Emotional Intelligence Interventions Research Articles

A conceptual soft skills competency framework for enhancing graduate intern employability

PurposeThe paper aims to close a literature gap by proposing a comprehensive conceptual soft skills competency framework for enhancing graduate intern employability through the cultivation of employability capital.Design/methodology/approachThe study employed a theoretical inquiry and delved into the existing literature on employability, soft skills competencies and employability capital to establish a comprehensive foundation to formulate the conceptual framework. A content analysis of existing empirical studies was conducted to derive a generic list of employers’ required soft skills. A Delphi technique was employed to harness expert consensus and insights into the derived framework.FindingsEmployability capital can be cultivated in the setting of work-integrated learning programmes and synergised through emotional and social intelligence interventions to enhance soft skills competency and graduate employability.Research limitations/implicationsThe soft skills identified may overlook other important skills required by employers. Increasing participation in the Delphi study could yield additional valuable insights. Validation of the framework is needed in practical settings to understand its effectiveness and applicability to real-world organisational needs.Practical implicationsThis study significantly enhances understanding of the role of employability capital in soft skills competency development and graduate employability through work-integrated learning programs and self-development. In addition, the framework has the potential to positively impact the employer-employee relationship.Originality/valueThe key theoretical contribution is a soft skill development framework that offers employers and graduates a means to identify and address deficiencies through WIL and self-development.

Strengthening emotional intelligence intervention on behavior changes of mothers in stunting prevention

This study aimed to determine the effect of applying Emotional intelligence reinforcement to changes in stunting prevention behavior at the Kedung 2 Health Center, Jepara. This study employed a cross-sectional approach and data from participants at the Kedung 2 Public Health Center in Jepara. Public Health Center, Jepara. Participants were taken by purposive sampling according to predetermined maternal criteria, and 82 participants were obtained. Quasi-experimental research methods with two groups of emotional intelligence strengthening design, pre-intervention and post-intervention. Data collection used a questionnaire to measure the emotional intelligence of respondents and stunting prevention behavior. The data were then analyzed using the SPSS program. The correlation value shows that there is a strong relationship between the strengthening of emotional intelligence interventions and changes in maternal stunting prevention behavior, with a correlation value of 0.905 and a significance value of less than 0.001. The results of the T-test also showed significant behavioral changes in stunting prevention behavior before and after the application of strengthening emotional intelligence, with a significance value of 0.008. Strengthening emotional intelligence has a strong positive correlation with stunting prevention behavior, and the results of the T-test show that there is a significant effect on the results of stunting prevention behavior between before and after strengthening emotional intelligence. As a result, strengthening maternal emotional intelligence should be a priority to prevent stunting.

The joint effect of value diversity and emotional intelligence on team creativity: evidence from Vietnam

PurposeThis study aims to examine the relationship between a team’s value diversity (VD) and creativity and investigate the moderating effect of emotional intelligence (EI) to explain inconsistent results regarding this relationship.Design/methodology/approachWe conducted a cross-sectional sequential study with 340 employees and tested the hypothesis in a laboratory setting with 180 undergraduate students.FindingsEI had a moderating effect on the relationship between a team’s VD and creativity in that the relationship was positive among teams with high EI. However, the relationship tended to be negative in the long term among teams with low EI.Practical implicationsManagers should pay attention to how teams benefit from VD because it can help or harm team performance. By assigning people with different EI levels into suitable teams and providing EI interventions, organizations may manage affective consequences and enjoy more benefits of cognitive consequences resulting from VD.Originality/valueNo previous study has investigated the effect of a team’s EI in the relationship between VD and team creativity. Drawing on the categorization-elaboration model of diversity and affective events theory, through the present two-study design, we obtained data from multiple sources and improved limitations in measurements of previous studies, thereby broadening the literature by highlighting the dynamic relationship between a team’s EI, VD and creativity in the Vietnamese context.

From burnout to behavior: the dark side of emotional intelligence on optimal functioning across three managerial levels.

