Emotional Intelligence Scale Research Articles

Uskudar Emotional Wisdom Scale (USEWS) validity and reliability studies and examining psychometric properties

Without emotions, people cannot express themselves. In our age, Wisdom Psychology has gained importance as a methodology that reveals the importance of meaning and inquiry skills. It is evident that emotions should be reconsidered from a multidimensional existential perspective. Emotional Wisdom brought about the questioning of some new skills and created the need for a new measurement tool to obtain concrete data. In this study, it was aimed to develop a valid and reliable scale to measure emotional wisdom and to contribute to the related literature by performing its first psychometric analysis. Quantitative methodology was used in this study. The research sample consisted of 1300 volunteer participants from across Turkey. As a result of the validity and reliability studies, a 6-factor scale named Uskudar Emotional Wisdom Scale (USEWS) emerged. The internal consistency reliability coefficient Cronbach Alpha value of the scale, which explained 51.87% of the total variance, was found to be .88. Confirmatory factor analysis of the scale resulted in acceptable goodness-of-fit values. In the criterion validity study, it was found to be related to the Revised Schutte Emotional Intelligence Scale (r=.60). In the first psychometric examinations conducted with effect analyzes, men’s emotional wisdom scores were found to be high and of medium effect (d=0.38; >0.2

The Impact of College Students’ Emotional Intelligence and Achievement Motivation on Test Anxiety: A Case of 3 Colleges at Chongqing

Test anxiety is a special psychological reaction characterized by worry and tension under the excitation of test situations. In the environment of China's test-oriented education, there is a common phenomenon of test anxiety among students. Test anxiety is particularly acute in the context of the current coronavirus pandemic. It not only affects students' learning, but also has an important impact on their mental health, so the problem of test anxiety cannot be ignored. This study starts from the factors that affect test anxiety, explores the relationship between emotional intelligence, achievement motivation, and test anxiety of college students under the current background of the new coronavirus epidemic, and on this basis, discusses the influence of emotional intelligence and achievement motivation on test anxiety. In this study, the Emotional Intelligence Scale (EIS), Test Anxiety Scale (TAS) and Achievement Motivation Scale (AMS) were used to survey college students in 3 Chongqing universities through questionnaires, and descriptive statistics, variance analysis, correlation analysis, regression Analysis and other methods were used to explore the relationship and influence of college students' emotional intelligence and achievement motivation on test anxiety, and to analyze the influence mechanism of college students' emotional intelligence and achievement motivation on test anxiety.

The mediating role of resilience between emotional intelligence and academic procrastination in nursing undergraduates: A cross-sectional study.

To investigate the relationship among emotional intelligence (EI), resilience and academic procrastination (AP), and provide suggestions for the development of targeted intervention strategies and lowering of AP level of nursing undergraduates. A cross-sectional study. Three provincial universities offering nursing courses in China were investigated in this study. A convenience sample of 256 nursing undergraduates from May 2021 to September 2021 were recruited, with a response rate of 91.4%. Data were collected using face-to-face interviews. The survey tools included the General Information Questionnaire, Academic Procrastination Scale, Emotional Intelligence Scale and Resilience Scale. IBM SPSS v19.0 and Amos 22.0 were used for data analysis. The AP of sampled nursing undergraduates was at the middle level (54.4 ± 21.5). The AP of nursing undergraduates was negatively correlated with EI and resilience. Moreover, the analysis on the mediating role of resilience via structural equation model showed a good fit, with χ2/df = 2.34, RMSEA = 0.07, CFI = 0.99, GFI = 0.95, TLI = 0.98. No patient or public contribution.

Emotional intelligence in young emerging adults: A focus on Wong and Law's scale in the digital work sphere

Despite the growing research on the usefulness and validity of the four-factor Wong and Law Emotional Intelligence Scale (WLEIS), empirical evidence for its relevance to Black African young emerging adults seems non-existent. The study's objective was to assess the relevance of the original WLEIS factor structure for a sample (N = 365) of South African Technical and Vocational Education and Training (TVET) final year students (mean age = 24.3 years; SD = 2.38). Exploratory and confirmatory factor analyses, and convergent and discriminant validity tests revealed a three-factor first-order structure with uniquely descriptive items characteristic of the sample's emotional intelligence. The findings contribute to the WLEIS measurement of emotional intelligence in young emerging adults who are preparing to enter the digital-age work world.

