Emotional Intelligence Factors Research Articles

A Study on the Relationship Between Emotional Intelligence and Willingness to Communicate in Second Language among English Majors

Based on a questionnaire survey of 549 English majors in China, this study examined the emotional intelligence and willingness to communicate in second language of English majors and the relationship between them through descriptive statistics, correlation analysis, and regression analysis. The results show that the overall levels of emotional intelligence and willingness to communicate in second language of English majors are in the middle to upper level, and emotional intelligence has a significant predictive effect on willingness to communicate in second language. The study suggests that the emotional intelligence factor sheds some light on the teaching of oral English for English majors. The findings of this study provide theoretical basis and empirical support for teachers to better stimulate English majors’ oral communicative willingness.

Improving Investment Decisions through Financial Knowledge

The purpose of this study is to investigate how investing decisions are impacted by financial behavior, financial literacy, and emotional intelligence. Quantitative research is what this kind of study is. The data analyzed is primary data gathered from the responses of the millennial generation residing in Medan, who were given questionnaires using non-random sampling techniques. One hundred responders made up the research sample. The PLS (Partial Least Square) 4.0 software was used to analyze the data, which included the following characteristics: the millennial generation, which is composed of people aged 27 to 42 who reside in Medan, are productive, and earn personal income. The findings of this study indicate that while financial literacy and emotional intelligence factors have a favorable and significant impact on investing decisions, financial conduct has no discernible effect. For the millennial generation to be more inclined to invest and have sound financial standing in the future, financial literacy, and emotional intelligence require being further enhanced.

Reducing serious injuries and fatalities in industrial construction-application of machine learning to analyze emotional intelligence and psychosocial factors

Human and organizational factors are recognized as central in incidents; however, there has been little interconnection between individual and organizational psychological variables, such as interpersonal skills. Therefore, this study aims to glean theoretical and empirical insights to reduce severe injuries and fatalities and enhance safety performance. This study classified incidents of an industrial construction organization in Canada based on two attributes of interpersonal skills – emotional intelligence (EI) and psychosocial (PS) factors. A qualitative analysis using NVivo software was employed to classify 1000 incidents from 2018 to 2020 into EI factors. Since PS factors were not observed in the dataset, the analysis was extended to identify PS factors using machine learning techniques as a quantitative approach to analyze 45,603 incidents from 2014 to 2023. The classification was performed using keyword analysis of the incident descriptions. Further, co-occurrence networks were used to investigate patterns and validate the study results. The findings indicate that lack of self-awareness (domain of EI) (56.8%) and improper communication (domain of PS factor) (32.4%) were the most influential causes of incidents substantiated by the co-occurrence networks results. The study’s findings provide insights for decision-makers about the strategies needed to enhance safety performance in the industrial construction industry.

An examination of Emotional Intelligence disparities between first-year B.Sc. Students choosing Physical Education and BCA students: a Comparative Analysis

This research paper explores the dimensions of Emotional Intelligence (EI) among first-year college students in two distinct academic disciplines: Physical Education within the Bachelor of Science (B.Sc.) program and Computer Applications (BCA). Recognizing the potential impact of educational choices on emotional competencies, the study investigates whether students in these fields exhibit nuanced differences in EI. The focus arises from the divergent curricular emphases, with Physical Education emphasizing physical wellness, teamwork, and leadership, while BCA delves into the complexities of computer science. Emotional Intelligence is contextualized as a crucial factor in academic, personal, and professional realms, encompassing self-awareness, self-regulation, empathy, motivation, and social skills. The objectives involve both analysis and comparison of EI between the two groups of students. The research employed a survey method with random sampling of 40 male students from Holkar Science College, Indore, aged 18-21. Emotional Intelligence was measured using the Emotional Intelligence Scale (EIS) developed by Anukul Hyde, Sanjyot Pethe, and Upindar Dhar (2005). Descriptive statistics and the Independent T-test were applied for analysis. Results: reveal no significant differences in the ten factors of Emotional Intelligence between B.Sc. students in Physical Education and those pursuing BCA. The study concludes that, based on the statistical analysis, the chosen academic path does not lead to a significant variance in Emotional Intelligence levels among these first-year students. This finding contributes to our understanding of how different academic trajectories may not necessarily shape distinct emotional competencies during this crucial phase of higher education.

