Emotional Intelligence Questionnaire Research Articles

CHARACTERISTICS OF THE EMOTIONAL INTELLIGENCE OF YOUNG PEOPLE WITH DIFFERENT ACCENTUATIONS OF CHARACTER

The purpose of the work is to show the results of a theoretical and empirical study of the features of the emotional intelligence of young people with different accents and styles of humor. Methodology. 88 young men of late adolescence took part in the study - students of Kyiv secondary schools. Methods: 1) theoretical analysis and generalization of scientific literature on research issues; 2) diagnostic standardized methods: diagnostic test of character accentuation types (A.E. Lychko); emotional self-awareness test (O.I. Vlasova); questionnaire of emotional intelligence (D.V. Lusin); empathy questionnaire (Mehrabiana); questionnaire "Styles of humor" (Martin; 3) Descriptive statistics and the Pearson correlation coefficient were used to analyze the relationships between the results of the empirical study. The results. The researchers found that the most developed interpersonal emotional intelligence is characteristic of young people with a labile accentuation type, who are characterized by low self-awareness and high mood variability. High intrapersonal emotional intelligence is significantly associated with the astheno-neurotic type of accentuation, which is characterized by increased mental and physical fatigue and irritability in everyday life. This type of accentuation of the character turned out to be predominant among the researched (22%). Regarding the use of humor by the researched people, it was found that young men with demonstrative and hyperthymic types of character accentuations prefer an aggressive style of humor, which is destructive in content and directed at others. This significantly distinguishes them from young men of the age-standard development, for whom the most characteristic is a self-supporting style of humorous attitude to life events, which has a constructive meaning and productively affects the personality of the young man and his environment.

The Effect of Intellectual Intelligence (IQ) and Emotional Intelligence (EQ) on Student Mathematics Learning Outcomes

It will be possible to determine whether the learning objectives have been achieved by assessing the learning outcomes. In addition to intellectual intelligence, emotional intelligence is another factor that determines students' learning outcomes. This study aimed to determine how intellectual intelligence (IQ) and emotional intelligence (EQ) influence the mathematics learning outcomes of grade XI students of MAS TPI Sawit Seberang. Based on the hypothesis proposed, intellectual intelligence (IQ) and emotional intelligence (EQ) influence the mathematics learning outcomes of grade XI students of MAS TPI Sawit Seberang. The type of research used is quantitative research with an ex post facto method. The research instruments were an intellectual intelligence (IQ) questionnaire of 15 statements, an emotional intelligence (EQ) questionnaire of 22 valid statements, and odd semester student math report cards as data on student math learning outcomes. The data analysis techniques used were descriptive statistical analysis, prerequisite tests, and hypothesis testing. The research findings are that 62.5% of students have high-category intellectual intelligence, 72.73% have moderate-category emotional intelligence, and 98.86% have very high-category math learning outcomes. From the results of the research that has been done, the researchers draw several conclusions: (1) Intellectual intelligence (IQ) influences the mathematics learning outcomes of XI grade students of MAS TPI Sawit Seberang. (2) emotional intelligence (EQ) influences the mathematics learning outcomes of XI grade students of MAS TPI Sawit Seberang. (3) There is an effect of intellectual intelligence (IQ) and emotional intelligence (EQ) simultaneously on the mathematics learning outcomes of XI grade students of MAS TPI Sawit Seberang. Furthermore, it is expected to conduct research with other variables to determine the effect of other variables on math learning outcomes. In addition, a more sustainable testing method, such as testing conducted periodically during the student's learning year, should be used. This method will help more comprehensively and accurately determine the relationship between IQ, EQ, and student math learning outcomes.

