Relationship Of Emotional Intelligence Research Articles

School teachers' emotional intelligence in relation to demographic characteristics and job outcomes

School teachers' emotional intelligence in relation to demographic characteristics and job outcomes

初探青少年情绪智力对消极情感的作用机制

目的：考察独处能力在情绪智力与消极情感之间的中介作用。方法：采用情绪智力量表、独处能力量表、消极情感量表调查了310高中生。结果：1) 情绪智力、独处能力均与消极情感呈显著负相关，情绪智力与独处能力呈显著正相关。2) 情绪智力与独处能力均能显著地负向预测消极情感，且情绪智力通过独处能力的完全中介作用对消极情感产生间接的影响。 The present study investigated the relationship between emotional intelligence (EI) and negative affect (NA) among senior high school students. 310 participants were examined by Emotional In-telligence Scale, Solitary Coping Scale, and Negative Affect Scale. The result showed that 1) EI and Solitude both negatively related NA. 2) Further, Solitude played as a mediating role between the relationship of EI and NA.

Inteligencia emocional en el alumnado de Educación Secundaria ourensano

La actual situación de la educación secundaria obligatoria en Galicia, expuesta a numerosas reformas legislativas y estructurales, hace necesaria una profunda reflexión con la única pretensión de guiar al alumnado en tiempo de crisis. Ahora bien, la educación es un fenómeno complejo que requiere el concurso de distintos saberes a la hora de comprender y explicar sus distintas dimensiones (Martínez-Otero, 2003), reconociéndose cada vez más, la necesidad de atender educativamente la dimensión emocional del alumnado. A través de este estudio realizado a jóvenes ourensanos que cursan Educación Secundaria Obligatoria, se pretende conocer el nivel de inteligencia emocional que poseen y la influencia que puede ejercer sobre ella diferentes variables del alumnado (sexo, edad, expediente académico, estructura familiar) y de los centros educativos (ubicación, tipo y curso académico). Las variables analizadas brindan una panorámica de la inteligencia emocional en la adolescencia, al tiempo de ofrecer las claves para optimizar las actuaciones del alumnado en el proceso socioeducativo. El cuestionario utilizado, TMMS-24, tiene como objetivo la evaluación de la inteligencia emocional intrapersonal percibida evaluando los siguientes aspectos: atención de las emociones, claridad emocional y reparación emocional. La muestra quedó compuesta por 1.270 alumnos que cursan Educación Secundaria Obligatoria en la provincia de Ourense durante el curso escolar 2014-15. Se puede concluir que el alumnado muestra un mayor nivel de inteligencia emocional en relación a la dimensión regulación de las emociones (M = 3.39), mostrándose más deficitarias las restantes dimensiones: percepción emocional (M =3.01) y comprensión de sentimientos (M = 3.07). Según los datos obtenidos, las puntuaciones medias más altas alcanzadas en la percepción emocional se detectan en el alumnado que tiene 16 años, mujer, repetidora, vive en un ambiente familiar desestructurado, y cursa 3º de ESO en un centro rural concertado; en la compresión de sentimientos, se presentan a la edad de 12 años, en varones que aprueban todo, de un ambiente familiar estructurado y cursan 1º de ESO en un centro concertado del entorno urbano; y en la dimensión de regulación emocional, se detecta en la edad de 12 años, varón que aprueba toso, con un ambiente familiar estructurado y curas 1º de ESO en un centro concertado del entorno rural.

Effects of Mother’s Emotional Expressiveness and Reaction to Child Negative Emotions on Child Emotional Intelligence

This study examines child emotional intelligence in relation to mother’s emotional expressiveness and reaction to child negative emotions. A sample of 352 children and mothers from 4 elementary schools in Seoul and Gyeonggi participated in the study. Child emotional intelligence and mother’s reaction to child negative emotions were evaluated by child-report, and mother’s emotional expressiveness was assessed by mother-report. Data were analyzed by descriptive statistics, two-way analysis of variances, Pearson’s correlation and multiple regression analyses. The findings were as follows. First, mothers of boys showed more oversensitive-reaction to child negative emotions than mothers of girls. Mothers of 6th-graders showed more emotion-minimizing-reaction to child negative emotions than mothers of 5th-graders. Second, girls showed a higher level of overall emotional intelligence than boys. Girls showed a higher level of emotion expression and emotion regulation than boys. The 5th-graders showed higher level of emotion expression than 6th-graders; however, 6th graders showed a higher level of emotion perception than 5th-graders. Third, more emotion-coaching-reaction and less oversensitive-reaction by mothers predicted a better emotional intelligence of children. A mother’s appropriate emotional socialization behaviors associated with child emotional intelligence were discussed. Keywords: emotional intelligence, mother’s emotional expressiveness, child negative emotions, mother’s reaction