Investigating Emotional Intelligence and Employees' Well-Being in an AI-Enhanced Workplace

This study focuses on the connections between employee well-being in AI-enhanced workplaces, the integration of artificial intelligence (AI), and emotional intelligence (EI). Data were collected and analyzed from workers in various industries using quantitative methodologies. Positive connections between EI and AI are seen in the results, indicating possible alignment in AI-driven contexts. The slight negative correlations between AI and well-being indicate intricate connections. While component analysis identifies distinctive EI and AI factors, cluster analysis reveals distinct employee profiles based on EI, AI, and well-being scores. One of the implications is the significance of fostering EI and AI integration in enhancing employee well-being. Future studies may examine these constraints and investigate intervention strategies for more healthful workplaces in the AI era. This research offers insightful information about the intricate dynamics of EI, AI, and well-being, offering guidance for organizational practices and future research endeavors.

Emotional wellbeing in teachers

Wellbeing is determined by happiness and both positive and negative affects. These constructs are, in turn, related to emotional intelligence and play an important role in individual behaviour. This study examined the relationship between happiness, emotional intelligence, and positive and negative affects in a sample of 344 (121 men 35.17 % and 223 women 64.83 %) trainee teachers, with an average age of 22.36 years. Happiness and affects yielded lower values, which may be related to the age of the participants. All variables under study were found to be correlated, which suggests that they are measuring the same construct: subjective wellbeing. Network analysis indicated that the self-regulation of emotions was the axial factor in the relationship. Finally, it was found that only the factor of emotional intelligence that measures the self-regulation of emotion and affects (both positive and negative) can be used to predict happiness. The present investigation reveals that more research is needed that takes more variables into consideration to describe the effect of these variables on personal wellbeing. The study offers empirical support to models that argue for a relationship between happiness, emotional intelligence, and affects, and emphasises the need to work on future teachers during their training to address their psychological wellbeing.

The Influence of Transformational Leadership on Work Stress in Banking: Unveiling the Mediating Role of Emotional Intelligence

The objective of this research is to conduct a comprehensive investigation into the factors that contribute to job stress among banking employees in Karachi. This study aims to elucidate the relationship between transformational leadership and work stress, in the social exchange theory. The study collected data from multiple individuals employed at various banks in Karachi. A questionnaire was employed to gather information from a total of 380 employees. The analysis of this study was conducted using the SMART-PLS4. For this quantitative research study, convenient sampling was employed, along with a cross-sectional technique. The findings suggest that transformational leadership and work stress are positively correlated. Additionally, emotional intelligence factors, including self-awareness, self-regulation, motivation, and empathy, were found to mediate the relationship between transformational leadership and job stress. However, the study did not find evidence to support the mediating effect of social skills on this relationship. In Karachi's banking sector, putting transformational leadership into practice and giving emotional intelligence training top priority can greatly lower workplace stress, improve the well-being of workers, and create a more optimistic and successful work atmosphere. The cross-sectional approach and sample size of this study restrict the findings to the banking industry in Karachi. For a more comprehensive knowledge of the evolution of work stress and wider generalizability, future studies should make use of longitudinal approaches and take into account other mediators and moderators. The research examines the relationship between transformational leadership and work stress through the novel mediator, emotional intelligence. The five components of emotional intelligence enable a more thorough investigation to gain a deeper understanding of workplace dynamics. Utilizing the study's structure to deliver valuable insights to the organizations.

