI studies how you relate to people. Many recent studies suggest that IQ accounts for only about 20% of success in life, with the remaining 80% being made up by other factors, emotional intelligence included. The article defines EI using a transdisciplinary approach and describes the components of EI using six rules of business email etiquette and the 7-item checklist used in the moral-legal code of Jewish law governing laws of communication. The overlap and commonality from these disparate disciplines enhances our confidence in the approach's operationality. We apply our findings to the disparate disciplines of biblical exegesis and pedagogy. Besides the traditional emphasis on tone, inclusiveness, and lack of omission and unconscious biases, the article provides some largely unexplored EI uses as a means of inferring exegesis and teaching. Consistent with the goals of this conference, we urge readers and listeners to research and apply these methods in their daily settings.

EMOTIONAL INTELLIGENCE IN NURSING

Nurses are often exposed to work under pressure, the challenges of making extremely quick and responsible decisions, and dealing with other people's pain, suffering and losses. Of all healthcare professionals, they spend the most time with the patient, creating a special relationship based on trust. Previously, it was an intuitive process where nurses were only sometimes successful. Today, in evidence-based nursing, we are aware of how important emotional intelligence is in all aspects of nursing and nursing education. Physical fatigue is less of a problem for nurses than emotional exhaustion and compassion fatigue. Therefore, effective emotional regulation is necessary to improve business satisfaction. Managing emotions is achieved by developing emotional intelligence, which has become a more ubiquitous concept in nursing in recent years. The most desirable employees in healthcare (and elsewhere) are those with developed academic intellectual abilities, but also emotional intelligence. With the help of the components of emotional intelligence, the internal mechanism of the specific nurse-patient relationship could be explained, which has proven to help both the patient in achieving favorable health care outcomes and the nurses themselves in acting and understanding the very essence of nursing. Emotional intelligence as a mental skill helps an individual in various personal, social, professional, communication and financial domains such as: time management, decision making, service delivery, responsibility, empathy, presentation skills, stress tolerance, trust and communication management. This overview paper will try to present its importance in nursing.

Емпатія як складова професійної компетентності диспетчера служби екстреної (швидкої) медичної допомоги

The article highlights the problem of empathy of emergency medical service dispatchers, since it is the dispatcher who is the first person with whom a person comes into contact in a crisis situation. The sample of researchers consisted of 63 people, mostly from the eastern regions of Ukraine, who were divided into groups based on gender, place of residence, and length of service. The results of an empirical study of the features of empathy as a component of the professional competence of the E(S)MH dispatcher are presented. The distribution of E(S)MH service personnel depending on the levels of emotional intelligence components is determined; compared to the previous year, depending on different types of activities, the presence of problems with work or other regular daily activities due to physical health, emotional problems that also interfere with normal social life with family, friends, etc. The empirical study made it possible to state that about half of the study subjects are characterized by an average integrative level of emotional intelligence, who are able to manage their emotions at a high level, low levels of self-motivation and empathy; a high level of emotional intelligence is characteristic of only one tenth of the study subjects. There are statistically significant differences in emotional intelligence and its components among EMS workers depending on their gender, place of residence and length of service: men living in rural areas have twice as high levels of emotional intelligence, emotional awareness, emotion management, empathy and recognition of other people's emotions as men living in cities and women, regardless of their place of residence; male medical professionals with 11 to 20 years of work experience show significantly higher levels of empathy compared to women with this work experience; women are characterized by a gradual decrease in the level of empathy with the acquisition of experience during their professional career; regardless of the length of service, men's empathy scores are slightly higher than women's, which, in turn, indicates that men are easier to adapt to difficult working conditions; the highest rates of emotional intelligence, as well as empathy, were found in men with work experience from 21 to 30 years. Prospects for further research in the context of creating a program of education and training for the development of empathic skills in E(S)Md dispatchers are outlined. It is especially important to pay attention to modeling crisis situations that reflect real challenges in their work and improve communication with potential ambulance patients