Trait emotional intelligence and ecological outcomes: the role of connectedness to nature

BackgroundGlobal climate change is recognized as a major and irreversible challenge for humanity, requiring people’s responsible and sustainable behaviors toward the environment. So far, the literature has widely investigated the role of cognitive determinants of ecological outcomes (e.g., pro-environmental behaviors and climate change perception), while less attention has been devoted to emotional processes, such as trait emotional intelligence (TEI). The current double study investigates whether TEI is directly and indirectly associated with climate change perception (CCP, Study 1) and pro-environmental behaviors (PEBs, Study 2) among young adults. Furthermore, the mediating role of connectedness to nature (CN), both as cognitive and emotional factors, was also analyzed. We hypothesized that CN (i.e., cognitive mediator) would positively mediate the relationship between TEI and CCP (H1), and Love and Care for Nature (LCN, i.e., emotional mediator) would positively mediate the relationship between TEI and PEBs (H2).MethodsThe study involved 342 young adults (F = 60.7%; age 19–40; Mage=22.99; SD = 2.66) in Study 1 and 365 young adults (F = 71.2%; age 17–35; Mage=22.2; SD = 3.98) in Study 2. Data were collected through an online tool shared by the snowball method. We administered the following self-reports: Trait Emotional Intelligence Questionnaire- Short Form (TEIQue- SF), Global Climate Change (GCC), and Connectedness to Nature Scale (CNS) (Study 1); Trait Emotional Intelligence Questionnaire- Short Form (TEIQue-SF), General Environmental Behaviors Scale (GEB), and Love and Care for Nature (LCN) (Study 2).ResultsFindings from Study 1 showed that higher TEI levels enhance CN (i.e., cognitive mediator), positively influencing CCP (estimate = 0.14; 95% CI = 0.07 to 0.23). Findings from Study 2 showed that higher TEI levels are associated with higher LCN levels (i.e., emotional mediator), influencing people’s engagement in PEBs (estimate = 0.7; 95% CI = 0.03 to 0.11).ConclusionIt is crucial to design environmental education programs that promote greater emotional intelligence ability and encourage individuals’ involvement in ecological outcomes.

Relationship between Emotional Intelligence and Depression in Teaching Faculty of Basic Sciences at a Private Medical College: A Cross Sectional Correlational Study

Background: Emotional Intelligence (EI) spans five basic principles including awareness and management of self-emotions, ability to motivate oneself, awareness, and management of other’s emotions. EI takes a person to high level of professional as well as academic success by improving one’s cognitive performance far above the level attained by general intelligence (GI). In addition, EI enables one to control negative attributes such as anxiety, anger, and stress and highlight pragmatic and constructive feelings like congeniality, self-confidence and empathy. Objective: The current study was designed to estimate the level of emotional intelligence (EI) in teaching faculty of basic sciences at a private medical college and to check its correlation with depression. Study Design: Cross sectional correlational study. Settings: Lahore Medical & Dental College, Lahore Pakistan. Duration: December 2021- April 2022. Methods: Two questionnaires including “Leadership Toolkit Emotional Intelligence Questionnaire” and “Patient Health Care Questionnaire 9 were used to collect the data. After approval from Institutional Review Board, informed written consent was taken from the participants. Data was collected by using convenient sampling technique from faculty of basic science departments. SPSS 22 was utilized for analysis of the data. Results: In the current study a total number of 72 faculty members participated. Out of total 72 participants, 69.4% (50) were in the average EI range and 23.6% (17) had good EI with only 6.9% (5) falling in the poor EI range. The mean score for overall EI was higher in senior faculty as compared to junior members with a value of 189.7 but the difference was not statistically significant. Similarly, no significant difference was found among male and female participants regarding overall EI as well as its constructs. The sub-sections managing emotions, motivating one-self and social skills showed significant difference with a higher value in the senior faculty. Overall, EI was found to be inversely correlated with depression with a p value < 0.01. Conclusion: The score of Emotional Intelligence is reasonably good in the faculty of basic science departments. Moreover, EI has been found to be inversely correlated with depression.