大学生情绪智力对压力知觉的影响: 心理韧性与积极应对方式的中介作用

In order to investigate the impact of emotional intelligence on perceived stress and their inner-effect mechanism, A total of 543 college students were assessed with Emotional Intelligence Scale, Resilience Scale for Chinese Adolescents, Simplified Coping Style Questionnaire and Perceived Stress Scale. The results show that: (1) Emotional intelligence can significantly negatively predict perceived stress. (2) Resilience and positive coping style respectively play a mediating role between emotional intelligence and perceived stress. (3) Emotional intelligence can also influence perceived stress through the chain mediation of resilience and positive coping style. The research reveals the action mechanism between emotional intelligence and perceived stress, and provides a certain level of guidance for the psychological health education work in colleges and universities in the postpandemic era.

CORRELATIONAL ANALYSIS OF THE INTERPLAY AMONG ACADEMIC ANXIETY, EMOTIONAL INTELLIGENCE MANAGEMENT, AND ACADEMIC RESILIENCE

This study examines the interplay between academic anxiety, emotional intelligence management, and academic resilience in Chinese international postgraduate students in Thailand. Using a correlational design and a sample of 353 valid participants, the study employed the Weighted Emotional Intelligence Scale (WEIS), Academic Anxiety Scale (AAS), and Academic Resilience Scale-30 (ARS). Contrary to expectations, the analysis revealed no significant differences in academic anxiety, emotional intelligence management, or academic resilience across demographic cohorts (gender, academic major, and occupation). Weak and non-significant correlations were also observed between academic anxiety, emotional intelligence management, and academic resilience. These findings challenge assumptions about demographic influences on these constructs and suggest a broader challenge for international students. Despite the prevalence of academic anxiety and deficiencies in emotional intelligence management and resilience, these constructs were not influenced by demographic factors. The study highlights the importance of holistic educational approaches that prioritize cultural and contextual factors and underscores the need for further research to unravel the complex dynamics of academic anxiety, emotional intelligence, and resilience.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0458/a.php" alt="Hit counter" /></p>

A Leave of Absence Might Not Be a Bad Thing: Registered Practical Nurses Working in Home Care During the COVID-19 Pandemic.

To describe the resilience and emotional intelligence of Registered Practical Nurses working in Home and Community Care during the COVID-19 pandemic. Specifically, to determine if there was a relationship between resilience and emotional intelligence based on whether a nurse: (1) left the sector, (2) considered leaving, or (3) took a leave of absence during the pandemic. An online cross-sectional survey was used to capture respondents' demographic information and scores on the Connor-Davidson Resilience Scale, Resilience at Work Scale®, and Wong and Law Emotional Intelligence Scale. Registered Practical Nurses working, or who had worked, in Home and Community Care January 2020 to September 2022 were eligible to participate. The Checklist for Reporting Results of Internet E-Surveys was used. The survey was available June to September 2022 and advertised by the Registered Practical Nurses Association of Ontario to approximately 2105 members. Descriptive statistics and independent samples t-tests were used to analyze results at a level of P < .05 was used for all analyses. A total of 672 respondents participated (completion rate = 92.8%). There were no differences on resilience or emotional intelligence scores based on whether a nurse left, or considered leaving, the Home and Community Care sector during the pandemic. However, nurses who took a leave of absence scored significantly higher on resilience and emotional intelligence measures when compared to those who did not. Results suggest that a leave of absence for these nurses during the pandemic may have been a supportive coping strategy.

Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru

Introduction: Emotional intelligence (EI) is a key skill for the personal and academic development of university students. Therefore, it is appropriate to have relevant instruments to measure this construct. Objective: This study aims to analyze the evidence of validity and reliability of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students in the region of Lambayeque, Peru. Method: Our study has an instrumental design. We applied a virtual questionnaire distributed in social networks to 317 university students (124 males and 193 females) from different professional careers, aged between 18 and 30 years (M=20.3; SD=2.7). Confirmatory factor analysis was performed (WLSMV estimator), and internal consistency was assessed. Result: We found four correlated factors, higher order, and bifactor, the first being the one with the best-fit indices: X2(98) = 262.63, p &lt; .001, CFI = .97, TLI = .96, RMSEA = .07 [CI 90%; .06 - .08], SRMR = .04 and WRMR = .91. Internal consistency results using the omega coefficient are ωSEA = .81, ωOEA= .79, ωUOE= .84 and ωROE = .85. Conclusion: The WLEIS in university students in the Lambayeque region of Peru has sufficient evidence of validity and reliability to guarantee the relevance of its application.

Is The Job Performance of Tourism Academicians Related to their Emotional Intelligence?