Emotional Intelligence May Be Associated with Some Forms of Creative Potential

The current study examined the relationship between creative potential, estimated with tests of divergent thinking (DT), and emotional intelligence (EI). Previous research has hinted at a relationship, but the EI–DT relationship may differ as a function of the tasks and the specific components of EI. With this in mind, the present investigation compared two DT tests (Social Games vs. Titles Games) and examined whether or not the Interpersonal and Intrapersonal subscales of EI were more associated with DT than the Adaptability and Stress Management EI subscales. The youth version of the Bar-On Emotional Quotient Inventory (EQ-i: YV) was used to measure EI. The measure of EI and the two DT tests were administered to 244 male and female gifted (N = 125) and nongifted (N = 119) high school students in Saudi Arabia. The first objective was to examine whether the EI–DT relationship differs based on the nature of the task of the two DT tests used in the current study (Social Games vs. Titles Games). The second objective was to test whether the Interpersonal and Intrapersonal subscales of EI are more associated with DT than the Adaptability and Stress Management EI subscales. Canonical correlation analysis showed that the relationship between the Social Games test and EI was stronger than the relationship between the Titles Games test and EI. Two path analyses were run: one for the total sample and the second for the gifted sample. The likelihood ratio test showed that the Social Games test was more associated with EQ-i subscales than the Titles Games test for both samples. As expected, the Inter- and the Intrapersonal subscales of the EQ-i were more highly related to Social Games fluency and originality scores compared with the Stress Management and Adaptability subscales. Limitations and future directions are discussed.

A Network Analysis of Emotional Intelligence in Chinese Preschool Teachers

Emotional intelligence significantly influences various aspects of teachers’ professional and personal lives, notably affecting preschoolers’ social skills and emotional development during formative years. This study utilizes a network analysis approach to explore the complex relationships among four components of emotional intelligence: emotional labor, emotional regulation, professional well-being, and professional identity. Participants included 2069 frontline Chinese teachers (34 males, 2035 females; M = 28.64, SD = 5.98; M years of teaching = 6.88, SD = 5.29) with no leadership roles, categorized into three stages of their careers based on years of teaching experience: novice (0–3 years; n = 612), advanced beginners (4–6 years; n = 537), and competent (7–40 years; n = 920). Findings revealed that joy of teaching, role value, and professional value were identified as the most critical elements within the emotional state network of early childhood education teachers. The strongest connections in teachers’ emotional networks were found between school connectedness and joy of teaching (r = 0.474), surface acting behavior and natural acting behavior (r = 0.419), and professional value and professional behavior (r = 0.372). Furthermore, teachers across different career stages exhibited similar characteristics and intrinsic connections among emotional state components. These findings deepen our understanding of the emotional state networks of ECE teachers, highlighting shared features and interconnected mechanisms, and suggest that enhancing teachers’ emotional intelligence through targeted professional development can improve both teacher well-being and preschoolers’ social–emotional outcomes. Policies that foster strong school connectedness and reduce emotional labor are key to promoting sustained joy in teaching, particularly for novice and advanced beginner teachers.

A playbook for optimizing emotional intelligence benefits

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This study aimed to examine the impact of emotional intelligence (EI) and organizational communication on perceived team effectiveness among Nigerian bank employees. The researchers hypothesized that EI components and organizational communication would predict team effectiveness both independently and jointly. Results confirmed these hypotheses, showing that all components of EI positively correlated with team effectiveness, and organizational communication was a significant predictor. The combination of EI and communication jointly predicted team effectiveness, with use of emotions and regulation of emotions being particularly significant. Key managerial insights include investing in EI training and fostering open communication to enhance team performance. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

A Practical Guide for Improving and Evaluating the Components of Emotional Intelligence in Healthcare Students

A Practical Guide for Improving and Evaluating the Components of Emotional Intelligence in Healthcare Students

The impact of emotional and moral intelligence on nurses’ organizational commitment