The Influence of Emotional Intelligence and Spiritual Intelligence on Teacher Professionalism at Madrasah Aliyah Attahiriyah Jakarta

This study aims to determine and analyze the effect of emotional intelligence and spiritual intelligence on the professionalism of teachers at Madrasah Aliyah Attahiriyah. This research used quantitative research methods with survey techniques to answer the hypothesis test that has been formulated. Respondents amounted to 160 female respondents selected through random sampling. Questionnaires of Emotional Intelligence, Spiritual Intelligence, and Teacher Professionalism were validated using the Product Moment correlation formula, reliability was measured with the Cronbach Alpha formula. Hypothesis was tested using the PLS SEM analysis application. It is shown that emotional intelligence has a direct and significant effect on teacher professionalism, while spiritual intelligence has a direct positive and significant effect on teacher professionalism. Emotional intelligence has a direct and significant influence on spiritual intelligence. So that in an effort to improve the professionalism of teachers can be done by increasing the effectiveness of emotional intelligence and spiritual intelligence. It concludes that emotional intelligence has a direct and significant effect on teacher professionalism, spiritual intelligence has a direct positive and significant effect on teacher professionalism, and emotional intelligence has a direct and significant effect on spiritual intelligence.    

Correlation between critical thinking and emotional intelligence: a national cross-sectional study on operating room nursing students in Iran

Abstract Objective According to the World Federation of Medical Education, critical thinking should be part of the training of medical and paramedical students. Professionals can improve the quality of care of patients after surgery by having or acquiring this skill in health care. Also, Emotional intelligence is introduced as an important and effective factor on the professional performance and mental health of healthcare professionals. Thus, the present study was designed and implemented to determine the relationship between emotional intelligence and critical thinking among operating room nursing students of medical sciences universities in Iran. Methods This cross-sectional study was done on 420 operating room students in 10 top medical sciences universities of Iran in 2022. The sampling method in this research was multistage sampling. The data collection instruments included demographic characteristics, Rickett’s critical thinking, and Bradberry-Greaves’ emotional intelligence questionnaires. After receiving the ethics code, data collection was done for 2 months. For data analysis, descriptive and inferential analyses including independent t-tests, analysis of variance, and Pearson correlation were used. The collected data were analyzed by SPSS 18 (IBM Corporation, Armonk, New York, United States). P-value <0.05 was considered significant. Results The mean age of the students participating in this study was 23.02 ± 3.70 years, with women constituting 67.4% of them. The results of data analysis indicated that the mean total score of critical thinking and emotional intelligence was 124.10 ± 37.52 and 114.12 ± 43.63, respectively. A direct significant correlation between critical thinking and emotional intelligence (r = 0.459, P-value <0.001) and a significant relationship between gender and emotional intelligence (P-value = 0.028) were found. Conclusions Based on the present study results, educational managers in the Ministry of Health are suggested to consider suitable educational programs for improving critical thinking and emotional intelligence to enhance the quality of care provided by students in operating rooms.

Exploring Psychological Distress, Burden of Care and Emotional Intelligence as Correlates of Psychological Well-being in Family and Non-family Caregivers of Individuals Living with Cannabis-induced Psychotic Disorder

Caring for individuals living with cannabis-induced psychotic disorder poses unique challenges that significantly impact caregivers’ psychological well-being. This study delved into this complex caregiving landscape, exploring how psychological distress, the burden of care, and emotional intelligence collectively influence caregivers’ psychological well-being. The study was conducted at the Federal Neuropsychiatric Hospital, Yaba, Lagos Nigeria. The research adopted purposive sampling, involving one hundred (100) participants encompassing both family and non-family caregivers. Participants completed four key instruments: The General Health Questionnaire (GHQ) – 12, Zarit Burden Interview (ZBI), Trait Emotional Intelligence Questionnaire (TEIQue), and Psychological Well-being Scale (PWB). Descriptive statistics provided mean and standard deviation values for psychological distress, burden of care, emotional intelligence, and psychological well-being, with the reliability of each scale assessed. Hypothesis testing included t-tests, simple linear regression, Pearson correlation, and multiple linear regression, yielding significant findings. Notably, family caregivers did not bear a significantly higher burden of care compared to their non-family counterparts (t = -.108, p<.05). Furthermore, female caregivers exhibited superior psychological well-being in contrast to male caregivers (t = -4.594, p<.05). Emotional intelligence significantly impacted psychological well-being (R square =.262), and a positive relationship existed between psychological distress and well-being (r = .596, p<.05). Lastly, psychological distress, emotional intelligence, and the burden of care collectively shaped psychological well-being (R square =.526). This research unravels the intricate dynamics faced by caregivers of individuals with cannabis-induced psychotic disorder, highlighting the pivotal roles of emotional intelligence and psychological distress. These insights deepen understanding of caregivers’ experiences and provide a foundation for tailored interventions to bolster their overall well-being. Keywords: Caregivers, Psychological Distress, Burden of Care, Emotional Intelligence, Psychological Well-being, Cannabis-Induced Psychotic Disorder

