Development Of Emotional Intelligence Research Articles

A study of the propensity for communicative aggressiveness in cadet pilots

The article presents a model of personal resource of a civil aviation pilot and the experience of studying one of the components of this model – a communicative resource. The article analyses the results of a study of the propensity for communicative aggressiveness of the 5th year cadets of the Ulyanovsk Institute of Civil Aviation named after the Chief Marshal of Aviation B.P. Bugaev who are studying in the field of “Organization of flight work”. 83 people participated in the study. V.V. Bojko’s questionnaire “Determination of integral forms of communicative aggressiveness” was used as a diagnostic tool. This technique is designed to assess a person’s predisposition to aggression in various situations and contains 11 parameters of explicit and hidden forms of aggressive human behaviour. The article substantiates the relevance of studying communicative aggressiveness as a professional destruction of civil aviation pilots. The analysis of the average group and personal values of various parameters characterising the respondents’ propensity to aggressive manifestations was conducted. Recommendations are given on the development of emotional intelligence of future civil aviation pilots in the conditions of their higher professional education. The experience of the Ulyanovsk Institute of Civil Aviation in the prevention and correction of educational and professional stress of participants in the educational process is presented.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration. Keywords: AI, Learning, Emotions, Social.

IMPORTANT ASPECTS TO CONSIDER FOR DESIGNING AND IMPLEMENTING AN EMOTIONAL INTELLIGENCE EDUCATORS TRAINING PROGRAM IN MEXICO

Purpose: The purpose of this qualitative applied research was to learn about the most important aspects to consider for designing and implementing an emotional intelligence (EI) training program among educators of Monterrey, Mexico. Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program.   Theoretical framework: For Brackett and Stern (2024) “everyone values Emotional Intelligence, but actually learning the components is another matter entirely” (p. 26). According to Goleman (2020), the components of EI are self-awareness, self-regulation, motivation, empathy, and social skills. Most effective educators based in Goleman’s (2015) view are alike in one crucial way: “they all have a high degree of what it has come to known as emotional intelligence” (p. 1).   Methods: The data were collected using a qualitative method.  The participants who were purposefully selected for obtaining data were three Mexican expert practitioners on adult professional development and one expert on EI development.   Results and conclusions: Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program: (a) establish clear goals, (b) analyze the context, (c) use role plays, (d) use experiential practices, (e) provide time for structured reflection, (f) foster collaboration and a sense of community, (g) analyze case studies, (h) have participants set goals, (i) use qualitative assessment, (j) view and analyze videos of teachers using emotional and classroom management skills, (k) identify sources of stress, (l) use relaxation techniques, (m) identify manifestations of stress, and (n) learn ways to cope with stress.   Findings implication: As a result of this study, some of the strategies and aspects recommended to consider within an EI educator training program may be applicable to international leadership educators as well.   Uniqueness/value: All of the foundational aspects mentioned in this study represent great assistance in providing a solid base of data that confirmed the need to foster EI among educators.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration.

The Relationship Between Emotional Intelligence Level and Conflict Management Strategies for Female Practicing Nurses with Dual Roles in the Inpatient Room of RSUD Sumedang

The nursing environment is unique and has the potential for conflicts to arise. Effective conflict management is crucial for redirecting disputes in a constructive direction. Emotional intelligence , as an internal personality characteristic, significantly influences conflict management. This research aims to determine the relationship between emotional intelligence  and conflict management strategies. A quantitative methodology was employed, utilizing Spearman Rho correlation analysis to analyze the data. The sample in this study consisted of 107 female practicing nurses with multiple roles in the inpatient ward of RSUD Sumedang, selected using the proportional random sampling technique. The alternative hypothesis (Ha) is accepted, indicating a significant relationship between the level of emotional intelligence  and the conflict management strategies of competing, collaborating, compromising, avoiding, and accommodating, with significance levels and correlation coefficients, namely <.001 (-0.510), <.001 (0.614), 0.038 (0.201), <.001 (-0.757), and <.001 (0.688), respectively. Based on these results, it can be concluded that the level of emotional intelligence  is positively correlated with conflict management strategies such as collaborating, compromising, and accommodating. Meanwhile, conflict management strategies involving avoiding and competing show a negative correlation. This demonstrates that selecting a constructive conflict management strategy requires a high level of emotional intelligence . Conversely, nurses possessing elevated emotional intelligence  may lean towards avoiding or refraining from aggressive competition in conflict situations to preserve positive relationships among colleagues. Hence, there is a need for comprehensive development of emotional intelligence  and conflict management training.