BackgroundEmotion control, adherence to ethics, and organizational commitment are among the widely addressed topics in response to turbulent and complex organizational environments. The aim of this study was to investigate emotional and moral intelligence and their effect on organizational commitment among nurses working in public hospitals.MethodsThis descriptive-analytical cross-sectional study was conducted on 385 nurses. The data collection tools were standard questionnaires on emotional intelligence, moral intelligence, and organizational commitment. The data were analyzed using t-test, ANOVA, Pearson correlation coefficient, and multiple linear regression with SPSS23 software.ResultsThe mean scores indicated moderate levels of emotional and moral intelligence and a low levels of organizational commitment among nurses. There was a significant positive correlation between emotional intelligence and moral intelligence with organizational commitment. Based on the results of multiple linear regression, components of emotional intelligence and moral intelligence, including responsibility, compassion, self-awareness, forgiveness, integrity, relationship management, self-management, and social awareness were identified as predictors of organizational commitment.ConclusionEmotional intelligence and moral intelligence were estimated to be at moderate levels, and organizational commitment among the nurses was at a low level. Improving emotional and moral intelligence may enhance nurses’ organizational commitment. Therefore, it is recommended that hospital managers provide training courses and workshops to improve nurses’ emotional and moral intelligence, which can, in turn, promote their organizational commitment.

Correlation between students’ emotional intelligence and emotional dependency

The aim of the article is to determine the specifics of the relationship between the components of emotional intelligence (EI) and the emotional dependency (ED) reactions in student age. The MSCEIT (The Mayer–Salovey–Caruzo Emotional Intelligence Test) and R. Hirshfield’s Interpersonal Dependence Test were used to achieve the aim and objectives of the study. The article analyses the dynamics and correlation of indicators for educational courses at the bachelor’s level of higher education institutions (HEIs). The prevalence of the medium indicators of the levels of EI and manifestations of ED was found during the studied period. A significant increase in EI indicators was determined between the second and third years of study. A gradual decrease in the ED reaction before the completion of studies in HEIs was recorded. Significant correlations of the ED parameters with the conscious management of emotions, the ability to understand and identify experiences were calculated. Most often, the connections between the EI components were established to manifested with the level of self-confidence. It can be stated that high EI indicators determine a decrease in EI. The research prospects may be the development and verification of the effectiveness of programmes for EI development at student age.

The game as a methodological means of training students of humanities at the university

The article is written in the context of an integrative approach to psychology that combines methods for studying personality and group from different areas of human knowledge, contributing to the creation of a comprehensive psychosocial methodological apparatus aimed at studying the process of providing social and psychological support and assistance in an individual and group format. The article reveals the essence of a psychological game as a resource that contributes to the formation and development of professionally significant personal qualities and skills of university students majoring in the humanities (psychology students). In the course of the study, we proved the possibility of developing empathy in students with the help of psychological game practices in the educational environment of the university. Conceptualization of the definitions of the phenomena of the emotional sphere of personality functioning in bachelors of the 1st and 2nd years of study was carried out. The effectiveness of the development of game materials was assessed: bingo sheets and emotionally rich dialogues, as a stimulus material for recognizing emotions. A methodological justification for the effective use of gamification technologies in the educational process at the university is given. As a result of the empirical study, the training focus of the developed game «Empati-Bingo» was determined, prospects for improving the stimulus material, the possibilities of diagnosing the level of empathy development in students using game tools were determined. It was revealed that the psychological game «Empati-Bingo» requires a high level of empathy development in its leaders. The accuracy of recognition and determination of emotion can reflect the level of development of the cognitive component of empathy as a component of emotional intelligence. To improve the internal validity of the psychological game, the range of emotions that were proposed to be defined was expanded for the declared constructs of emotion and emotional intelligence: dialogues containing negative emotions were added, some emotionally neutral situations arising in interpersonal interaction were removed, which made the stimulus material more understandable for the game participants.

THE VALUE ORIENTATIONS OF ADOLESCENTS WITH DIFFERENT LEVELS OF EMOTIONAL INTELLIGENCE

This article presents general characteristics of the concepts of emotional intelligence and value orientations from the perspective of several authors. There are presented some theoretical approaches with reference to the components of emotional intelligence and the types of value orientations. Moreover, in this paper some sequences of the research carried out on the subject of emotional intelligence and value orientations in adolescents are described. They directly relate to the hierarchies of terminal and instrumental value orientations of adolescents with different levels of emotional intelligence development: high level and low level. At a comparative level, priority values and values rejected by teenagers are presented, which denote different levels of emotional intelligence. The obtained results demonstrate that the value hierarchies in the experimental subjects are not identical. We emphasize that the research sample consists of 341 teenagers from the Republic of Moldova.