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

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

Emotional intelligence for translation and interpreting students

Inter and intra personal competencies have been recognized as important generic competencies included in the standards for translation and interpreting professions, issued by the national authorities worldwide These competencies actually comprise the so-called emotional intelligence skills. This is the reason why the authors of this paper, who have been teaching at the Translation and Interpreting Department from Skopje at the “Ss. Cyril and Methodius” University for more than a decade, have recognized the possibility to use language learning to enhance the awareness of the importance of emotional intelligence both for students’ professional and personal development. In addition, students also need positive emotions in the classroom because the future translators and interpreters have stressful experiences on a daily basis as the rate of development of the most relevant competencies for their future professions is continuously assessed by their teachers. This paper presents the results of the implementation of activities that affect emotional intelligence with the subject content activities of an academic course in Cultural Studies, thus fostering both subject and generic competencies relevant for translation and interpreting students We shall discuss the students’ results of the pre course and post course Leadership Toolkit: Emotional Intelligence questionnaire on their EI skills as well as the results from two relevant questionnaires prepared for the purpose of this paper research, on the effects of the emotional activities implemented at the translation and interpreting courses and answered anonymously by the fourth-year students who attended the Course in the summer semester 2023. In order to check the relevance of the implemented EI activities in the Cultural Studies we use the Six Seconds EI Model. / Keywords: emotional intelligence, translation and interpreting, pedagogical aspects, emotion, language

The Mediator Role of Empathy and Emotional Intelligence in the Relationship between Alexithymia and Emotional Expression Styles

Although there are studies on the effect of alexithymia on expressed emotion, emotion expression in people with alexithymia was not specifically examined. This study aimed to investigate the relationship between alexithymia and emotional expression styles and whether emotional intelligence and empathy mediate this relationship. A total of 254 teacher candidates were evaluated using the Toronto Alexithymia Scale, Empathy Quotient Scale, Trait Emotional Intelligence Questionnaire, and Emotional Expression Styles Inventory. We performed the analyses using structural equation models. Our results revealed that alexithymia indirectly affected the expression style of happiness and sadness emotions negatively and emotional intelligence and empathy played a mediator role in this effect of alexithymia. Also, an indirect positive relationship was identified between alexithymia and anger expression style, and it was found that this relationship was mediated by emotional intelligence. Accordingly, emotional expression styles were also related to other variables. The present study also determined that alexithymia level was significantly and negatively correlated with emotional intelligence and empathy levels. This is the first study to reveal that alexithymia is related to emotional expression styles and that emotional intelligence and empathy also have mediator roles in emotional expression styles. expression styles were also related to other variables.

