Emotional Intelligence Levels Of Students Research Articles

Investigating the Relationship Between Emotional Intelligence and Social Anxiety Levels of University Students

This study investigates the relationship between emotional intelligence and social anxiety levels of university students. The study data consisted of a total of 212 university students, 64% female (N=136) and 36% (N=76) male and data were collected from a state university in the west of Turkey. The relational model, one of the general models, was used in the research. The "Schutte Emotional Intelligence Scale" was used to determine the emotional intelligence levels of the students, and the "Social Anxiety Scale" was used to determine the social anxiety problems experienced by university students. SPSS 23.0 package program was used for the analyzes. Research findings revealed the positive effects of emotional intelligence in reducing the social anxiety levels of university students. In addition, it was concluded that emotional intelligence predicts social anxiety in university students in a statistically significant way. It was observed that the subscales of optimism, use of emotions and evaluation of emotions which constitute emotional intelligence in university students significantly predicted social anxiety together.

Investigation of the Relationship Between the Sports Status of Secondary School Students and Their Emotional Intelligence Levels

The aim of this study is to investigate the sports status and emotional intelligence levels of secondary school students. 1027 secondary school students participated in the research. As a data collection tool in the research; personal information form, parent consent form and voluntary consent form were used. In measuring the emotional intelligence levels of students, a 60-item measurement tool developed by Bar-on, applicable to children and adolescents was used, and the scale was adapted to Turkish by Köksal (2007). Descriptive statistics, ANOVA and t-test techniques were used in the analysis of the data. As a result of the analyses, there was a statistically significant difference in interpersonal, adaptability and positive effect (p < 0.05) of the emotional intelligence sub-dimensions and the gender variable. When the emotional intelligence levels of the students were analyzed according to the variable of sports status, a significant difference was observed in the adaptability dimension and in the total score of emotional intelligence in favor of those who exercise sports (p < 0.05). When the emotional intelligence levels of the students were examined according to the class level variable, there were significant differences in the total score of emotional intelligence, stress management and adaptability (p < 0.05). Moreover, in the examination of the emotional intelligence levels of the students according to their mother’s education levels, a significant difference was found only in the adaptability dimension (p < 0.05). For their father’s education levels, there was a significant difference in the interpersonal and the adaptability dimensions (p < 0.05).

THE EFFECT OF EMOTIONAL INTELLIGENCE ON DIVERGENT THINKING ABILITY IN SOLVING MATHEMATICAL STATISTICS PROBLEMS

The purpose of this study was to determine the effect of emotional intelligence on divergent thinking skills in solving statistical mathematical problems in eighth grade students of Junior High School 9 of Palangka Raya. The subjects in this study were 120 grade eighth students of Junior High School 9 of Palangka Raya. The instrument is a questionnaire of emotional intelligence consisting of 31 statements used to measure the level of emotional intelligence of students, and 4 divergent mathematical problems to measure students' divergent thinking skills. The results of the classification of emotional intelligence levels of students are 17 students with high levels of emotional intelligence and 113 students with moderate levels of emotional intelligence. Research results show that the average divergent thinking ability in solving mathematical problems of students with high emotional intelligence levels is 52.64 while the divergent thinking ability in solving mathematical problems of students with moderate emotional intelligence levels is 49.56. The results of data analysis showed that there was no real effect of emotional intelligence on divergent thinking skills in solving mathematical problems in statistical material in grade eighth students of Junior High School 9 of Palangka Raya.

Effects of Mental Disorders on the Emotional Intelligence Levels of Brazilian Medical Students: a Single Center Cross-Sectional Study, 2017-2018

Abstract: Introduction: Recent studies have shown the direct effects of emotional intelligence (EI) on medical practice and, more specifically, on establishing and maintaining a good doctor-patient relationship. The aim was to compare the EI levels of students from different years of medical school and to evaluate other factors that affect EI levels. Method: This was a cross-sectional study of medical students attending the 1st, 3rd and 6th years in a private institution in Belo Horizonte, Minas Gerais, Brazil. A non-probabilistic convenience sample was used. EI levels were evaluated using the Schutte Self-Report EI Test, and demographic and personal data were collected. All volunteers signed the free and informed consent form prior to study inclusion. Statistical analysis used ANOVA, Student’s t-test, Pearson correlation and linear regression. A significance level of 0.05 was adopted. Results: Two hundred twenty-five volunteers were recruited between October/2017 and April/2018. Sixteen (7.1%) were excluded due to incomplete questionnaires. The final sample comprised 209 participants (71 from the 1st year, 69 from the 3rd year and 69 from the 6th year). Most were women (66.0%), 95.2% were single, 10.0% had previously graduated and 16.3% reported a previous mental disorder diagnosis. The mean age was 23.2 (±3.9) years. There was no difference in the EI overall score and in the different EI domains scores among the students from the three years. Pearson’s test showed a weak positive correlation between age and total score (r=0.172; p=0.013) and perception of emotion (r=0.236; p=0.001). Multiple regression showed a significant positive association between age and the total score (p=0.040), Perception of Emotion (padjusted=0.013) and Managing Others’ Emotions (padjusted=0.020). A significant reduction in the total score (padjusted=0.033), in Managing Own Emotions (padjusted<0.001) and in the Managing Others’ Emotions (padjusted=0.025) was found for volunteers who reported a previous mental disorder. Conclusion: High levels of EI were observed in the 3 years. No association was observed between different EI scores and the course year. There was a positive correlation between age and total EI score, Perception of Emotions, Managing Own Emotions and Managing Others’ Emotions. The presence of a mental disorder was associated with a reduction in the total score and the scores for Managing Own Emotions and Managing Others’ Emotions.