The Relationship of Emotional Intelligence and Psychological Reasonableness of Adolescents with the Peculiarities of Child-parent Relations

Introduction. The article is aimed at studying the relationship of emotional intelligence, as well as psychological reasonableness of adolescents with the peculiarities of the mother’s relationship to the child. The novelty of the study lies in the fact that today in Russian scientific works the topic of psychological intelligence is not sufficiently covered. The study of its connections with emotional intelligence will allow us to understand the relationship between these characteristics for a deeper understanding of the emotional sphere of adolescents, and the study of its connections with the mother’s parenting style will allow us to better understand the process of its formation.Objective. investigate the interrelationships of emotional intelligence and psychological reasonableness of adolescents with the peculiarities of maternal attitude towards them.Materials and methods. Adolescents aged 13 to 15 years (n = 43) were studied as an empirical object. To study emotional intelligence, the methodology “Emotional intelligence of adolescents” by Sadokov and Voronkin was chosen, and the “Scale of Psychological reasonableness, SPR/PMS” was used to study psychological reasonableness in the adaptation of Novikova and Kornilova. The “Teenagers about parents” technique was using the peculiarities of the mother’s relationship to the teenager were established.Results. The emotional intelligence of adolescents tends to be low, while maintaining the average values of psychological reasonableness. Statistically significant negative associations were found between hostility, inconsistency, and criticality of the mother towards the teenager with factors of emotional intelligence and psychological reasonableness. A positive relationship was also revealed between the closeness of the mother with the teenager and his psychological intelligence.Discussion. The results obtained are confirmed in the concepts of other authors. Thus, the preservation of an average level of psychological intelligence with low emotional intelligence of adolescents is explained by the abundance of psychological information in the Internet space in which adolescents spend most of their time. Data on the negative relationship of hostility and criticism of the mother with the peculiarities of emotional intelligence and psychological reasonableness are also confirmed: parents who reject, ignore and criticize a teenager can mainly raise teenagers with a low level of emotional intelligence who do not seek to discuss their problems.

Trait emotional intelligence as a damping factor in the face of post-pandemic lockdown academic exhaustion?

Introduction: nursing students are a population vulnerable to mental health problems, especially burnout syndrome. Trait emotional intelligence appears as a protective factor against these risks. The psycho-emotional effects of returning to in-person academic activities post-COVID-19 confinement have not been described.Objective: describe the relationship of trait Emotional Intelligence with academic burnout in Nursing students after returning to in-person academic activities post-confinement at a Chilean university.Methods: quantitative-correlational, cross-sectional, non-experimental, non-probabilistic study. 213 surveys were administered to measure trait emotional intelligence and academic burnout in the post-confinement period. Differences in means were reported through post-hoc analysis with Games Howell statistics, and correlations were performed with the Rho Spearman coefficient.Results: there was a high percentile in trait emotional intelligence (58 %) of the sample, and a mild prevalence of academic burnout (92,1 %). Statistically significant correlations (p<0.000) were observed between several factors. The Well-being factor was presented negatively with two dimensions of burnout; while the Emotionality factor was shown to be a risk for increased emotional exhaustion and depersonalization, but positively associated with personal fulfillment.Conclusions: there is a relationship between variables, two factors of trait emotional intelligence were associated with burnout. Universities and academics must act as promoters of emotional intelligence in order to reduce burnout. More research and caution is required when automatically concluding that higher levels of emotional intelligence are always better in any circumstance

Trait emotional intelligence as a predictor of resilience among undergraduate nursing students: A structural equation modelling approach

BackgroundThere is a growing interest in understanding the role of trait emotional intelligence and resilience. However, few studies have examined the relationships between the various factors of trait emotional intelligence and resilience. ObjectiveTo examine the factors of trait emotional intelligence and resilience using a structure equation modelling approach. DesignA quantitative exploratory design using structural equation modelling approach. SettingOne university in Singapore. ParticipantsA total of 300 undergraduate nursing students were included in this study. MethodA quantitative exploratory study using the structural equation modelling technique was conducted. The Trait Emotional Intelligence Questionnaire and Brief Resilience Scale were used to examine the relationships between trait emotional intelligence and resilience. The data analyses were conducted using SPSS and AMOS software. ResultsThe structural equation model found relationships between the various factors of trait emotional intelligence. There were associations between self-control, sociability, and emotionality scores with well-being scores. In addition, there is a relationship between emotionality and well-being scores on resilience scores. ConclusionsThe findings from this study illustrate the complex relationships between the various factors of trait emotional intelligence, and specifically how these factors are related to each other and resilience. The findings of this study propose that emotional intelligence are associated with one's resilience. For this reason, these findings will be important in the development of future resilience programs.