Emotional Intelligence: Catalyst for enhanced human resource management performance

This study investigates the pivotal role of emotional intelligence (EI) in optimizing human resource management (HRM) outcomes. Through a mixed-method approach combining quantitative surveys and qualitative interviews, the research explores the correlation between EI competencies and various HRM effectiveness metrics. Findings reveal a significant positive relationship between EI levels among HR professionals and key performance indicators such as employee engagement, leadership effectiveness, and conflict resolution. Furthermore, qualitative insights underscore the nuanced ways in which EI influences HRM practices, emphasizing its role in fostering empathetic communication, facilitating constructive feedback, and mitigating workplace tensions. These results have profound implications for organizational HR strategies, suggesting the integration of EI development programs into HRM training initiatives. By cultivating EI competencies among HR practitioners, organizations can enhance their capacity to nurture a positive work environment, foster stronger employee relationships, and ultimately achieve greater organizational success.

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.

Emotional Intelligence of Elementary School Age Children in Low and High Classes

Children's emotional intelligence plays an important role in their success at school. The emergence of cases resulting from a low ability to manage emotions, such as violence and bullying, has a negative impact both physically and psychologically. Tthem research aims to determine the level and development of emotional intelligence in elementary school children. The research method used is qualitative with a case study approach. The research was conducted at State Elementary School 02 Tuban Karanganyar, involving students based on class levels, namely low and high class. Data was collected through questionnaires, interviews, and observations. Data validity with data triangulation and techniques. Data analysis uses interactive analysis. The research results show that the characteristics of students' emotional intelligence vary. Low-class emotional intelligence focuses on recognizing one's own and others' emotions, while high-class emotional intelligence focuses on managing emotions, motivating oneself, and building relationships. However, a high-class student experienced delays in emotional intelligence development due to trauma from physical bullying. It is crucial to help children manage emotions healthily and build self-control skills to prevent delays in emotional intelligence development. Developing emotional intelligence from low to high is essential for overall well-being.

Using Reflection to Engage with the Affective Domain in Legal Education in the Context of Cultural and Institutional Diversity

In legal education, the affective domain plays a vital role in shaping future lawyers’ professional identities, values and ethical decision-making capabilities. However, law schools in England and Wales face specific challenges in addressing the affective domain successfully in the context of cultural and institutional diversity. These include the predominant emphasis on doctrinal instruction and analytical thinking, neglecting emotional intelligence and ethical development and the emotional demands placed on law students. Law schools must also address implicit biases, combat discrimination and foster a supportive and inclusive environment. To overcome these challenges, law schools can integrate courses addressing the affective domain, offer opportunities for self-reflection, mentorship and peer support and invest in faculty development programmes. Collaboration with the legal profession can also bridge the theory–practice gap. By understanding and addressing these challenges, law schools can equip students with emotional intelligence, empathy and ethical foundations for successful legal careers.

The impact of emotional intelligence on coping strategies for psychological trauma

The aim is to determine the impact of emotional intelligence on coping strategies for psychological trauma. Methods: The research was conducted using survey and testing based on diagnostic methods: Primary Care PTSD Screen, WCQ, EQ-test. Statistical methods were used: ANOVA, descriptive statistics, regression analysis. Two hundred seventy internally displaced persons (IDPs) aged 23 to 48 participated in the study. The study found that subjects with PTSD signs have low emotional intelligence (M=32.31±14.88) and confrontation (M=12.68±4.08), distancing (M=12.74±4.62), avoidance (M=13.85±4.97) coping strategies. Regression analysis established that a low level of emotional intelligence promotes confrontation (β=-1.926±0.296) and distancing (β=-1.198±0.386) coping, and a high level of emotional intelligence develops a problem-solving strategy (β=1.277±0.298). The results make it possible to expand the range of providing psychological assistance in overcoming psychological trauma through the formation of emotional intelligence. This will ensure the assimilation of constructive coping as elements of conscious overcoming of life's difficulties. Increasing the level of emotional intelligence and adaptive behavior strategies will help reduce feelings of stress due to trauma. The obtained results open opportunities to study the impact of emotional intelligence on individuals who experienced traumatic events. Studying external and internal factors contributes to emotional intelligence development. Identifying individual and socio-cultural aspects of coping strategies enhances psychological support methods. Understanding emotional intelligence's influence helps design programs to develop it and overcome psychological trauma, including telepsychology.