Emotional intelligence and stress and their relationship with breastfeeding self-efficacy in mothers of premature infants

BackgroundPremature infants need to be hospitalized in the neonatal intensive care unit (NICU) for long periods of time, which can increase anxiety and stress in their mothers. Additionally, the breastfeeding rate is lower among preterm infants. This study aimed to determine stress levels and emotional intelligence in mothers of preterm infants and their relationship with breastfeeding self-efficacy.MethodsThis descriptive-correlational study was performed with a convenience sampling of 210 mothers of premature infants admitted to the neonatal intensive care unit in Tabriz, Iran in 2021. Data collection tools included socio-demographic checklist, perceived stress scale (PSS14), Dennis’ breastfeeding self-efficacy scale, and the Schering emotional intelligence questionnaire. Data were analyzed using SPSS software version 16 via descriptive and inferential statistics (Pearson correlation and one-way ANOVA and modified general linear model).ResultsStudy findings demonstrated that most of the mothers had low stress (75.2%) and high breastfeeding self-efficacy (61.9%). The mean (SD) of emotional intelligence of the participants was 88.18 (16.60), ranging from 33 to 165. The results of the general linear model by modifying the demographic characteristics showed that the variables of emotional intelligence (B = 0.23, P = 0.03), stress (B=-0.56, P = 0.01), gestational age (B = 2.81, P < 0.001) and number of deliveries (B = 9.41, P < 0.001) were predictors of breastfeeding self-efficacy.ConclusionThe findings showed that mothers of preterm infants had low emotional intelligence, and the majority of them had low perceived stress and high breastfeeding self-efficacy. Findings highlight the importance of addressing maternal stress and enhancing emotional intelligence to promote successful breastfeeding in mothers of preterm infants. Healthcare providers and managers are encouraged to offer support and educational programs to mothers of preterm infants, aiming to enhance their emotional intelligence. Further research and interventions focusing on these factors are warranted to improve the overall well-being of both mothers and infants in the neonatal intensive care unit.

Determinant Factors of Diabetes Prevention Behavior in Students with Diabetes Mellitus Risk

Background:  The trend of diabetes cases has shifted to younger ages, starting at the age of 15 years old, due to unhealthy lifestyles. Researchers have discovered that health students also tend to have a poor lifestyle. Students are associated with emotional activity and busyness, but no research has examined the relationship between these conditions and diabetes prevention behavior. Purpose: This study examined determinant factors affecting diabetes prevention behavior in college students with diabetes mellitus risk.Methods: This study used a cross-sectional design, utilizing random sampling to gather data from 209 college students with diabetes risk. The instruments used in this study included adaptations of the Diabetes Prevention Behavior questionnaire, the modified Diabetes Management Time Questionnaire (DMTQ), the Perceived Behavioral Control, and the Trait Emotional Intelligence Questionnaire. Data analysis encompassed One-way ANOVA, Mann-Whitney, Kruskal-Wallis, Spearman’s rank, and multiple linear regression.Results: The study found a significant relationship between diabetes management time (p=0.001) and emotional intelligence (p=0.000) with diabetes prevention behavior. Emotional intelligence emerged as the dominant influencing factor (B=0.332). Conversely, no significant relationships were observed between perceived behavior control (p=0.223), class (p=0.734), sex (p=0.231), study major (p=0.263), age (p=0.064), and diabetes mellitus risk (p=0.664) with diabetes prevention behavior.Conclusion: This study revealed a significant relationship between diabetes management time, emotional intelligence, and diabetes prevention behavior. Emotional intelligence emerged as the key factor affecting diabetes prevention behavior, highlighting the need for focused interventions to enhance emotional intelligence and improve diabetes management among college students.