The Role of Emotional Intelligence in Effective Leadership and Its Impact on Team Performance: A Study of the University of Ibadan, Nigeria

This study aimed to investigate the impact of emotional intelligence on leadership effectiveness in the University of Ibadan, Nigeria. The emotional intelligence model used in this study consisted of four sub-variables: self-emotion appraisal, others emotion appraisal, regulation of emotions, and use of emotions. The study found that emotional intelligence has a strong positive and significant relationship with leadership effectiveness. The results of the regression analysis showed that emotional intelligence positively relates to leadership effectiveness. The study concluded that emotional intelligence is an indicator of leadership effectiveness, and employees in the University of Ibadan, Nigeria are emotionally intelligent. Self-emotion appraisal and use of emotion were the most emotional intelligence factors impacting leadership effectiveness in the organization. On the other hand, emotion regulation seemed to be difficult to control, thus it’s the least factor in affecting leaders' effectiveness. The findings further show that use of emotion accounts for more of the variance in leadership effectiveness.

Analysis of Emotional Intelligence Factors and some Physical Abilities as an Indicator of Fitness in the Corona Pandemic for Emerging Handball Players

The research on the introduction of research and its importance and included in the importance of using measurements and tests in the selection of talented handball as well as to identify the research problem, embodied in the non-use of scientific methods and modern methods and testing physical capacities in the process of selecting talented handball as well as previous studies and research methodology, presentation and statistical analysis and Oath conclusions and recommendations.

Managing Emotional Intelligence of Construction Players During COVID-19 in Malaysia

Construction players are expected to be high in emotional intelligence to provide the best quality services. However, there are still gaps that exist between emotional intelligence and construction players, especially with the current issue that they have experienced during the pandemic phase. The objectives of this study are: (1) to investigate the issues that affect the project’s success during the pandemic coronavirus disease 2019 (COVID-19), (2) to evaluate the current emotional intelligence of construction players during the pandemic and (3) to analyse the emotional intelligence factors of construction players during the pandemic. This study utilised a quantitative approach with Trait Emotional Intelligence Questionnaire (TEIQue) statements in gathering the data from the relevant construction players. A total of 108 respondents participated in this study. The collected data was analysed using mean, standard deviation and percentage analysis. The findings reveal that construction delays were the main project performance problem in Malaysia during the pandemic. Anxiety was the main emotion that affected the construction players during the pandemic, hitting heavily on the male respondents. Self-control was highlighted as the main emotional intelligence factor and the most important trait of construction players. The benefit of this study is that it can be used as a way of handling projects in the context of emotional intelligence for the construction players, which is in line with Sustainable Development Goal 8 (SDG 8) which is about decent work and economic growth.

Constructing and Analyzing the Levels of Emotional Intelligence Factors of International Chinese Language Teachers: An Analysis of SPSS Data Based on a Sample of 200 Teachers

Abstract An important research topic is how teachers explore emotional intelligence in international Chinese language teaching and utilize emotional factors to cultivate students’ motivation to learn. Based on the theoretical model of emotional intelligence, this paper constructs a system of emotional intelligence factors for international Chinese teachers by combining cross-cultural communication theory. In terms of obtaining the relevant factors affecting teachers’ emotional intelligence, this paper introduces structural equation modeling to measure the pertinent aspects. It constructs the PLSSEM emotional intelligence model by estimating the model’s parameters through partial least squares. In terms of analyzing the level of emotional intelligence of international Chinese teachers, this paper chooses a total of 200 international Chinese teachers from various Chinese universities as the research sample. It uses SPSS software to analyze the data in terms of the parameter estimation of the emotional intelligence model, the test evaluation, and the differences in the level of emotional intelligence in multiple dimensions. The results show that the path coefficients of each latent variable of the PLS-SEM emotional intelligence model exceeded 0.3, and the value-added fitness index of the model exceeded 0.95. The emotional intelligence level scores of the 200 teachers averaged 4.557, and there were significant differences in their gender, teaching age, and education level within the 1% range. The emotional intelligence factor system of international Chinese teachers can clarify the specific reasons affecting their development. It can help teachers better develop emotional intelligence and help improve the quality of international Chinese education and teaching.