Burnout has been typically addressed as an outcome and indicator of employee malfunctioning due to its profound effects on the organization, its members, and its profitability. Our study assesses its potential as a predictor, delving into how different sources of motivation-autonomous and controlled-act as mediational mechanisms in the association between burnout and behavioral dimensions of functioning (namely, organizational citizenship behaviors and work misbehaviors). Furthermore, the buffering effects of emotional intelligence across three different managerial levels were also examined. To this end, a total non-targeted sample of 840 Romanian managers (513 first-, 220 mid-, and 107 top-level managers) was obtained. Burnout predicted motivation, which predicted work behaviors in a moderated-mediation framework. Contrary to our initial prediction, emotional intelligence augmented the negative association between burnout and motivation, exhibiting a dark side to this intelligence type. These findings are nuanced by the three managerial positions and shed light on the subtle differences across supervisory levels. The current article suggests a relationship between multiple dimensions of optimal (mal)functioning and discusses valuable theoretical and practical insights, supporting future researchers and practitioners in designing burnout, motivation, and emotional intelligence interventions.

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.

Family Member Communication For Spastic Cerebral Palsy Parenting Literatur Review

One of the problems with families of children with cerebral palsy is that they still need a lot of information systematically and scientifically through counseling to build the psychological function of the families of children with cerebral palsy. So that all family members can fully function to provide resilience in parenting children with cerebral palsy who help their children who have limitations. The method used in this study is a descriptive method, which is a study that aims to describe and explain something as it is, while the materials and methods used in this study use a literature review. From the results of several studies regarding the study of parenting Cerebral Palsy children, there was no explanation of the form of intervention for parents who cared for children with Cerebral Palsy. Interventions currently being carried out from psychological studies are positive parenting programs and special commitment therapy for parents of children with cerebral palsy. Positive parenting programs and special commitment therapy for parents of Cerebral Palsy from health communication studies with an emphasis on Parenting Resilience of Cerebral Palsy children with emotional intelligence interventions and social support through family members, community, therapy due to the demands of the role of caregiving. the scarcity of parenting resources for children compared to parenting by the closest family members of Cerebral Palsy children.

Comparing the Effectiveness of Emotional Intelligence Interventions, Sexual Fantasies and Integrated Protocol in the Treatment of female Orgasmic Disorder, Performance and Quality of Women’s Sexual Life: A Semi Experimental Research

Comparing the Effectiveness of Emotional Intelligence Interventions, Sexual Fantasies and Integrated Protocol in the Treatment of female Orgasmic Disorder, Performance and Quality of Women’s Sexual Life: A Semi Experimental Research

Rehabilitation Treatment of Muscle Strain in Athlete Training under Intelligent Intervention.

With the development of artificial intelligence technology in the medical field, clinical trials using artificial intelligence as an intervention method are constantly emerging. This article mainly introduces the intervention of artificial intelligence and emotional intelligence on the rehabilitation of athletes' muscle strains. Among them, artificial intelligence and emotional intelligence are a brand-new nursing intervention method. This article compares conventional rehabilitation therapy with these two new types of intelligent interventions to explore the effects of artificial intelligence intervention and emotional intelligence intervention in the rehabilitation of athletes. The experimental results show that the average number of muscle restrains under the intervention of artificial intelligence is 4.1 times, the average restrain rate of muscles is 27.7%, and the average recovery degree of athletes is 94.7%. The average SPB score under emotional intelligence intervention was 56 points. Artificial intelligence interventions can enhance rehabilitation through advanced technology, and emotional intelligence interventions can provide emotional support to effectively improve treatment outcomes and quality of life.

Narrative-Based Intervention and Emotional Intelligence in Female Children

Children share their emotional experiences through narratives, and high-quality narratives are beneficial for their wellbeing and development. This research investigated whether narrative-based interventions in the school context can increase children's emotional intelligence (EI). It tested three intervention settings' effect in their oral and written narrative elements: 1) oral co-narration, 2) literary narrative, and 3) Merging co-narrating and literary narrative. The sample consisted of 91 female Iranian students (age = ±12), who were selected randomly to these three intervention groups where they received a two-month training and one control conditions with treatment as usual. The Emotional Quotient inventory, the youth version (EQ-i: yv) test, was used to measure the students' EI levels before and after the intervention. The results demonstrated that oral and written narrative have different effects on student’s EI. The results revealed a significant increase in the EI score among children who participated in the oral co-narrating group and merged co-narrating and literary narrative intervention group. In contrast, the literary narrative intervention was not effective enough to increase children's EI. In conclusion, oral and written language modes and their merged narrative elements are crucial when tailoring effective school-based interventions to impact students' EI with language minority. Educators need to apply the oral and written narrative elements in their instructional design of the EI interventions considering the narrative style of students. In particular, oral language as the developmentally and socio-culturally appropriate tool can involve student's more with making sense of text and thereby support the learning process in EI interventions.