Impact of transformational leadership on subordinate’s EI and work performance

Purpose – The purpose of this paper is to explore the relationship among emotional intelligence (EI), perceived transformational leadership (TFL) and work performance. Design/methodology/approach – Data were collected from a military-based research and development institution. In all, 202 copies of questionnaires were returned, resulting a 67.3 percent return rate. Confirmatory factor analysis was used to test this theoretical model. Findings – The data indicated that EI had a positive relationship with work performance; meanwhile, perceived leader’s TFL positively moderated the relationship between subordinate’s EI and work performance. Research limitations/implications – First, this study increased the understanding of the relationship of EI and work performance in a non-western culture context and therefore confirming the benefit of EI on a positive work psychology. Also, the findings helped the researchers to understand how situational factors, such as leadership, interact with individual factors, such as EI, to produce a positive impact on work output. Originality/value – Unlike previous studies connecting leaders’ EI with their leadership behaviors and subsequent effect on work outcomes, the present study looked into the moderating role of leader’s TFL on the relationship between subordinate’s EI and work performance.

A cross-sectional study on person-centred communication in the care of older people: the COMHOME study protocol

IntroductionThis paper presents an international cross-sectional study on person-centred communication with older people receiving healthcare (COMHOME). Person-centred care relies on effective communication, but few studies have explored this with a...

Emotional intelligence in relation to satisfaction with life: A study of govt. secondary school teachers

The present study was aimed to find out the relationship between emotional intelligence and satisfaction with life among the govt. secondary school teachers of Haryana. The participant were150 govt. secondary school teachers selected from different govt. schools of Haryana. Teacher self-efficacy has been examined with help of Emotional Intelligence Scale by Schutte et al. (1998) and Satisfaction with Life has been measured with the help of Satisfaction with Life Scale by Diener et al. (1985). The findings from regression analysis show that emotional intelligence positively correlated with satisfaction with life and emotional intelligence is good predictor of life satisfaction

The mediating role of burnout on the relationship of emotional intelligence and self-efficacy with OCB and performance

Purpose– This study aims to examined the relationship between emotional intelligence (EI), self-efficacy and two outcome variables: in-role performance and organizational citizenship behavior (OCB). The study also examined whether burnout mediates this relationship. The target population included Arab teachers in Israel.Design/methodology/approach– A survey was performed. Usable questionnaires were returned by 221 teachers; therefore, the response rate was 88 per cent.Findings– Hierarchical linear models and mediation analyses showed that EI and self-efficacy are related to OCB, and in-role performance and burnout have a strong and negative relationship with the outcome variables. Mediation analysis using Preacher and Hayes’s (2004, 2008) approach showed that burnout mediates the relationship of EI and self-efficacy with the three outcome variables.Practical implications– The findings emphasize the role of the two personal variables examined here as important determinants of job performance and OCB, and demonstrate the importance of burnout in understanding OCB.Originality/value– This study will contribute to the literature on OCB and work performance by examining the rarely researched relationships between EI and self-efficacy, on the one hand, and between OCB and in-role performance, on the other. Further, this study will argue that burnout mediates the relationship between these personal and outcome variables.

A Comparative Study of Emotional Intelligence in Relation to Their Creativity among Boys and Girls Studying at Elementary Level

Every child has born with some innate and some inherent unique abilities. Education is the only means to draw out these powers. Creativity is one of them. Every child has a spark of creativity. Children are like flowers. As flowers are different in size, shape, colour and fragrance, children also have different levels of creativity. Does the personality traits, emotional intelligence and creativity have any role in improving the performance of the students? So there is need to think about the above-mentioned conceptualisation. So, the study was set up on two variables-emotional intelligence as an independent variable and creativity as a dependent variable-to see the effect of emotional intelligence on creativity and relationship between these two variables among boys and girls studying at elementary level. A total of 100 students (50 boys and 50 girls) studying at elementary level in C.B.S.E Board schools of Meerut district were taken as samples. The selection of schools was done using the lottery method and students were selected through random sampling technique. To achieve the goal, the study was carried out with six objectives. For this purpose, the ex-post facto method and statistical techniques, t-test and Pearson's product-moment correlation method, were used, and it was concluded that boys studying at elementary level are comparatively more emotional, intelligent and creative than girls of the same level.