The aim of the research is to determine whether the job performances of tourism academics in Türkiye are related to emotional intelligence. Further, this research is anendeavor to investigate whether emotional intelligence and job performance differ according to demographic variables. “Job Performance Scale” adapted by Yang and Hwang (2014) was used to measure the job performance of academicians. In addition to that “Rotterdam Emotional Intelligence Scale” developed by Pekaar, Bakker, Linden, and Born (2017) and adapted to Turkish by Tanrıöğen and Türker (2019) was used to measure their emotional intelligence. The research sample consists of academicians working in Tourism Faculties, Vocational Schools and Tourism Colleges in Türkiye. As a result of the analyzes made in line with reaching the goal, it is determined that the job performances of tourism academicians have a positive and moderately significant relationship with their emotional intelligence. Both job performance and emotional intelligence did not differ by gender. A difference was found between job performance with both academic title and working time factors. It is also found that emotional intelligence differs partially according to the marital status of the academicians. Other results are presented in the findings section.

The Impact of Perceived Dysfunctional Parenting Styles on Level of Emotional Intelligence of Young Adults

The present study focused on young adults' perception of their parents' parenting styles, as they perceived them in the sixteen years of their lives, and their impact on their level of emotional intelligence. It was hypothesized that there would be a relationship between different parenting styles and the young adults' emotional intelligence level. The study sample was randomly drawn from various University of Sindh and Jamshoro departments. The total sample was 120 participants (male 30, female = 90) with a mean age of (M= 21.7, SD = 1.7). Two questionnaires were used to collect the data for the study. Parker et al. (1997) developed measures of parenting style Scale (MOPS) and Emotional Intelligence Scale developed by Schutte et al. (1998). Data was analyzed with the help of IBM SPSS (version 28). Results indicated that overall dysfunctional parenting styles (mother and father) are unrelated to the young adults' emotional intelligence level except for one subscale of the mother version, i.e., over control, which is significantly related to emotional intelligence. No significant gender difference was found on the parenting style scale (mother and father versions) or emotional intelligence scale. The results of the current study give valuable insight into cultural sophistication in understanding parenting styles and their impact on positive behaviors in youth. Findings can also be helpful for mental health professionals to understand risk factors contributing to the mental health problems of young adults, develop interventions, and facilitate positive parenting practices.

The Perplexing Role of Emotional Intelligence in Driving; Anger and Violence in Medical Students

Emotionally intelligent medical students have an awareness about how to respond in a particular situation, they considered the pros and cons before giving response whereas the medical students who are low on the scale of emotional intelligence may react in an absurd way such as being anger and violent. Objectives: This study aimed to investigate the interplay between emotional intelligence (EQ), anger, and violent behavior among medical students. Specifically, it sought to analyze the association between emotional intelligence levels and the expression of anger and violence, as well as to compare emotional intelligence and aggression tendencies between male and female students. Methods: A correlational research design was employed, utilizing online surveys as the data collection method. A total of 200 medical students aged between 19 to 30 years participated in the study. Emotional intelligence, anger expression, and violent behavior were measured using standardized scales. Statistical analyses including descriptive statistics, Pearson correlation, and independent sample t-tests were conducted using SPSS 23.0 software. Results: The findings revealed a significant negative correlation between emotional intelligence and both anger expression and violent behavior. Male students exhibited higher levels of anger and violent behavior compared to female students. Emotional intelligence scores were lower in male students, indicating a potential contributing factor to their heightened aggression tendencies. Conclusion: The study provides empirical evidence supporting the association between emotional intelligence, anger, and violence in medical students. Lower emotional intelligence levels were linked to increased anger expression and violent behavior. These findings underscore the importance of integrating emotional intelligence education programs into medical curricula to mitigate aggression tendencies and promote healthier interpersonal relationships among students.

Current Status of Career Maturity of Clinical Medicine Students and Its Correlation with Professional Commitment and Emotional Intelligence

Objective: To explore the current status of career maturity among undergraduate students majoring in clinical medicine and examine the relationship between professional commitment and expectations of emotional intelligence. Methods: The study employed the Career Maturity Scale for Undergraduates, Professional Commitment Scale, and Emotional Intelligence Scale to investigate 423 undergraduates majoring in clinical medicine. Results: Gender, grade level, and being an only child were found to affect the career maturity of these students. Furthermore, professional commitment and emotional intelligence were significantly and positively correlated with career maturity (P &lt; 0.05). Conclusion: Professional commitment and emotional intelligence are identified as positive predictors of career maturity among undergraduates majoring in clinical medicine.