Psychological Features of the Development of Emotional Intelligence of Students

Psychological Features of the Development of Emotional Intelligence of Students

Friendship and Socio-Emotional Skills in 3th / 4th Year Students in Portuguese Basic Education

We carried out quantitative research (descriptive, exploratory, transversal, explanatory) analyzing interpersonal/social friendship relationships (acceptance/refusal) and the mastery of socio-emotional skills in four classes with 3rd and 4th year students of basic education (sample N=91 students), in a School Group in Castelo Branco in Portugal, in the Pre-COVID period (November 2019), not being able to carry out the intervention of an Emotional Intelligence Development Program in these study subjects. We investigated the significant differences between the social friendship relationships (sociometric friendship test) of students in the 3rd/4th year of basic education and the analysis of the results obtained by the Emotional Skills Questionnaire. The study was guided by the following objectives: analyzing the acceptance/rejection of the relationship of 3rd/4th year students from the four basic education classes; verify the significant differences in friendship relationships between 3rd/4th year students by gender; know the differences between 3rd/4th year students by class in emotional skills; Determine the socio-emotional skills by gender of 3rd/4th year students by class. The results obtained confirmed that certain student behaviors in the group/class constitute an indicator of effective and valued social skills in this socialization context.

The mediating role of emotional intelligence on nursing students' coping strategies and anxiety during the COVID-19 pandemic.

Anxiety among nursing students documented during the COVID-19 pandemic reflected their fear of contracting infections, adhering to the mandatory use of masks in public, engaging in the new experience of distance learning, having financial problems, and so on. The purpose of this study was to examine the mediating role of emotional intelligence (EI) on nursing students' coping strategies and anxiety during the pandemic. This cross-sectional correlational study was conducted in a university in Jordan. An online survey was used to obtain data from a sample of 282 nursing students who had returned to on-campus learning during the summer semester of 2019/2020. The survey held four parts: (a) questions about sociodemographics, (b) the General Anxiety Disorder-7 (GAD-7) scale, (c) the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), and (d) the Brief-Coping Behavior Questionnaire (Brief-COPE). The results showed that EI had a fully mediating role in the relationship between problem-focused coping strategies and anxiety, and it partially mediated the emotion-focused and avoidant/dysfunctional coping strategies and anxiety relationships. Nursing students who used the problem-focused coping strategies had high levels of EI, and with increasing levels of EI, anxiety levels decreased. Promoting the development of EI among nursing students would enable them to manage their emotions effectively and control their anxiety, particularly in new circumstances such as those that occurred during the COVID 19 pandemic.

A Model of Connections Between Positive Characteristics: Emotional Intelligence Links Mindfulness to Positive Characteristics with Emotion Elements

AbstractThis research examined a model positing that mindfulness is a foundation for the development of emotional intelligence and other positive characteristics with emotional elements; these characteristics include self-compassion, gratitude, empathy, resilience, and forgiveness. The model further postulates that adaptive emotional processing, as operationalised by emotional intelligence, may connect mindfulness to positive characteristics with emotion elements. Participants completed trait-level measures of mindfulness, emotional intelligence, self-compassion, gratitude, empathy, resilience, and forgiveness. Greater trait mindfulness was significantly associated with higher levels of emotional intelligence as well as more compassion, gratitude, resilience, and forgiveness. Higher levels of emotional intelligence were significantly associated with more self-compassion, gratitude, empathy, resilience, and forgiveness. Emotional intelligence significantly mediated, or connected, the relationship of mindfulness with gratitude, empathy, resilience, and forgiveness. The results overall support a theoretical model that proposes that mindfulness and emotional intelligence may be foundational for the development of positive characteristics with emotion elements.