Emotional Intelligence of Youth Accessing Residential and Day Treatment Programs: Association with Psychological and Interpersonal Difficulties

Background: Youth with emotional and behavioural problems often experience ongoing mental health challenges placing them at risk for less than optimal attainment of scholastic and occupational goals. Emotional intelligence (EI) has consistently been associated with good mental health (Martins et al.). The purpose for this study was to explore EI in a sample of youth with emotional and behavioural problems severe enough to warrant residential or day treatment. A second purpose was to explore the relationship of EI with psychological and interpersonal difficulties. Methods: Cross-sectional surveys were administered to youth accessing residential and day mental health treatment programs. Results: Thirty youth (mean age 15.30 years, SD1.64; 70% female) reported low Global EI (Total sum 123.00, SD 22.4), and interpersonal problems was strongly correlated with EI. Conclusion: Youth accessing intensive mental health services reported low emotional intelligence and problems with interpersonal relationships. Implications for focusing research and intervention efforts on fostering interpersonal social skills that may improve youths' quality of their relationships and emotional intelligence are discussed.

Emotional Intelligence or Personality in Resistance to Change? Empirical Results in an Italian Health Care Context

This study investigated the role of personality traits and emotional intelligence in relation to resistance to change. The Eysenck Personality Questionnaire–Revised Short Form, the Bar‐On Emotional Quotient Inventory, and the Resistance to Change Scale were administered to 274 Italian physicians and nurses. With respect to resistance to change, the study revealed that emotional intelligence added a significant percentage of incremental variance compared with personality trait variances. The results highlight the role of emotional intelligence and its relationship with resistance to change and offer new research and intervention perspectives for career development and career counseling.

Relationship between emotional intelligence and aggression: A systematic review

Emotional intelligence (EI), defined as a set of abilities for perceiving, using, understanding, and managing emotions, has been associated with a better psychosocial adjustment. Empirical studies have found a positive relationship of EI with social function and a negative one with conflicts in social relationships. The purpose of this study was to systematically review available evidence on the relationship between EI and aggression. PubMed, PsycINFO and Scopus were searched for relevant articles in English and Spanish, and 19 eligible studies were identified. Together, these studies provide strong evidence that emotional abilities and aggressive behavior are negatively related: people with higher EI show less aggression. This relationship appears to be consistent across ages (from childhood to adulthood), cultures, types of aggression, and EI measures. Few studies have assessed EI using ability tests, and none of the eligible studies was longitudinal or experimental. These findings are discussed in relation to future research on aggression and strategies to prevent and manage it based on EI.

Incremental variance of trait emotional intelligence compared to personality traits in career decision-making difficulties

Introduction A topic of recent interest regarding the career choice process is research on the emotional intelligence construct. This study investigated the role of personality traits and trait emotional intelligence in relation to career decision-making difficulties. Method The Big Five Questionnaire (BFQ), the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and the Career Decision-making Difficulties Questionnaire (CDDQ) were administered to 217 Italian university students. Results The study revealed that the trait emotional intelligence added a significant percentage of incremental variance compared to variances due to personality traits with respect to career decision-making difficulties. Conclusions These results highlight, in the Italian context, the role of trait emotional intelligence and its relationship with career decision-making difficulties offering new research and intervention perspectives.

Emotional intelligence: Applications in education

Following the introduction of emotional intelligence (EI) some 20 years ago, there has been growing interest in its relevance in the education context. This symposium provides support for the breadth of applications that EI has for schools today. The relationship of EI to school achievement in preadolescent students is addressed in papers by Billings et al. and Downey et al. concerns about school violence have focused on bullying behaviour and peer victimisation. The papers presented by Lomas et al. and Parker et al. explore the relationship between EI and both bullies and victims that has implications for both intervention and prevention. A further examination of the key role that personality and temperament play in the development of EI in children and adolescents is presented by Keefer et al. while Saklofske et al. examine how EI training can enhance stress management capacity and well-being in pre-service teachers.