THE EFFECTS OF INTELLECTUAL AND EMOTIONAL INTELLIGENCE ON THE ACADEMIC ACHIEVEMENT OF MEDICAL STUDENTS

Background:The selection of new students is crucial in the medical faculty. The selection may predict students' academic achievement during their learning journey. Different selection tools are commonly utilized, yet further investigation is required to ascertain the most effective instrument. While intellectual intelligence is frequently measured, emotional intelligence is scarcely employed in evaluating college applicants. This study seeks to examine how both intellectual and emotional intelligence levels influence a student's academic performance.Methods: This study employs a descriptive-analytical observational design with a cross-sectional perspective. Intellectual and emotional intelligence were assessed through an adapted questionnaire, The Stenberg Triarchic Abilities Test and the Emotional Intelligence Questionnaire. The questionnaire outcomes were validated against secondary data from student admissions, deploying the Intelligenz Structure Test and Edward Personality Preference Schedule for cross-validation. Furthermore, the Structural Equation Model - Partial Least Squares approach was utilized to analyze the questionnaire data.Results: The T-statistic value for intellectual intelligence is 3.134, with a path coefficient of 0.137. Meanwhile, the T-statistic value for emotional intelligence is 28.152, with a path coefficient of 0.83. Both intellectual and emotional intelligence influence students' academic achievement, with an R-Square value of 0.815, indicating that the exogenous variables (i.e., intellectual intelligence and emotional intelligence) can explain the endogenous variable of academic achievement up to 81.5%.Conclusion: Greater intellectual and emotional intelligence levels lead students to increase academic accomplishments.

The Relationship Between Noncognitive (Emotional Intelligence) Variables on Academic GPA Among Sonography or Radiography Students After 1-Year Course Completion

Objective: This study aimed to determine the relationship between emotional intelligence (EI) and grade point average (GPA) in a cohort of sonography (DMS) or radiography (RT) students. Furthermore, this study explored whether an EI model, such as the Trait Emotional Intelligence Questionnaire (TEIQue), demonstrated a significant association with GPA and could potentially be used as a part of the admission process. Materials and Methods: The TEIQue questionnaire that collected participants’ EI and demographic data was administered to students in both educational programs. Data were obtained at the beginning of each respective program and 1 year later. Students’ GPA was examined over three college semesters. Results: In total, 26 participants enrolled. This cohort included 10 DMS and 16 RT students enrolled for an associate’s degree in an applied sciences program within a community college. No significant relationship was observed between academic GPA and global EI, as well as three subscales of trait EI. Global trait EI for DMS ( P = .35) and RT students ( P = .05) demonstrated nonsignificant relationships with students’ GPAs, respectively. Conclusion: These results demonstrated that there was no significant relationship between noncognitive variables, such as EI, among DMS or RT students and academic GPA. Further studies should investigate whether these findings were similar to those in other diagnostic imaging programs.

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.

The Association between Nursing Students' Happiness, Emotional Intelligence, and Perceived Caring Behavior in Riyadh City, Saudi Arabia.

Caring behavior is a major focus of the nursing profession and an important dimension of nursing practice that sets nurses apart from other healthcare professionals. Effective patient-centered care requires ensuring nurses have the emotional intelligence and happiness to address the daily demands of practice. The purpose of this study is to examine the emotional intelligence and happiness among nursing students and their relationship with caring behaviors. A cross-sectional, descriptive correlational study was conducted on nursing students (n = 363) from Riyadh, Kingdom of Saudi Arabia, via an online survey. Measures include demographic data survey, Oxford Happiness Questionnaire, Trait Emotional Intelligence Questionnaire, and Caring Behaviors Inventory scale. Descriptive and multiple regression analyses were conducted for this study. Nursing students reported their highest degree of caring was in terms of 'respectful differences to others', while their lowest was in 'knowledge and skills'. Emotional intelligence and happiness were significant predictors of caring behaviors and explained the variance in assurance of human presence (17.5%), knowledge and skills (17.5%), respectful differences to others (18%), and positive connectedness (12.9%). In the final regression model, emotional intelligence and happiness were significant predictors of caring behaviors and explained 19.5% of the variance. Emotional intelligence and happiness among nursing students were found to be important factors to improve their caregiving behaviors. Therefore, nursing educators should consider integrating emotional intelligence and happiness interventions for students into their curriculum.

