Emotional Intelligence In Education Research Articles

Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes

This qualitative study investigates Vietnamese EFL teachers' perceptions of how their emotional maturity impacts students' learning outcomes. Amidst the growing recognition of emotional intelligence's significance in educational settings, this research focuses on the nuanced context of English as a Foreign Language (EFL) education in Vietnam, where cultural and language challenges present unique demands on teachers' emotional competencies. Through semi-structured interviews with nine teachers across different career stages—novice, mid-career, and near-end—the study explores themes related to emotional regulation, empathy, emotional support, and cultural sensitivity in teaching practices. Thematic analysis revealed that teachers' ability to manage their emotions, empathize with students, create supportive learning environments, and navigate cultural nuances plays a crucial role in enhancing student engagement, participation, and overall learning outcomes. These findings align with Mayer and Salovey's model of emotional intelligence and the concept of the prosocial classroom, highlighting the importance of emotional competencies in fostering effective teaching and learning environments. The study underscores the need for integrating emotional intelligence training in teacher education and professional development programs, emphasizing cultural sensitivity and inclusivity in teaching practices. This research adds to the body of knowledge on emotional intelligence in education, offering insights into its application in the EFL context and implications for teacher development and educational policy.

Research Trends and Patterns on Emotional Intelligence in Education: A Bibliometric and Knowledge Mapping During 2012–2021

Abstract The increasing rate of publications on emotional intelligence, especially regarding student learning, underscores the need to study research trends in this domain. This research utilizes bibliometric and science mapping analyses to generate an overview of research on emotional intelligence in education, using data sourced from SCOPUS. The terms “emotional intelligence,” “teaching,” and “education” were used as keywords for data search and retrieval. Data were analysed using various bibliometric indicators such as the number of publications, citations, collaborations, co-citation, and keywords. While descriptive statistics were used to analyse bibliometric indicators, bibliometric network analyses using VOSviewer were carried out for science mapping analyses. The findings indicate that while publication counts surged between 2012 and 2021, average citations remained constant. Despite Western predominance, Asia significantly contributed to research output. Notable collaboration was seen among Asian, Balkan, and European nations, but limited among individual authors. The keyword analysis informed major themes such as leadership skills, training, medical education, entrepreneurship, personality, special needs, and psychosocial aspects. Summarily, emotional intelligence in education has emerged as a globally acknowledged research area, and this work elucidates its thematic knowledge, offering insights for prospective researchers.

The Importance of Emotional Intelligence in Education: Preparing an Emotionally Resilient Generation

Education is an important foundation in shaping individuals to face the complex dynamics of life. However, the focus on academic achievement often ignores the emotional aspect. In this case, emotional intelligence (EQ) emerges as a key factor in preparing the younger generation to face life's challenges. This research explores the importance of emotional intelligence in education, with the aim of preparing an emotionally resilient generation. The research method used is a qualitative type with descriptive and comparative studies. This research collects data from various sources, including literature reviews and relevant documents. Qualitative and comparative analysis was carried out to understand the concept of emotional intelligence and its implementation in education.The research results show that the integration of emotional intelligence in the educational curriculum strengthens students' social skills and helps them cope better with stress. The role of parents and the school environment in supporting students' emotional development is also highlighted. Students with good emotional intelligence tend to achieve better academic results, emphasizing the positive impact of EQ development in education. Thus, this research provides insight into the importance of strengthening emotional aspects in learning. This not only improves academic performance, but also prepares students to face life's challenges with strong confidence and fortitude.

Relationship of Emotional Intelligence and Teacher Competence: Basis for Teachers’ Professional Development Plan

This research investigates the intricate interplay between emotional intelligence (EI) and teacher ability, seeking to establish a foundation for an effective professional development plan. The study employs a mixed-methods approach, combining surveys, interviews, and classroom observations to gather comprehensive data. Initial findings reveal a positive correlation between educators' emotional intelligence and their instructional effectiveness, classroom management skills, and overall job satisfaction. The paper not only elucidates the existing literature on emotional intelligence in education but also uncovers nuanced connections between specific facets of EI (such as self-awareness, self-regulation, social awareness, and relationship management) and distinct elements of teacher competence. The implications of this research are manifold. By recognizing the pivotal role of emotional intelligence in shaping effective teaching practices, educational institutions can tailor professional development initiatives to foster not only subject matter expertise but also the interpersonal skills crucial for building positive teacher-student relationships. The proposed plan incorporates workshops, mentorship programs, and reflective practices, aiming to cultivate emotional intelligence competencies among educators. In conclusion, this study not only contributes to the theoretical understanding of the relationship between emotional intelligence and teacher ability but also provides actionable recommendations for the design and implementation of teacher professional development plans. Acknowledging and nurturing emotional intelligence can pave the way for a more holistic approach to teacher training, ultimately enhancing the overall quality of education.