Promoting individual resources: The challenge of trait emotional intelligence

This study investigated the role of fluid intelligence, personality traits and different models of emotional intelligence in relation to core self-evaluation, resilience and life satisfaction. The Advanced Progressive Matrices (APM), the Big Five Questionnaire (BFQ), the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT), the Bar-On Emotional Intelligence Inventory (Bar-On EQ-i), the Trait Emotional Intelligence Questionnaire (TEIQue), the Core Self-Evaluation Scale (CSES), the Connor–Davidson Resilience Scale (CD-RISC), and the Satisfaction With Life Scale (SWLS) were administered to 164 Italian high school students. These results highlighted the role of emotional intelligence and in particular of trait emotional intelligence in promoting individual resources and offering new research and intervention opportunities.

Emotional Intelligence of Prospective Teachers With Reference To Certain Biographical Factors

The present research was conducted on prospective teachers to analyze their Emotional Intelligence in relation to Gender, Caste and SES. For the purpose a sample of 300 (150 male and 150 female) prospective teachers was selected from the B.Ed. Colleges affiliated to Bundelkhand University, Jhansi by using semiprobability sampling techniques. Emotional Intelligence Test constructed by K.S. Mishra and self-made General Information sheet were used to collect the data. Results revealed that the there is a significant difference in the mean of emotional intelligence scores of the male and female prospective teachers. The prospective teachers belong to GEN category scored high on emotional intelligence scale as compared to the OBC & SC prospective teachers. The levels of SES of prospective teachers do not cause significant variation in emotional intelligence.

Emotional intelligence as a predictor of employees' career adaptability

Emotional intelligence and career adaptability are crucial psychosocial meta-capacities for successful adaptation in various spheres of life, including the realm of careers. However, little is known about the relationship between emotional intelligence and Savickas's (2005) notion of career adaptability. The current research examines the relation of emotional intelligence to career adaptability. A cross-sectional survey was conducted with a sample of 409 early career black call center agents (Mean age=32) employed in three of the largest outsourced financial call centers in Africa. Canonical correlation analysis and structural equation modeling confirmed the predictive validity of emotional intelligence in relation to career adaptability. The results showed that managing one's own emotions contributes the most in explaining overall emotional intelligence a n d the variance in overall career adaptability with its four domains of career concern, career control, career confidence and career curiosity. The results of the study highlight the importance of developing individuals' emotional intelligence in order to strengthen their career adaptability. The research contributed new and valuable insights that may inform career development interventions for call center agents.

The Relationship between Emotional Intelligence and the Academic Performance among Final Year under Graduates

Emotional Intelligence (EI) has been a popular topic of debate in the field of education in general and management in particular. It is considered as a successful predictor of academic success/performance/achie vement. Researchers have claimed that EI predicts success at schools, and colleges/ universities. However, little empirical research has been conducted to test this assertion. In this study of survey research, the relationship of EI as measured by S.K. Mangal and Shubra Mangal's EI Inventory (MEII) and academic performance were examined in a sample of final year under graduate students (N=300). EI in its four specified domains namely Intrapersonal Awareness, Interpersonal Awareness, Intrapersonal Management and Interpersonal Management separately as well as totally was found to be positively associated with academic performance of the selected respondents. Also the total EI score showed a percentage of 7.5 per cent of the sample being emotionally intelligent. The significant 'f' value has evidently showed that EI could predict academic performance of college students. The findings provide a further need on how to improve upon the academics of students. Also, the study has shown that emotional well - being could be emphasized on academic success. Implications and recommendations for developing EI among students are discussed.

Approfondire la giustizia organizzativa nel contesto ospedaliero: tratti di personalitŕ o intelligenza emotiva?

This study aims to take an in-depth look at the role of personality traits and emotional intelligence in relation to organizational justice. The Italian version of the Organizational Justice Scale (OJS), the Italian version of the Eysenck Personality Questionnaire Revised Short Form (EPQ-RS) and the Italian version of the Bar-On Emotional Quotient Inventory (Bar-On EQ-i) were administered to 241 nurses. The emotional intelligence dimensions add a significant percentage of incremental variance compared to variances due to personality traits with respect to organizational justice. The results highlight the role of emotional intelligence and its relationship with organizational justice, offering new research and intervention perspectives.

Effects of Emotional Intelligence on Job Satisfaction: An Empirical Study on Call Center Employees

The aim of this research was to empirically investigate, the impact of emotional intelligence (EI) on job satisfaction. This study considers emotional intelligence as a multidimensional construct and compares the effects of these dimensions on job satisfaction and job performance. Data obtained from 147 call center employees in Istanbul we used to examine the hypothesized relationships among study variables. The results of the study show significant positive relationship emotional intelligence and internal satisfaction. Specifically these findings indicate that employees with high emotional recognition are more likely to have higher levels of internal job satisfaction.