إسهام كلٍّ من سمات الشخصية والذّكاء العاطفي في التنبّؤ بأنماط التسويف الأكاديمي لدى عيّنة من طالبات جامعة الملك عبد العزيز بجدّة

The study aimed to investigate the impact of personality traits and emotional intelligence on predicting academic procrastination patterns among a sample of female students at King Abdulaziz University in Jeddah. The researcher employed a descriptive correlational methodology to achieve the study objectives. The study sample consisted of 250 female students from various scientific, administrative, humanitarian, and health disciplines at King Abdulaziz University, selected randomly. The researcher utilized Abu Qouidar's (2022) Personality Traits Scale, Ben Amr's (2017) Emotional Intelligence Scale, and Faisal and Saleh's (2018) Academic Procrastination Patterns Scale in the study. The results revealed the most prevalent personality traits among the study sample, with the trait of agreeableness emerging as the most common. The findings also indicated a high level of emotional intelligence among the students. The most common academic procrastination pattern among the study sample was perfectionist procrastination. The results further demonstrated a correlation between personality traits and emotional intelligence. However, no significant correlation was found between personality traits and academic procrastination patterns, except for agreeableness, which exhibited a positive correlation with procrastination patterns. Dedication, on the other hand, showed a negative correlation with academic procrastination patterns. The remaining dimensions of personality traits were not correlated with academic procrastination patterns. Additionally, the results showed an inverse relationship between emotional intelligence and academic procrastination patterns. The findings suggested that certain personality traits (agreeableness, dedication) and emotional intelligence significantly contribute to predicting academic procrastination patterns among female students at King Abdulaziz University in Jeddah.

A Study on the Effect of Emotional Intelligence on Quality of Life among Old Aged People

In the present research an attempt was made to study the effect of emotional intelligence on quality of life among old aged people. In this study the sample 70 old aged people within the range of 60to 80 years. They were divided into 35 old aged people with high emotional intelligence and 35 with low emotional intelligence using emotional intelligence scale. Then quality of life scale given by WHO -QOL Bref was administered to these two groups. T test was used to test the significant difference between the groups. The result shows that there is a significant difference in the quality of life in the two groups. It was proved that old aged people with low emotional intelligence have poor quality of life and old aged people with high emotional intelligence have high quality of life.

The Effect Of Leadership Qualities On Organizational Commitment Among Bureaucrats; Emotional Intelligence As A Moderator

Organizational commitment occupies a paramount position within the realm of organizational progress. The current study intended to analyze the effect of leadership qualities of bureaucrats on the organizational commitment by analyzing the moderating effect of emotional intelligence. A cross-sectional design based on survey method was induced into the study. Data were collected adopting convenience sampling from bureaucrats (n=302) serving in different administrative sectors of Pakistan. The measured instruments were three questionnaires of The Wong and Law Emotional Intelligence Scale (WLEIS), Leadership Qualities Questionnaire and Organizational Commitment Questionnaire. SPSS version 27 by applying Hayes Process Macro Model was used to analyze the data. The ultimate findings of Pearson Product Moment revealed that there is a positive significant correlation between leadership qualities, organizational commitment and emotional intelligence. The Hayes Process Macro Model unraveled the moderated effect of emotional intelligence that strengthens the congruent bond between leadership qualities and organizational commitment. By prioritizing emotional intelligence alongside leadership skills, they can foster a culture of commitment and engagement among bureaucrats.

SNSS USE IN GENERATION Z, EMOTIONAL STIMULI PROCESSING, AND ITS NEURAL CORRELATES. EVIDENCE FROM THE FUNCTIONAL NEAR-INFRARED SPECTROSCOPY

The paper aims to examine the relationship between three factors among Generation Z members: time spent on SNSs (Social Network Sites) activities, visual vs. linguistic emotional stimuli processing, and neural activation during the performance of visual vs. verbal tasks. Although gene ra tion Z is described as having worse emotional linguistic competence than it does a visual competence, there is a lack of experimental research doc- umenting these dissimilarities. The study in volved a group of 57 adults born between 1995-2000, i.e. representatives of Generation Z.The experiment consisted of two parts: the first devoted to the testing of emotion recognition from images (The Scale of Emotional Intelligence – Faces), and the second performing linguistic emotional tasks (The Emotion Understanding Test). During the tests a neuroimaging technique (functional near-infrared spectroscopy) was applied to examine and register neural cortical activity in the frontal, temporal, and occipital areas. The Social Network Sites Scale was used to assess the level of social network site use.Results showed that individuals representing Generation Z perform better in visual emotional task than in linguistic tasks. There is an association between SNSs use and brain activation.Gen Z who overuse SNSs present greater activation of the brain regions responsible for a greater cognitive effort such as frontal and prefrontal areas. The activation differences in the frontal and temporal cortical regions between high users of SNSs and low users document the impact of SNSs utilization on brain functioning and confirm that SNSs overuse can have a negative impact on linguistic emotional stimuli processing.