The development of ability emotional intelligence during adolescence

This study aimed to examine the development of ability emotional intelligence (EI) in the adolescent population with a Spanish performance-based instrument of EI: Botín Foundation's Emotional Intelligence Test for Adolescents (TIEFBA), which assesses the respondent's ability to solve emotional problems for each of the four emotional skills of the Mayer and Salovey EI model. With a large cross-sectional sample of Spanish adolescents (N = 5377; girls, 50.9 %) aged from 10 to 17 years (M = 13.57), the authors examined the progression of ability EI across the adolescent period, as well as the effects of gender. The results revealed that girls scored higher than boys on both the total EI and its four branches. Moreover, total EI increased throughout adolescence, but only in girls. Regarding EI branches, while using and understanding emotions increased with age in both girls and boys, managing emotions increased only in girls and perceiving emotions decreased in boys. These findings represent a significant advance that helps us define the evolution of emotional skills in adolescence, providing empirical support for using this performance measure of ability EI.

POSNA Leadership Program (PLP): Developing surgeon leaders for patients, organizations, and our society

POSNA initiated a Leadership Program in 2022. The POSNA Leadership Program (PLP) is designed to enhance emotional intelligence (social skills, empathy, communication, self-regulation, and self-awareness) and in-depth leadership skill development for selected participants in a year-long seminar. Disruptive behaviors detrimental to health care professionals, patients, and care delivery organizations can be identified and lessened through education.Most surgeons rightfully focus their learning intently on specific surgical knowledge and technical expertise, especially in the early and middle career stages. Despite this, surgical errors still occur secondary to limitations of non-technical surgical skills (NOTSS): decision making, communication, leadership and teamwork. More senior surgeons are also prone to leadership and communication errors. By gaining education and expertise in NOTSS, improved team building with more professional staff engagement, empowerment, and trust can result in lower risk.POSNA is focusing on subspecialty specific leadership education for mid-career pediatric orthopaedic surgeons to foster an enhanced future for our local and national organizations. The PLP leaders understand leadership is not about their own “fame and fortune”, but rather the success of “those they are privileged to lead” through career and programmatic development that enhances our mission of improving musculoskeletal care for children. The JPOSNA Leadership series will bring the PLP knowledge and expertise to the entire membership. Key concepts(1)leadership, followership, emotional intelligence, non-technical surgical skills

Tools For The Development of Emotional Intelligence: Cognitive Native Language Teaching

Tools For The Development of Emotional Intelligence: Cognitive Native Language Teaching

The Influence of Emotional Intelligence and Career Development on Employee Performance

This research is motivated by the low performance results shown by permanent lecturers at "B" Accredited Private Universities in Bandung City, especially in the field of research with the obligation for each lecturer to publish their scientific work in national or international journals. The aim of this research is to analyze the influence of Emotional Intelligence and Career Development on Employee Performance. This research is included in quantitative research which is used to test hypotheses with the results in the form of the significance of the relationship between the variables studied. The population of this study was all permanent lecturers at a "B" accredited private university in the city of Bandung, totaling 1009 people and with a sample size of 286 respondents. And the sampling technique used in this research is cluster sampling. Meanwhile, the data analysis used in this research is in the form of multiple regression analysis calculated using the SPSS 23.00 program. The research results show that Emotional Intelligence and Career Development, both partially and simultaneously, show a significant influence on Employee Performance.