The effect of applying emotional intelligence components on coping strategies in adolescents with beta-thalassemia major: a randomized clinical trial

BackgroundThalassemia is one of the most common genetic disorders. Patients with beta-thalassemia major confront serious clinical and psychosocial challenges in their all lives, which require coping strategies. It appears that psychological interventions are necessary to improve their coping skills. The aim of this study was to determine the effect of applying emotional intelligence components on coping strategies in adolescents with beta- thalassemia major.MethodsThis randomized clinical trial study involved 60 teenagers with beta- thalassemia major who were divided equally into intervention and control groups. The experimental group participated in 9 sessions of an emotional intelligence program consisting of 90 min, held both virtually and in person, two sessions per week. We investigated problem-focused and emotion-focused (including positive emotion-focused and negative emotion-focused) coping strategies of both groups of adolescents using the Billings and Moos questionnaire before the intervention, immediately after the intervention, and one month after the intervention. Data were analyzed using SPSS 21. Then, according to the research objectives, independent t-tests, Chi-square, Mann–Whitney, repeated measures Analysis of Variance (ANOVA) and Bonferroni test were used.ResultsIn experimental group, the mean score of problem-focused (problem-solving, cognitive evaluation) and positive emotion-focused (social support) coping increased from (14.2 ± 2.6) and (5.0 ± 0.5) before the intervention to (29.6 ± 3.1) and (10.9 ± 1.3) one month after the intervention, respectively (P < 0.001). However, the mean score of emotional inhibition and somatic inhibition (negative emotion-focused) decreased from (13.8 ± 1.7) and (6.7 ± 1.5) before the intervention to (8.6 ± 2.0) and (3.8 ± 1.8) one month after the intervention, respectively (P < 0.001). While the mean score of problem-focused and emotion-focused coping strategies before and one month after the intervention remained stable in the control group.ConclusionsAdolescents with beta-thalassemia suffer from psychosocial disorders and they also cope maladaptive with their illness. Applying emotional intelligence has improved their coping strategies. Caregivers should be encouraged to assess coping skills in teenagers with beta-thalassemia major and use methods such as emotional intelligence to improve them. Therefore, it can help these adolescents to deal effectively with stress and complications of the disease.Trial registration numberIRCT20210521051356N1 (17/06/2021).

Relationships between gross motor skills, psychological resilience, executive function, and emotional regulation among Chinese rural preschoolers: A moderated mediation model

BackgroundEmotional regulation is a critical component of emotional intelligence, particularly during the preschool stage, a key period for children's development. Previous studies have demonstrated that executive function mediates the effect of gross motor skills on emotional understanding. However, studies specifically focusing on children from rural areas and investigating the role of psychological resilience are limited. The present study fills this knowledge gap by examining the effect of gross motor skills on emotional regulation and the roles of executive function and psychological resilience among Chinese rural preschool children. MethodsThis study included 430 children (aged 61.01 ± 6.98 months, 48.8 % boys) and their teachers from three rural preschools in China. Children's gross motor skills, including locomotor and object control skills, were assessed using the Test of Gross Motor Development-3. Executive function was measured using the Head-Toes-Knee-Shoulder task, and emotional regulation was assessed using the Emotional Regulation Checklist. Furthermore, psychological resilience was examined using the Devereux Early Childhood Assessment. Demographic information was collected, and the cross-sectional relationships between gross motor skills and emotional regulation were investigated through mediation and moderation analyses. ResultsGross motor skills, executive function, and psychological resilience were associated with emotional regulation (p < 0.05), after controlling for sex, age, and only-child status. Executive function was found to mediate the relationship between gross motor skills and emotional regulation, with a mediation effect of 0.045. Psychological resilience moderated the relationship between executive function and emotional regulation (β = 0.078, p < 0.05). Simple slope analysis, based on categorizing psychological resilience into high, medium, and low groups, revealed that preschoolers with a higher level of psychological resilience exhibited a significantly stronger predictive effect of executive function on emotional regulation (β = 0.202, p < 0.01). ConclusionsGross motor skills significantly affect emotional regulation development in rural preschoolers, with executive function acting as a mediator in this relationship. Psychological resilience was found to moderate the effect of executive function on emotional regulation. The findings suggest that enhancing gross motor skills through physical activities can benefit children by promoting the development of executive function, which is crucial for emotional regulation. On the basis of our findings, we recommend focusing on cost-effective physical activity interventions for motor skills development among rural children while also addressing the development of executive function and psychological resilience. Future efforts should include workshops to improve physical literacy of parents and teachers regarding children's gross motor skills promotion.