Emotional Intelligence and Occupational Stress Among Nursing Professionals in Tertiary Care Hospitals of Bangalore: A Multicentric, Cross-Sectional Study.

Nursing profession requires strength and resilience not just physically, but emotionally as well which requires them to adapt in stressful situations that they are often exposed to in their work environment. To determine the prevalence and associated factors of emotional intelligence (EI) and occupational stress (OS) among the nursing professionals from selected tertiary care hospitals in Bangalore, India. This was a multi-centric, cross-sectional study done among nurses with more than 1year of work experience and they were randomly selected from four tertiary care hospitals in Bangalore. The EI and OS were assessed using the Emotional intelligence scale (EIS) and Occupational Stress Index (OSI). Data was collected, both online and offline, owing to the ongoing COVID-19 pandemic. The data was analyzed using SPSS v21.0 to calculate the mean, associations, and regression. Out of the total 294, the mean age of the study participants was 27±4.92years. A total of 75 (25.5%) nurses had poor EI and 245 (83.3%) had moderate OSI. None of the participants had high OSI. There was a significant association between the severity grades of EI and OSI (P = 0.010) and a binary logistic regression showed that those staff with high EI had a lesser odd (OR 0.531, 95% CI 0.282-0.999) of developing occupational stress as compared to those with low EI. EI plays a significant role in reversing the effect of one's occupational stress. Thereby, the training curriculum should include skills and measures of resilience to facilitate their EI improvement.

Trait emotional intelligence mediates the dispositional gratitude and subjective well-being in young adults.

Gratitude has proved to be an enhancer of subjective well-being in previous studies. However, studies that linked the relation between emotional intelligence and its facets when interacting with gratitude, are still limited. In this sense, this study examined the mediating roles of emotional intelligence between gratitude and subjective well-being indicators, by introducing the general factor of emotional intelligence. The first approach to data analysis was to examine the descriptive statistics; the second approach consisted of an Exploratory Structural Equation Modelling, applying also a bifactor analysis. Data was collected from 406 Spanish students, through an online survey that includes the gratitude, trait meta mood scale, satisfaction with life and subjective happiness scale. The mean age of participants was 20.27 years (SD = 4.68), whereas 79.5% were females. The results provided preliminary evidence of the mediation role of the general factor of emotional intelligence between gratitude and subjective well-being, which provided a meaningful insight about the role of trait emotional intelligence. These findings suggested that gratitude promotes emotional intelligence, allowing to an increase in subjective well-being. Nonetheless, there is a need for further research to achieve a better understanding of the role of the emotional intelligence facets between gratitude and subjective well-being.

Emotional intelligence of radiography students in a low resource setting: A cross-sectional survey

IntroductionUnderstanding noncognitive traits like emotional intelligence (EI) is valuable for radiography students, academics, practitioners, and educators. It helps them become aware of how these traits can impact their training, placements, and careers. This study aimed to evaluate the EI of radiography students at a tertiary institute in Harare, Zimbabwe. MethodsA quantitative cross-sectional study using a validated Trait EI questionnaire was conducted on students at a tertiary institute in Harare, Zimbabwe. Student t-test, analysis of variance (ANOVA), and Spearman's rho were employed for data analysis. ResultsA total of 84 radiography students were enrolled in this study. The students had relatively lower EI scores (4.31 +/-0.49) as compared to most of their global counterparts. A significant positive monotonic relationship was identified between age and self-control factor (Spearman's rho = 0.22, p = 0.04). There were no statistically significant differences in mean scores for the global and the four EI factors when stratified by gender, even though males had slightly higher scores than females in all but the emotionality factor. There were no significant differences in the mean scores of the global as well as the four factors by year of study. ConclusionDeliberate, time-intensive curriculum interventions are needed to improve the EI of radiography students in Zimbabwe and this trend is potentially similar to other resource-limited settings. However, more context-specific evidence is needed to formulate the best techniques for EI interventions.