Comparison of Emotional Intelligence Levels of Students Studying in Summer School of Physical Education and Sports with Their Life Satisfaction

The purpose of this study is to compare emotional intelligence levels of students studying in 2017-2018 summer school of Balıkesir University School of Physical Education and Sports with their life satisfaction by some demographic characteristics. This is a descriptive study. The research population is composed of 865 students studying in 2017-2018 summer school of Balıkesir University School of Physical Education and Sports and the sample is composed of randomly selected 292 students. In the study, “Emotional Intelligence Inventory in Sports” developed by Shutte et al. (1998), revised and adapted by Lane et al. (2009) for use in sports with Turkish reliability and validity performed by Adiloğulları and Görgülü (2015) and 5-point Likert type scale “The Satisfaction with Life Scale (SWLS)” developed by Diener et al. (1985) with the purpose of determining the life satisfaction of people and adapted into Turkish by Durak et al. (2010) were used. General reliability value of emotional intelligence scale was found as α=0.927 and the same value of life satisfaction scale was determined as α=0.819, indicating a high level of reliability. Anova, Kruskal Wallis test, Jonckheere-Terpstra test were used in data analysis. All analyses were conducted with SPSS v17.0 (SPSS Science, Chicago, IL, USA).In conclusion, it has been determined that emotional intelligence levels of the participants differ by the variable of age in the dimension of use of emotions, by the variable of department in the dimensions of evaluation of one’s own feelings and social skills and there is a difference by the variable of age regarding life satisfaction. It has also been established that there isn’t any relation between the emotional intelligence levels and life satisfaction of individuals.

Emotional Intelligence Level of Students and Mental Ability Belonging to Rural and Urban Backgrounds

The students originate from different histories such as rural as well as urban areas. The students undertake a great deal of stress to withstand today's competitors, primarily currently of their facility phase in occupation. In order to deal up with the tension as well as stress these days affordable globe, the students must have an equilibrium in their psychological security. Emotional Intelligence is a kind of intelligence that has actually been greatly researched in social scientific researches, psychology and also service field, yet not in the instructional field. The here and now research aids us to learn about the emotional intelligence degrees of students in the message college graduation particularly the students originating from rural and also urban areas. It is relative research of emotional intelligence degrees of students coming from rural and also urban histories, to ensure that it is practical to evaluate the student's emotionality, wellness, sociability as well as self-control.

The Evaluation of the Views of the Students from Environmental Engineering on Global Warming in Terms of Critical Thinking Trends and Emotional Intelligence Levels

Aimed to evaluate the evaluation of the views of the students from environmental engineering on global warming in terms of critical thinking trends and emotional ıntelligence levels. According to mixed method’s sequential transformational design, 36 students were asked to respond Information Form, California Critical Thinking Disposition (CCTDI–R), Revised Schutte Emotional Intelligence (RSEIS) scales at the quantitative stage. In the pearson correlation analysis, respectively strong, strong, low, moderate positive correlations were found between CCTDI–R total score with RSEIS total score and also sub-dimensions of this scale like optimism/mood state regulation, the use of emotion, evaluation of emotion. At the qualitative stage, 15 students with CCTDI–R scores of low and intermediate level responded to open-ended questions about articles of two different approaches to explain global warming. Themes were obtained through content analysis. Themes are the understanding of whole in searching of truth, open-mindedness, multifactorial assessment of the causes of global warming, the emphasis on the causes of global warming, intervene to global warming. In order to increase students’ critical thinking disposition and emotional intelligence level of students, it has been proposed that training programs can be planned.