The Role of Emotional Intelligence in Making Successful Financial Decisions

Emotional intelligence (EI) as the ability for self-analysis, self-motivation, and self-regulation is necessary in the process of financial activity. It ensures informed decision-making, considering consequences and perspectives. The aim is to identify the influence of emotional intelligence on the effectiveness of decision-making by financiers. The following tests were used: EQ (Emotional/Empathy Quotient) test, Melbourne Decision Making Questionnaire, the Rathus Assertiveness Schedule, the Schubert Risk Propensity Test. Statistical processing of the results included the use of descriptive analysis, ANOVA, and regression analysis. The study found that financial workers with a high level of emotional intelligence have a pronounced “vigilance” decision-making style (F=113.4, p≤0.01), high assertiveness (F=103.3, p≤0.01), and risk propensity (F=137.3, p≤0.01). It was proved that emotional intelligence explains the “vigilance” decision-making style (β=0.943, R²=0.572), risk propensity (β=0.896, R²=0.424) and explains 48% of assertiveness (β=0.945, R²=0.483). It was confirmed that emotional intelligence is a predictor of successful financial decisions, it determines high assertiveness, vigilance, and risk propensity. Such results are useful for the development of training and retraining programmes for financiers. At the same time, including the development of assertiveness and risk propensity in professional and corporate training in parallel with the development of EI will give greater chances for the success of financial decisions. The obtained results are important for the financial and economic sphere, as they prove the effectiveness of EI in decision-making. This contributes to the improvement of the system of training competitive financiers and allows to expand aspects of the study of financial success.

Зв'язок між емоційним інтелектом та стресостійкістю особистості

The article examines the relationship between emotional intelligence and stress resistance of the individual. The modern world is dynamic, changing and full of uncertainty. This leads to an increase in psycho-emotional stress, which makes it important to study the factors that help a person successfully adapt to stressful conditions. One of these factors is emotional intelligence, the development of which makes it easier to understand one's own emotions, learn to control one's own behavior, acquire the ability to find a constructive way out of problematic situations, and be able to build constructive relationships in society based on empathy. A person's ability to adapt to stressful conditions is becoming more and more important in modern conditions, where psycho-emotional stress is growing rapidly. Stress resistance is a psychological characteristic of an individual that allows him to successfully cope with difficulties without losing self-control and work capacity. The development of emotional intelligence contributes to the improvement of social adaptation, logical thinking, empathy, effective communication and the acquisition of conflict resolution skills, which positively affects the formation of stress resistance. Emotional intelligence can be characterized as the ability to monitor one's own emotions and the emotions of other people, to differentiate them and to use the information obtained to resolve stressful situations and conflict issues. Research by scientists proves that the development of emotional intelligence affects a person's success in various spheres of life and the ability to successfully overcome stressful situations. Daniel Goodman, who popularizes the concept of EI in his book "Emotional Intelligence", reveals its five components: self-awareness, self-regulation, motivation, empathy and social skills. He studies the relationship of emotional intelligence to success in various areas of life including mental health, personal relationships and work. A key factor for success in any field is the ability to adapt to changing conditions. Stress-resistant people are more flexible and open to new ideas, which allows them to find non-standard solutions and use new opportunities. American psychologists John Mayer and Peter Salovey, who specialize in emotional intelligence, personality psychology and social psychology. Their work has made a significant contribution to understanding what emotional intelligence is, how it affects our lives, and how it can be developed. Scientists have developed and described the first model of emotional intelligence, which includes four components of emotion perception, emotion understanding, emotion use, and emotion management. Another American researcher, Susan Coleman, studied the impact of emotional intelligence on learning, relationships, mental health in children and adolescents and found that it is an important factor in developing healthy relationships, successful learning and overcoming difficulties. Martin Seligman, who studies positive psychology, developed the concept of "learned helplessness", which explains how people can lose resistance to stress. This concept describes a state in which a person loses motivation and gives up when faced with difficulties. This condition can arise when there is a feeling of loss of control over the situation, the efforts made do not bring the expected result, there are more failures than successes. And as a result, signs of apathy appear, interest in life and any activity is lost, motivation for activity and self-esteem decrease, pessimism and increased anxiety arise. His main idea in overcoming stress is to teach people how to take responsibility for coping with difficulties, develop positive thinking and EI. The ability to overcome stress through the development of emotional intelligence will help a person at any age to become more successful and adaptive in situations of uncertainty that may arise, both in everyday life and in the professional sphere of activity. Despite the fact that there are a number of studies devoted to the study of the relationship between emotional intelligence and stress resistance, there are still many questions that require further study of this topic. Since our country is in a state of war, society is experiencing many negative consequences. The impact of post-traumatic stress is observed in all strata of the population, therefore the relevance of the study of emotional intelligence and stress resistance is growing significantly and is a vital necessity.