Assessing the Role of Emotional Intelligence in Team Performance Case study at Al Mujtama Islamic Boarding School 4 Cianjur

Emotional intelligence (EI) has emerged as a crucial factor in understanding team dynamics and performance within service organizations. This paper presents a conceptual framework that assesses the role of emotional intelligence in enhancing team performance, specifically tailored for service-oriented contexts. The framework integrates key components of emotional intelligence, including self-awareness, self-regulation, social awareness, and relationship management, with team dynamics such as collaboration, communication, and conflict resolution. The paper begins by defining emotional intelligence and its relevance in the service industry, highlighting its impact on individual and team behaviors. It then outlines the conceptual framework, detailing how each aspect of emotional intelligence contributes to team effectiveness and performance. The framework emphasizes the importance of developing emotional intelligence skills among team members and leaders to foster a positive work environment and improve overall team outcomes. Furthermore, the paper discusses the potential challenges and barriers faced in implementing emotional intelligence practices in service organizations, such as resistance to change and the need for training and development programs. Strategies for overcoming these challenges and promoting a culture of emotional intelligence within teams are explored, drawing on examples from successful case studies and empirical research. Through a comprehensive review of existing literature and theoretical perspectives, this paper offers insights into the potential benefits of integrating emotional intelligence into team development strategies within service organizations. Practical implications and recommendations for implementing the framework are also discussed, aiming to guide organizations in enhancing team performance through a deeper understanding and application of emotional intelligence principles

The Importance of Emotional Intelligence in Social Work Students and Its Relation to Perceived Efficacy.

Social workers have a greater than average risk of suffering burnout syndrome. In the same way as the professionals, students too can suffer academic burnout. However, few empirical studies have studied burnout and protective factors in social work students exclusively. Emotional intelligence (EI) has been described as a protective factor for burnout both in the professional and the academic context. The present study aims to explore which components of EI predict the burnout domains in students studying a degree in social work, in Spain. To this end, 87 social work students completed a questionnaire in which information was gathered on EI, burnout, average grade in the degree, and sociodemographic variables. The regression analysis results indicate that the students with poorer academic success and from higher years reported greater symptoms of burnout. Regarding the components of EI, emotional clarity and emotional repair predict the academic efficacy perceived by the students. These results highlight the importance of including EI in academic policies to promote the design of EI training programs aimed at developing EI skills, particularly emotional clarity and emotional repair, as a way of improving the perception of efficacy in social work students.

Correlation Between Emotional Intelligence and Readiness for Self-Directed Learning in Medical Undergraduate Students.

The success of self-directed learning depends mainly on the readiness of students to adapt it to their learning domain. Medical students must meet certain criteria to become self-directed learners, which are also significant components of emotional intelligence (EI). Clarification is required on whether the students are ready for self-directed learning according to their level of EIas soon as they enter the medical institute. The survey was conducted on first-year MBBS students, between 18 and 21 years of age. Demographic data of the participants was collected. EI was assessed by using the Schutte Self-Report Emotional Intelligence Test (SSEIT). Fisher's 40-item self-directed learning readiness (SDLR) scale was used to assess the readiness for self-directed learning. Pearson's correlation and regression analysis was carried out to assess the relationship between the two. Approximately 71% of students had average EI, whereas only 5% had high EI. However, 63% of students were found to have low SDLR, while just 37% of participants had high SDLR. EI and SDLR both were found to be higher in males. Pearson's correlation "r"between the two parameters shows a strong positive correlation with statistical significance. Certain training modules need to be incorporated into the medical education program to improve the EI of medical undergraduate students. Such a module might help in improving the readiness for self-directed learning and prepare the medical undergraduates as active lifelong learners, which is the prime goal for an Indian Medical Graduate according to the new Competency-Based Medical Education (CBME) curriculum.