The impact of emotional intelligence in the military workplace

ABSTRACT Armed forces are expected to support operations domestically and internationally. To perform their assigned duties, optimal preparation to participate in today’s complex security environment and in a wide range of operations is crucial. Central to these complexities are the psychosocial challenges that such an intense work environment creates. This article explores the impact of Emotional Intelligence (EI) in the military domain. Literature from various countries confirms a strong link between the competencies associated with EI and leaders’ responsibilities. EI can be taught, developed, and enhanced as a group of competencies that directly affect the efficiency of a leader. Research has established a number of protective variables that could reduce the impact of stress on military personnel’s emotional health and behavioural issues. We provide evidence that EI training and EI interventions help, improve, and moderate the individual’s capacity to adapt to and manage stress and traumatic experiences. We also explore the implications for Human Resource Development (HRD) whose role is pivotal in the military career cycle; from pre-deployment during the formative years by developing soldiers through responsive, tailored, and effective programmes, to post-deployment with initiatives to improve career development, job fulfilment and the successful integration of veterans into civilian life.

The Role of Emotional Intelligence in the Maintenance of Depression Symptoms and Loneliness Among Children.

Identifying factors that predict the maintenance of depression and loneliness in children is important for intervention design. Whilst emotional intelligence (EI) has been identified as a predictor of mental health, research examining how both trait and ability EI contribute to long-term patterns of symptomatology in children is markedly absent. We examined the impact of both TEI and AEI on the maintenance of loneliness and depressive symptoms over 1 year in children aged 9–11 years. Two hundred and thirteen children (54% male) completed the TEIQue-CF and the MSCEIT-YV at the first time point of the study, and the Child Depression Inventory and the Loneliness and Aloneness Scale for Children and Adolescents at Time 1 and, again, 1 year later. Findings indicate that emotional skills (AEI) are important for predicting the maintenance of depressive symptoms and loneliness in children over 1 year; emotional self-competency (TEI) is less influential, only contributing to long-term loneliness in girls. Moreover, whilst deficiencies in the ability to perceive and understand emotions were predictive of prolonged symptomatology, so, too, were proficiencies in using emotion to facilitate thinking and emotion management. Those findings carry important implications for EI theory and future research. They also indicate that EI interventions tailored to groups of “at risk” school children may be useful for reducing specific profiles of internalizing symptoms. Programs targeting AEI skills may be universally helpful for reducing the likelihood that depressive symptoms and loneliness will be maintained over time in middle childhood; girls at risk for prolonged loneliness would additionally benefit from opportunities to bolster TEI.

Longitudinal trajectories of emotions among young athletes involving in intense training centres: Do emotional intelligence and emotional regulation matter?

ObjectivesThis study aimed to explore whether several subgroups of athletes representing distinct emotional trajectories emerged from the person-centred analyses for a wide variety of positive and negative sport emotions (anger, anxiety, sadness, confidence, happiness, harmony, love and vitality). The present study also focused on the determinants of the emotional dynamics exploring whether athletes reporting distinct scores of emotional intelligence (EI) and emotional regulation (ER) at time 1 (T1) belonged to distinct trajectories. DesignA longitudinal three-wave measurement design (beginning, middle, and end of a competitive season) was used in the present study. MethodA sample of 325 adolescent athletes evolving in intensive training centres completed three self-reported questionnaires. ResultsResults of latent class growth analyses (LCGA) demonstrated four trajectories for love and confidence, three trajectories for anger, harmony, happiness, sadness, and vitality, and two trajectories for anxiety. Furthermore, the likelihood of belonging to emotional trajectories was significantly influenced by EI and ER scores for love, confidence, anger, harmony, happiness, sadness and vitality. ConclusionsLCGA results highlighted the young athlete heterogeneity in longitudinal sport emotions and the predictive effects of ER and EI on their emotional trajectories. These results could be used to help coaches and sport psychologists to identify athletes at risk of developing dysfunctional emotional trajectories across the competitive season. Moreover, this study suggested potential benefits of EI and ER-centred interventions to help young elite athletes to experience adaptive emotional trajectories. Finally, these results highlighted that the heterogeneity in sport emotions must be accounted for in future research.