Assessing emotional intelligence domains and levels in substance use disorders

BackgroundMany individuals with substance use disorders face challenges in their social interactions and often have strained relationships with peers. Challenges related to problem-solving, stress management, and impulsivity often contribute to their substance use disorders. Emotional intelligence plays a pivotal role in assisting individuals with substance use disorders in coping with stress, enhancing peer connections, resolving problems, and preventing relapse. Consequently, our study aimed to assess emotional intelligence in individuals with substance use disorders and explore the factors influencing it. A cross-sectional study compared 50 individuals with substance use disorders and 50 healthy individuals. We assessed various factors, including clinical data, sociodemographic variables, family socioeconomic status, Addiction Severity Index (ASI) scores, and Emotional Intelligence (EI) scale scores.ResultsIndividuals with substance use disorders had significantly lower mean scores in total EI and its subscales compared to the healthy control group. Additionally, a higher percentage of individuals with substance use disorders exhibited low EI levels, while healthy individuals demonstrated better EI. Furthermore, there was a substantial association between higher ASI scores in individuals with substance use disorders and lower EI scores.ConclusionsLower EI scores are associated with an increased risk of substance use disorders. Also, can contribute to difficulties in impulse control, and challenges in managing relationships and stress. These findings underscore EI crucial role in preventing and treating substance use disorders.

EMPLOYEES' EMOTIONAL INTELLIGENCE AND OCCUPATIONAL STRESS DURING THE COVID-19 PANDEMIC

This research aimed to determine the relationship between employees' emotional intelligence and occupational stress during the COVID-19 pandemic. Emotional intelligence is vital for an employee to manage emotions, make decisions, and manage stress at work. The sampling technique in this research was Non-Probability Sampling with the Accidental Sampling type. The research respondents consisted of 191 people with the criteria of employees who have worked for at least one year and were 21 years old and above. The scale used in this research was the emotional intelligence scale developed by Khalili (2011) based on Goleman's refinement model of emotional intelligence and the occupational stress scale developed by Shukla and Srivastra (2016), The New Job Stress Scale. The results showed a significant negative relationship between emotional intelligence and occupational stress. Furthermore, it can be interpreted that the higher the emotional intelligence, the lower the occupational stress on employees. Conversely, the lower the emotional intelligence, the higher the occupational stress on employees.

Health Workers Need More Than Emotional Intelligence to Regulate Stress During Health Crises

The covid-19 pandemic is a recent health crisis worldwide. Stress in health workers concerns their crucial role in providing health care in the referral hospital for Covid-19. The stressors were sourced from work settings but also combined with a higher risk of infecting others in daily interactions. One of the effective buffers for stress is understanding emotions in oneself and others, formulated as emotional intelligence. However, little to no evidence of emotional intelligence prevents stress among health workers in health crisis settings. This study examined the association between emotional intelligence and stress among health workers working in referral hospitals for Covid-19. A quantitative design using simple random sampling to select six hospitals participated in this study. Ninety-two health workers completed two questionnaires between December 2021 and March 2022, including Schutte Emotional Intelligence (SEIS) and Depression Anxiety Stress Scale 21 (DASS-21). A simple linear regression analysis was applied, and the results showed no significant association of emotional intelligence toward general stress levels among health workers in the referral hospital for Covid-19. Health workers may have mediating or moderating socio-cognitive factors to cope with stress in health crises, such as self-esteem, self-compassion, and social support.&#x0D; Keywords: Covid-19 pandemic, emotional intelligence, health crisis, health worker, stress

Emotional intelligence and its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study

This research investigated how emotional intelligence relates to job creativity in preschool teachers working with children who might have specific learning disabilities (SLDs). Earlier research indicates a strong link between emotional intelligence and factors like creativity, job satisfaction, engagement, and well-being. These factors are important in positive psychology, benefiting both teachers' and students' life and work quality. However, there's limited research on emotional intelligence's impact on job creativity in preschool education, particularly for teachers of children at risk for SLDs. This study aimed to address this lack of information by surveying 140 female preschool teachers. They were assessed using the Schutte self-reported emotional intelligence scale (SSREIS) and the job creativity scale (JCS). The findings showed that emotional intelligence accounts for 30% of the differences in job creativity. This was determined after considering factors like age, education level, kindergarten type, and teaching experience. The study found a positive, significant link between emotional intelligence and job creativity in these teachers. It emphasizes the need to improve emotional skills and job creativity in early childhood educators. This includes creating training programs and supportive environments. The study also suggests new research areas to enhance teaching effectiveness and student outcomes.