Emotional Intelligence Levels of Students with Sensory Impairment

This study aimed at revealing the emotional intelligence levels of students with sensory disability in Amman in Jordan. The participants of the study were 200 students; 140 hearing impaired students and 60 visual impaired students enrolled in the special education schools and centers for the academic year 2016-2017. The study adopted the descriptive Approach. To achieve the goals of the study, the researchers prepared an emotional intelligence scale consisted of 30 items distributed into four fields: emotional knowledge, emotion regulation, empathy, and social efficiency. The scale’s reliability and validity were verified. Results showed that the total degree of the emotional intelligence of the students with hearing impairment was low and it was moderate for the students with visual impairment. Additionally, results revealed statistical significant differences between the students with hearing impairment and students with visual impairment in all the fields in favor of the students with visual impairment.The study confirmed the necessity to encourage people with sensory disabilities to take part in well-prepared activities and programs that allow them to express their emotions freely as drawing, acting, music and others to develop their emotional intelligence.

Motivación e inteligencia emocional en estudiantes de Educación Secundaria Obligatoria || Motivation and emotional intelligence in high school students

Este estudio explora el nivel motivacional y de inteligencia emocional del alumnado de Educación Secundaria Obligatoria, y la relación existente entre ambos componentes esenciales en la personalidad del individuo. Se ha trabajado desde una metodología cuantitativa con una muestra de 500 alumnos de centros públicos de secundaria, utilizando el Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA) y la versión en castellano de la Trait Meta-Mood Scale (TMMS-24). Los resultados sostienen un buen nivel motivacional en todos los factores (metas intrínsecas, valor de las tareas, creencia de control, autoeficacia para el rendimiento, ansiedad y metas extrínsecas), con una adecuada percepción, regulación y comprensión emocional. Así mismo, evidencian una correlación positiva y significativa de ambas, excepto entre el factor motivacional “ansiedad” y los factores “comprensión” y “regulación” que conforman la inteligencia emocional. En conclusión, tanto motivación como inteligencia emocional, son susceptibles de ser entrenadas y mejoradas en el ámbito educativo, con capacidad para poner en marcha las habilidades sociales y sacar el máximo rendimiento de cada adolescente.

Can Emotionally Intelligent Volleyball Players Be More Prone to Sportspersonship?

Emotional intelligence concept has been examined by researchers in the field of education as well as field of sports. When emotional intelligence theory examined, it comes to mind that emotional intelligence can be related to moral behaviors in sport. In this regard, the question of “Can emotional intelligence predict sportspersonship orientation?” comes to mind. Consistent with this question, we examined the relationship between sportspersonship orientation and emotional intelligence level of students participating in university volleyball second division competitions. 79 female and male volleyball players participated in this study. The age mean of participants was found to be 20.29±1.87. 46.8% of participants was female (n=37), 53.2% was male (n=42). %79.7 of participants have reported that they are satisfied with their department (n=63). % 8.9 have reported they are not satisfied with their department while %11.4 have reported that they are partially satisfied with their department. %46 of participant have reported that sporting activities are enough (n=37). %21.5 of them have reported that sporting activities are not enough (n=17) while %31.6 have reported that they are partially enough (n=25). Significant difference was found between genders in terms of emotional appraisal (p<0.01), emphatic sensitivity (p<0.01), positive utilization (p<0.05), respect for social conventions (p<0.05), respect for rules and officials (p<0.05), respect for one’s full commitment toward sport participation (p<0.05). Female volleyball players have reported higher scores than males in terms of all variables. It has been found that emotional intelligence predicts sportspersonship orientation of students participating in university volleyball second division competitions.

Comparison of the Emotional Intelligence Levels of Students Receiving Education in Different Fields

Aim. This descriptive study was conducted to determine and compare the emotional intelligence levels of senior students receiving education in different fields of Ataturk University.Methods. The population of the study consisted of senior students receiving education in different fields of Atatürk University. The sample group of study consisted of 305 senior students receiving education in different fields (health, social, and natural) and they were selected by using the simple random sampling method. Three faculties from three different fields were selected. Data of the study were obtained by using the personal information form, which was prepared by researchers in the light of the literature and involved sociodemographic characteristics and the “Emotional Intelligence Evaluation Scale.”Results. It was determined that while natural science students had the lowest total mean score of emotional intelligence scale, students of social sciences had the highest total mean score according to departments. Examining the difference between the mean scores of three different educational fields, it was determined that this difference was statistically significant.Conclusion. Consequently, the emotional intelligence level was determined to be lower in natural science students and moderate in students of health and social sciences.

Examining the Emotional Intelligence level of Students of Kohat University of Science and Technology in relation to Parents’ Level of Education

Examining the Emotional Intelligence level of Students of Kohat University of Science and Technology in relation to Parents’ Level of Education