Collegiate Sport Participation and Student-Athlete Development through the Lens of Emotional Intelligence

A continued debate persists over the place of sport within institutions of higher education. Proponents of sport champion its ability to contribute to a holistic notion of education and develop an array of competencies touted in institutional missions. There is however a dearth of empirical data examining the educational impact of athletic participation at the college level. This paper assessed the educational ability of collegiate sport participation in a unique manner, through the lens of Emotional Intelligence (EI). Student-athletes and students at five NCAA Division III institutions completed online assessments prior to and after the completion of the winter sports seasons. Evidence was produced that participation in a single season of collegiate sport does not develop interpersonal, intrapersonal, and leadership capacities significantly differently from the collegiate experience of students not participating in athletics. Institutions are advised to explore EI interventions as way to maximize the educative potential of sport.

The Relationship of Botín Foundation's Emotional Intelligence Test (TIEFBA) with Personal and Scholar Adjustment of Spanish Adolescents

This study analyzes the relationship of Botín Foundation's Emotional Intelligence Test for Adolescents (TIEFBA), a new ability-based measure to assess emotional intelligence (EI), with personal and scholar adjustment in Spanish adolescents. The instrument, based on the Mayer and Salovey model (1997), measures four branches of abilities while the participant is executing emotional tasks triggered by an emotion-eliciting situation. The TIEFBA was developed according to the Situational Judgment Test paradigm and it comprises eight scenes designed to evoke positive and negative emotions. A total of 1684 Spanish adolescents (48.2% males, mean age 14.37) completed the TIEFBA. Data on personality, empathy, intelligence and psychosocial adjustment were collected. The results provide evidence of instrument reliability and factorial, convergent, discriminant and some predictive validity. They further suggest that the TIEFBA is a promising new measure for assessing EI in Spanish adolescents, which will allow researchers and educators to understand better how EI affects youth as well as assess the impact of EI interventions.

La relación del Test de Inteligencia Emocional de la Fundación Botín (TIEFBA) con el ajuste personal y escolar de adolescentes españoles

This study analyzes the relationship of Botín Foundation's Emotional Intelligence Test for Adolescents (TIEFBA), a new ability-based measure to assess emotional intelligence (EI), with personal and scholar adjustment in Spanish adolescents. The instrument, based on the Mayer and Salovey model (1997), measures four branches of abilities while the participant is executing emotional tasks triggered by an emotion-eliciting situation. The TIEFBA was developed according to the Situational Judgment Test paradigm and it comprises eight scenes designed to evoke positive and negative emotions. A total of 1684 Spanish adolescents (48.2% males, mean age 14.37) completed the TIEFBA. Data on personality, empathy, intelligence and psychosocial adjustment were collected. The results provide evidence of instrument reliability and factorial, convergent, discriminant and some predictive validity. They further suggest that the TIEFBA is a promising new measure for assessing EI in Spanish adolescents, which will allow researchers and educators to understand better how EI affects youth as well as assess the impact of EI interventions.

Why mindfulness at work matters – the ‘reboot’ for emotional intelligence development

PurposeThe paper aims to inspire practitioners to look critically at how and in what ways mindfulness can enhance emotional intelligence interventions. The paper also aims to provide practical and evidence-based guidance on what and how to design, implement and evaluate mindfulness-based emotional intelligence (EI) programs.Design/methodology/approachThis paper adopts a critical, practitioner-perspective on mindfulness as it transitions into the workplace. The author draws on her own work in the field of EI practice and research and the experiences of peers who have implemented mindfulness-based interventions to offer insights on how to navigate the “mindfulness phenomenon” to enhance EI interventions.FindingsA series of practical steps on how to implement organizational mindfulness-based interventions (O-MBIs), distilled from case studies, entitled “top ten tips from the field”.Research limitations/implicationsThe author argues that whilst organizational scholars debate as to whether mindfulness is a topic worthy of interest, practitioners are already engaged and generating practitioner-led research.Practical implicationsMindfulness is rapidly capturing development and learning practitioner attention, yet there is little empirical work that is initiated by practitioners and shared with practitioners. This paper goes some way to helping peers navigate what has been described as the “mindfulness phenomenon”.Social implicationsMany commentators have noted that we operate in a volatile, uncertain, complex and ambiguous (VUCA) world. We are trapped in a “prison of busyness”, and the author argues that the popularity of mindfulness, not only in the workplace but more broadly in society, is indicative of the need to equip people to cope and a desire to create more compassionate and mindful organizations.Originality/valueThe paper summarizes themes captured in what has been described as a seminal book in the practitioner literature on mindfulness in the workplace. It is designed to provoke readers into looking critically at their existing EI programs and examine how and in what ways, a holistic, embodied practice (mindfulness) can hone the skills of attention, focus and presence. With the intention of facilitating kinder and more compassionate individuals and organizations, potentially leading to more mindful and ethical societies.