EMOTIONAL INTELLIGENCE AND EMOTIONAL REGULATION IN ADOLESCENTS FACING BULLYING: A CROSS SECTIONAL STUDY

Emotional intelligence in adolescents is one of the main keys to determining the success of controlling emotions in dealing with stressful events or occurrences such as bullying. The aim of this research is to determine the relationship between emotional intelligence and emotional regulation in adolescents facing bullying. The research design uses a cross-sectional method. The population of this study was all students at one junior high school, totaling 146 respondents using purposive sampling. The number of samples was obtained by screening according to the specified criteria, and 50 respondents were found.The variables in the research are emotional intelligence and emotional regulation. Data were collected using the Olweus bullying/victims scale questionnaire, emotional intelligence questionnaire, and emotion regulation questionnaire. For data analysis techniques, use the Spearman rank test. From the results of the data analysis, the p-value is 0.000 (p-value &lt; 0.05), which means that there is a significant relationship between emotional intelligence and adolescent emotional regulation in dealing with bullying. Emotional intelligence in teenagers is important to train through training programs. The role of mental health nurses is very important in providing education and training to increase teenagers' emotional intelligence so that teenagers have the ability to regulate emotions.Key words: Adolescentt; Emotional Regulation; Emotional Intelligence; Mental Health

Relationship between emotional intelligence and non verbal behaviour in enhancing workplace relationship

The recent Covid 19 pandemic has disrupted the operations of many organisations around the world. Many employees had to change their work arrangements, by working at home. This was the work arrangement for about 1 and half years from 2020 until 2021. Towards the end of 2021 and beginning of 2022, many employees are happy to be able to resume their almost normal work arrangements. After working from remote places, the transition to return to normal would need some changes in habits and behaviour. The purpose of this paper is to examine the contribution of emotional intelligence and non verbal behaviour in enhancing the workplace relationship. A successful organisation has been chosen for this study. All of their executives took part in this analysis. The Genos emotional intelligence questionnaire has been used to collect the data from the respondents. From the analysis, it was found that both emotional intelligence and non verbal behaviour enhances the workplace relationship.

The influence of emotional intelligence sustaining future business performance

The business environment has been unstable and unpredictable. In the past few years, the business world has seen not only natural causes but also human causes which affects the stability of the environment. The COVID-19 and riots are some examples of these situations which influences the future of the business environment. Despite of all these uncertainties, business leaders need to be able to formulate strategies that will see the organisation sustaining to the future. It was argued that employee’s attitudes influenced by the level of emotional intelligence would be a strong competence towards sustaining and sustainability. To examine this relationship between emotional intelligence and sustaining business performance, a local manufacturing organisation in Selangor was chosen. A total of 110 executives in the organisation participated in the study. The GENOS emotional intelligence questionnaire was used in the study. Based on the findings, emotional intelligence does sustain the performance of the organisation.

The attitude of senior pupils to the role of a witness to cyberbullying

Cyberbullying as a scientific problem is one of the popular topics in foreign and domestic literature, but the main attention of researchers is primarily focused on the relationship that arises between the aggressor and the victim. The purpose of the study, the results of which are recorded in the article, is to identify personal characteristics that contribute to or hinder the manifestations of adequate behavior of high school students who have witnessed a cyberbullying situation. The key research tool was the Cyberbullying Witness Behavior Questionnaire. An additional analysis of the personal characteristics of high school students was carried out by means of an Emotional Intelligence Questionnaire and a Short questionnaire of the "dark triad" of qualities; socio-demographic information about the respondents was also collected. In total, 268 high school students aged 16 to 18 years took part in the study (approximately an equal number of girls and boys). The study showed that an adequate type of perception of cyberbullying situations prevails in this age group, but there were also some contradictions that were fixed in the processes of interaction between parents and teachers. Students of boys and girls aged 16-18 years, who have a higher level of empathy and emotional intelligence, show a more adequate attitude to the role of a witness to cyberbullying, while schoolchildren whose personalities are characterized by elements of psychopathic accentuation are more likely to show an inadequate attitude in the appropriate situation. In conclusion, the authors conclude that systematic work on the development of aggressive behavior control skills among high school students, taking into account all personal characteristics, will contribute to reducing the number of manifestations of violence in relationships within high school students' collectives.