The need and opportunities for developing emotional intelligence in education

Emotional intelligence directly influences teacher performance as one of the indicators of successful teaching evaluation. In a comprehensive meta-analysis, Martins, Ramalho, and Morin (2010) showed that emotional intelligence is clearly, strongly, and unequivocally related to mental and physical health. They examined emotional intelligence in relation to school performance. It was shown that emotional intelligence has organisational, clinical, health, educational and social implications. Another question of great interest and importance is whether emotional intelligence can be developed. Recent evidence from Di Fabio and Kenny (2011) suggests that specific training may have significant benefits. We need to know more about what type of training is needed and why (Di Fabio & Kenny, 2011).
 In this publication we seek answers to the following questions:
 - Can emotional intelligence be developed in education?
 - If it can be developed, how?
 - Is there a link between emotional intelligence and empathy?
 - What are the links between emotional intelligence and coping strategies?
 It is assumed that emotional intelligence can be learned. From birth, children are able to decode the feelings of others, express their own emotional state, delay or even control their emotions, i.e. they learn to "manage their emotions" (Kádár, A., 2012). Therefore, it is important that teacher education institutions and teacher training should place more emphasis on the development of emotional intelligence. This development is necessary for two reasons. Firstly, as our research has shown, the number of teachers who become emotionally weak, putting their own and their students' mental health at risk, increases in proportion to the length of time in the profession. On the other hand, their relational skills suggest that the majority of these teachers are capable of effective interpersonal relationships, as they are well-intentioned, willing to care about others, and even their strong desire to conform is underpinned by a desire to maintain good social relationships (Baracsi, 2011).

The impact of COVID-19 on university students and competences in education for sustainable development: Emotional intelligence, resilience and engagement

As the Covid-19 pandemic brought most in-person activities to a halt, radical and visible changes were imposed in all social interactions, including teaching and academic activity in general. This challenging setting tested the education system's capacity to successfully address the Sustainable Development Goals. The success of education for sustainable development (ESD) requires training in the specific skills needed to face the highly emotionally demanding post-pandemic context. In this line, this study focuses on university students' capability to understand and manage emotions, an issue considered to be a key factor in ESD. The aim of this study is to show how students' emotional intelligence influenced their resilience, with repercussions on their engagement and subsequent academic performance. The research model was tested through a questionnaire addressed to 340 students from three different universities during the full lockdown of March–May 2020 as a result of the pandemic.Results show that emotional intelligence was positively related to resilience, which in turn was related to engagement, and consequently, resulted in better academic performance. This finding should spark interest in developing emotional intelligence in education, not only because it produces healthy citizens in the long term, but also because of its short-term positive impacts in the classroom, particularly in such adverse situations as those described here. This study provides a model that links classic variables on educational and positive psychology research with ESD in times of COVID-19.

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

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

RETRACTED ARTICLE: Developing emotional intelligence in student teachers in universities

Emotional intelligence is a relatively new concept. Hence, it appears crucial to investigate its short-term and long-term effect on educational process. The primary aim of this study is to identify how teaching emotional intelligence affects the emotional competence of social pedagogue students by measuring their levels of emotional intelligence before and after training. For this, the Hall Emotional Intelligence Test was used. The focus lies on these aspects of emotional intelligence (emotional competencies): Emotional Awareness, Managing your Emotions, Self-motivation, Empathy, and Managing the Emotions of Other People. The results demonstrate a substantial improvement in all these measures. The present findings may be valuable for further research on emotional intelligence in education. In addition, the paper proves that raising teacher’s emotional intelligence is beneficial to teaching and learning.

WITHDRAWN: Moderating role in the relationship between job stress and deviant emotional intelligence in education

The association between mental fatigue and deviant behaviors is moderated by work stress. Emotional fatigue is inversely linked to abnormal behaviors in low work stress, whereas emotional fatigue is positively correlated to deviant behaviors in high job stress. Besides this, the association between mental fatigue and business ethics behaviors is often moderated by work stress. That means mental fatigue is optimistic and strongly linked to deviant behaviors in job stress. Emotional intelligence helps comprehend, act, and control one's internal feelings in constructive ways to alleviate tension, feel empathy with each other, interact efficiently, quell controversies, and resolve difficulties. This study explores the moderating role in the relationship between job stress and deviant emotional intelligence in the education domain. In the study of 1050 teachers in university education, this paper observed the role of distinctive work stress and deviant emotional intelligence in the classroom. The teachers with high eccentric emotional intelligence levels become highly likely to act deviant behaviors due to job stress. However, after handling stress variance, absolute hallmark results of emotional intelligence remained. It is inferred that in educational excellence, the cluster of emotion with self-perceived skills and job stress paying significant involvement, with implications for insecure or deprived instructors. • Explores the moderating between job stress and deviant emotional intelligence • The correlation between emotional intelligence and job stress is presented. • A case study analysis is presented using a group of 1050 teachers from education.