Nursing students' post-traumatic growth, emotional intelligence and psychological resilience.

Nursing students in the present sample who have experienced childhood adversity have a certain level of post-traumatic growth. If introduced into nursing curricula, emotional intelligence interventions may increase emotional coping resources and enhance social skills for nurses, which may benefit their long-term occupational health. As researchers consider personal resilience a strategy for responding to workplace adversity in nurses, resilience building should be incorporated into nursing education. This is a preliminary study that may guide future investigations of the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the special sample of nursing students. Resilience, emotional intelligence and post-traumatic growth may benefit nursing students' careers and personal well-being in clinical work. Developing both their emotional intelligence and resilience may assist their individual post-traumatic growth and enhance their ability to cope with clinical stress. To investigate the relationships among post-traumatic growth, emotional intelligence and psychological resilience in vocational school nursing students who have experienced childhood adversities, a cross-sectional research design with anonymous questionnaires was conducted and self-report data were analysed. The Childhood Adversities Checklist (Chinese version), Posttraumatic Growth Inventory, Emotional Intelligence Scale and the 10-item Connor-Davidson Resilience Scale were used. Survey data were collected from 202 Chinese vocational school nursing students during 2011. Post-traumatic growth was associated with emotional intelligence and psychological resilience. Results indicated a curvilinear relationship between emotional intelligence and post-traumatic growth, and between psychological resilience and post-traumatic growth. Moderate-level emotional intelligence and psychological resilience were most associated with the greatest levels of growth. The results imply that moderate resilience and emotional intelligence can help nursing students cope with adversity in their future clinical work. This study first provided preliminary data suggesting the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the sample of nursing students.

Prioritizing emotional intelligence training needs using optimal globalization grey relational analysis

Purpose – The aim of this paper is to demonstrate the application of optimal globalization grey relational analysis (GGRA) as a workable decision-making tool to prioritize emotional intelligence (EI) training needs of specific groups of academic leaders. Design/methodology/approach – The study involved administrating the emotional skills assessment process to 50 academic leaders in the USA and 50 in Taiwan. Optimal GGRA was utilized to prioritize EI training needs of the two distinct groups of academic leaders. Findings – Results of the optimal GGRA suggest that context-specific EI interventions focusing on enhancing weak areas of emotional competency are made possible through optimal globalization grey analysis. Practical implications – Optimal GGRA is introduced as a valid decision-making technique for planning effective EI interventions. The results have implications for designing training courses targeting on enhancing weak areas of emotional competency. Originality/value – The utility of optimal GGRA as a decision-making tool to prioritizing training needs for the two cultural groups of academic leaders in the study aims at going beyond the narrow psychometric perspectives of measurements on leadership potentials and reaching out to practical approaches to leadership development and training.

Emotional Intelligence, Social Problem-Solving Skills, and Psychological Distress: A Study of Chinese Undergraduate Students1

This study examines how emotional intelligence (EI), personality, and social problem-solving skills were linked to depression and life dissatisfaction in 144 Chinese undergraduate students in Hong Kong. Factor analyses of questionnaire responses yielded 3 separate dimensions of depression (affective, somative, and cognitive). Structural equation modeling showed that EI (self-emotions appraisal and use of emotion) was linked to somatic and cognitive symptoms of depression, after controlling for personality. Also, social problem solving was linked to psychological distress, and moderated its links with personality and EI. These results underscore the differences among the links between the components of EI and of psychological health, and support the possibility of promoting people's psychological health through EI and social problem-solving interventions.

Emotions in Leadership Development: A Critique of Emotional Intelligence

The problem and the solution. In this conceptual article, emotional intelligence (EI) is critiqued, particularly as a resource for leadership development. Ultimately, this article seeks to answer the question: What should human resource development (HRD) professionals know and reflect on as they consider the use of EI instruments and interventions in leadership development? The transmutation of emotions in organizations from negative and irrational to a positive attribute of successful leaders is traced, demonstrating how emotions have traditionally been mobilized in organizations to achieve instrumental goals. The following questions are explored: Is there one accepted model of EI? What are the instruments and measures for EI? Is there a definitive association between EI and leadership effectiveness? What issues are raised by generalizing EI abilities and competencies across cultures or in multicultural contexts? How might EI training enable leaders to abuse power more skillfully to achieve personal or organizational ends? In conclusion, suggested areas of concern for HRD practitioners are raised, and alternative ways to include increased awareness of emotions in leadership development are discussed.