Impact of Emotional Intelligence on Job Performance: Evidence from the Employees of the Commercial Banks in Dhangadhi

The ability to recognize our feelings and those of others and manage emotions well in ourselves is the major contributing factor to employees’ performance. Emotional intelligence is relevant for predicting employees’ work performance because most jobs require the ability to manage emotions. The objective of the study is to examine the impact of emotional intelligence on employees’ performance in the commercial banks in Dhangadhi City. This study adopted quantitative research design and used descriptive as well as inferential statistical tool to analyze the data. 100 questionnaires were randomly administered to respondents out of which 82 were returned that were used for analysis. Regression analysis was used to analyze the collected data. The study revealed that there was a significant relationship between employees’ emotional intelligence and employee’s job performance. The coefficient of determination between EI and employees job performance was 82 percent. Similarly, the regression analysis also depicted that he emotional intelligence factors positively impacts the performance of employees in the organization. Hence, it is recommended that organization should introduce various training programs and developmental activities related to EI in their workplace for employees at every level in order to create better management of talent and performance on the one hand, and more effective team outcomes, service outcomes and relationship outcomes on the other.

Emotional Intelligence And Mathematics Achievement Of Underachieving High Ability Senior Secondary School Students: A Perspective Of Inclusivity In Regular Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

Some high ability students who show great mathematics potentials fails to perform at a level commensurate with their abilities in mathematics. Most of them lack self-efficiency, goal directedness or self-regulation skills which has resulted to poor performance in Mathematics The dwindling performance in Mathematics in both internal and external examinations among high ability students in Nigeria are not because they do not have the intellect but because of prevailing factors of emotional intelligence which influence their performance in schools. The main purpose of the study is to examined the relationship between emotional intelligent and Mathematics achievement of high ability students in Calabar Education Zone of Cross River State, Nigeria. This study adopted correlational survey design which determined emotional intelligence (wellbeing, self control and sociability) as relate to Mathematics achievement of high ability students in Calabar Education Zone of Cross River State, Nigeria. It was guided by three research questions and three null hypotheses. A sample of 400 Senior Secondary II students was selected from public schools using the stratified random sampling technique, school record, and teachers’ nomination checklist. Two instruments, emotional intelligence Questionnaire (EIQ) and Mathematics Achievement Test (MAT), were used for data collection. The reliability of the questionnaire, established using Cronbach Alpha with a coefficient of 81 and .84 while the reliability estimate of the high ability Students’ MAT was established through Kuder Richardson formula K-R20 which yielded .83. The hypotheses were tested using Pearson product Moment Correlation Coefficient at .05 level of significance. The findings of the study revealed that wellbeing, self control, sociability significantly relate with mathematics achievement of underachieving high ability senior secondary school students. Based on the findings of this study, it was recommended amongst others that the attributes of emotional intelligence should be taken into consideration during planning of educational curriculum so as to enrich the current Mathematics curriculum and enhance high ability students’ performance in the subject.
 

Emotional Intelligence: An Overlooked Element of Dental Education

Introduction: Emotional intelligence (EI) refers to a collection of abilities connected to self-control, self-motivation and the capacity to identify emotions. In order to treat patients with a special, tailored approach, the dentist must also be skilled in comprehending the impact of the patient's behavior. Methods:This cross-sectional study was conducted using a e-based questionnaire at a dental teaching hospital in Karachi, Pakistan. A total of 110 student participated in the study by answering 30 questions of trait emotional intelligence questionnaire short form (TEIQUE-SF). The data was evaluated using SPSS version 26 from 93 completely filled questionnaires. Results: On the basis of the mean and standard deviation of data, the majority of responses appeared to fall within the range of neutral or agree on Likert scale. The coefficient alpha (α) values for EI factors of overall data set range from small (0.46) to large (0.72), with no gender related differences. The Spearman's correlation test indicated statistically significant results between the EI factor traits except emotionality & sociability. Conclusion:It is important for dental students and faculty to understand the concept of EI and emphasize the likelihood of this to be included in the curriculum and clinical training. Keywords:Behaviour, Dental Students, Emotional Intelligence, Social Intelligence.