THE ASSESSMENT OF EMOTIONAL INTELLIGENCE IN MEDICAL FACULTY WORKING AT POONCH MEDICAL COLLEGE (PMC), AJK

ABSTRACT:
 BACKGROUND & OBJECTIVE: There has been limited understanding of role of emotional intelligence in education and also limited understanding of emotional intelligence levels in teaching and clinical practice. The aim of the current study is to investigate the level of emotional intelligence in medical teachers and see whether emotional intelligence differs in male/female and senior/junior faculty.
 METHODOLOGY: A cross sectional survey was conducted at Poonch Medical College (PMC), Rawalakot, AJK for 2 months i.e. July to August 2018. Faculty (n=117) from basic pay scale-17 to 21, of basic and clinical sciences departments were included in study after informed consent. Data were collected using “Leadership Toolkit Emotional Intelligence Questionnaire.” Descriptive and inferential statistics were calculated to measure the level of emotional intelligence in faculty members and to quantify variations across gender and position.
 RESULTS: The response rate in this study was (92.3%) 108/117. There were 56 (51.9%) female and 52 (48.1%) male respondents. Majority of the faculty members 69 (63.9%) were junior level teachers whereas 39 (36.1%) were senior level faculty. The overall mean emotional intelligence was 178.4 ± 21.4, which did not vary across male, and females, or level positions. Self-awareness, was found higher in females (39.9 versus 38.2), however this difference was statistically insignificant (p-value, 0.12). The mean score in managing emotions were also slightly higher in females (33.1 versus 32.5).
 CONCLUSION: The medical faculty at PMC, AJK has a reasonably high level of emotional intelligence. There was no difference in the overall emotional intelligence levels across gender and position.

El cultivo inteligente de las emociones morales en la adolescencia

This article examines the relationship between emotional intelligence, emotional competence, and emotional education, with special reference to moral emotions applied to secondary education. Emotional education is a continuous and permanent educational process that occurs throughout life with the objective of developing emotional competences. Emotional intelligence in education is the foundation of these competences. There is currently abundant evidence for the benefits for students of emotional education. Its most notable effects include improved ethical and moral behaviour, the development of prosocial behaviours, and improved emotional competences, resulting in improved coexistence and well-being. Emotional education can address a multitude of topics, including emotional awareness and regulation, emotional autonomy, self-esteem, self-motivation, social skills, assertiveness, empathy, life skills, well-being, etc. This work focuses on moral emotions and values as an important aspect of education in adolescence. Adolescence is a developmental stage with significant changes and instability in moods that justifies the need to develop emotional intelligence in the educational field, specifically the education of moral emotions. Therefore, this work offers practical considerations for inclusion in the secondary education stage where the figure of the teacher has a key role as a model and educational reference.

Inteligencia emocional, motivación y rendimiento académico en educación infantil

Debido a la importancia creciente que está teniendo el estudio de la influencia de la inteligenciaemocional en la educación, este trabajo pretende comprobar la influencia de un entrenamiento en emociones, relacionando este concepto con la motivación por el aprendizaje, en el rendimiento académico de los alumnos de 2º curso de Educación Infantil. Para ello se utilizó una muestra de 44 participantes de un centro educativo de la ciudad de León, divididos en un grupo control y un grupo experimental al que se le aplicó el programa instruccional. Tras evaluarlos antes y después de la intervención, con un cuestionario diseñado a tal efecto, teniendo en cuenta las características psicoevolutivas de los alumnos, los resultados muestran una mejora significativa de la habilidad para la identificación de las emociones, pero no se correlaciona con un aumento en el rendimiento académico de los participantes del grupo experimental.

Emotional Intelligence in Instructional Design and Education

Emotional knowledge informs much of our understanding, and yet, it is rarely formally considered in school. This study involves the investigation of emotional intelligence in education, specifically through online teacher education. Emotional intelligence theories were included in an online course in cognition and critical thinking in education as foundational psychological frameworks to apply to educational practice. Participants studied and applied theories in emotional intelligence in lesson designs and educational projects. Lesson Designs were full-length lessons for inclusion of applications of theory. Project Designs were group projects incorporating theory into an educational resource. Lesson and project designs were analyzed for application of emotional intelligence theory in instructional design.

Building Emotional Competence in Educators

The importance of emotion in the process of learning interpersonal communication in educational settings has been well documented. We administered the Schutte Self-Report Emotional Intelligence Test (Schutte et.al., 1998), the Interpersonal Reactivity Index (Davis, 1980), and the Emotional Self-Efficacy Scale (Kirk et al., 2008) to 50 undergraduate education students who were enrolled in an elective course on emotional intelligence in education, at commencement and at the end of the course. Results showed an increase in emotional self-efficacy and emotional intelligence, but no increase in empathy. These results support the view that social emotional competence can be enhanced within an academic learning environment, thus providing students of education and perhaps other people-oriented professions with valuable preparation for future careers.