Emotional Intelligence Scores Research Articles

Investigating the Relationship between Emotional Intelligence and Life Expectancy in Leukemia Patients regarding Selected Hospitals of Tehran University of Medical Sciences in 2023

Introduction: Experiencing tensions such as anxiety, stress, and depression is inevitable due to the nature of the disease and treatment, which can affect the life expectancy of these patients. Emotional intelligence is one of the most effective components in adapting to a disease and its complications and in complying with treatment. This study is conducted with the aim of determining the relationship between emotional intelligence and life expectancy in leukemia patients. Methods: This was a descriptive -correlational study conducted on 200 patients with leukemia who were referred to the selected hospitals of Tehran University of Medical Sciences in 2023. The research tools included a demographic information form, Schutte emotional intelligence questionnaire, and Snyder life expectancy questionnaire. Data analysis was done in SPSS version 16 using descriptive and inferential statistics methods. Results: The average age of the participants in the research was 36/83 ± 11/13 in the age range of 18-69. Most of the patients were male (62%) and married (66/5%). The mean score of emotional intelligence in leukemia patients was 127/17 and the mean score of life expectancy was 32/19. According to the results of the study, there was a positive and significant correlation between emotional intelligence and life expectancy (P<0/001) (r=0/364). Conclusion: Based on the results of the study, patients with higher emotional intelligence had higher life expectancy. Since emotional intelligence is very helpful in facing stress and tension and can be taught and learned, implementing interventions to increase emotional intelligence can be the basis for improving the life expectancy of these patients.

Effectiveness of Neurolinguistic Programme Upon Emotional Intelligence among Nursing Faculty

Emotional intelligence among nursing faculty is vital for modelling effective communication and support for students, fostering a positive learning environment. It also enhances faculty resilience, enabling them to manage stress effectively and provide quality education consistently. This study aimed to assess the the Effectiveness of Neurolinguistic Programme upon Emotional intelligence among Nursing Faculty at Selected Nursing Colleges, Chennai. Methods: The Quasi-Experimental Research design was used to assess the Effectiveness of the Neurolinguistic Programme upon Emotional intelligence among 180 nursing faculty (90- control & 90-intervention group) who were selected using purposive sampling technique. Data was collected using tools such as Proforma to assess the Background characteristics of the college faculty, Emotional intelligence Self-evaluation inventory-Schuttee. Collected data were tabulated and analyzed using descriptive statistics like frequency, Mean, SD and inferential statistics such as using one-way ANOVA/t test in SPSS 24. Results: Study findings revealed that there is statistically significant difference in Emotional intelligence scores between Control (102.32/165±18.64) and Interventional group of Faculty in the post test (134.50/165±19.764, p<0.001). ie. Emotional intelligence scores were significantly high in the interventional group than the control group of Faculty, which can be attributed to the effectiveness of Neurolinguistic Programme upon Emotional intelligence nursing faculty. Conclusion: NLP techniques increase emotional intelligence in nursing faculty, promoting compassionate communication and patient care. These benefits extend to teaching, which improves the learning experience for students. Healthcare settings benefit from improved emotional understanding in both patient treatment and educational processes.

Insight into sleep quality and its relationship with emotional intelligence: results of a cross-sectional study among Italian university students.

This study aimed to investigate sleep habits and examine the relationship between sleep quality and its potential predictors, namely Emotional Intelligence (EI) and perceived health status. The present cross-sectional study was conducted between February 13 and February 28, 2023, at the "Magna Græcia" University of Catanzaro, in the Southern part of Italy. The study involved undergraduate students who were 18 years or older, proficient in the Italian language, and with no restrictions on the major attended. They completed a self-administered survey on socio-demographic information, health status, sleep quality (Pittsburgh Sleep Quality Index-PSQI), EI, and perceived health status. The majority of the sample (59.6%) was enrolled in medical or life science majors. The results showed a high prevalence of poor sleep quality and sleep latency was identified as the most affected aspect of it. The female gender and the self-perceived health status were the strongest predictors of poor sleep quality. Poor sleepers showed lower emotional clarity, emotional repair, and total EI scores. Moreover, as age increased, the odds of being classified as a poor sleeper increased by 7%. The survey highlights that poor sleep health is still a significant issue and empowering individuals to make proactive decisions to adopt healthy lifestyles in the early phase of life is of paramount importance. The study exhibited the interesting role of EI in influencing sleep quality, highlighting that when emotional events are insufficiently regulated, it may result in sleep disturbances. Therefore, the promotion of sleep quality requires an integrated yet innovative approach including emotion regulation.

Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence.

To assess the mediating role of emotion regulation and emotional intelligence in the relationship between stress and academic engagement among Saudi undergraduate nursing students. This study employed a quantitative cross-sectional research design. The study recruited 367 Saudi undergraduate nursing students at a major Saudi university. Structural equation modelling was used to explore the mediational model. The results of the ANOVA and Welch F-test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p-values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement. No Patient or Public Contribution.

Emotional Intelligence in Hemodialysis Patients: The Impact of an Intradialytic Exercise Training Program.

The current study aimed to investigate whether there is a relationship between emotional intelligence (EI), functional capacity, fatigue, cognitive function, and quality of life (QoL) in HD patients and to assess the effect of a 9-month intradialytic exercise training program on EI levels. Seventy-eight dialysis patients (50 M/28 F, 60.6 ± 17.2 years) participated in the cross-sectional study. Afterward, a subgroup of 18 patients (15 M/3 F, 56.7 ± 12.3 years) completed a 9-month supervised intradialytic exercise training program (three times weekly). EI was assessed by the Schutte Self Report Emotional Intelligence Test (SSEIT) and the Wong and Law Emotional Intelligence Scale (WLEIS). Functional capacity was assessed by a battery of tests. Sleep quality, depression levels, and daily sleepiness were assessed via validated questionnaires. All assessments were carried out before and after the intervention. A significant positive correlation was found between the WLEIS scores and the physical component summary of the QoL questionnaire. In contrast, the WLEIS scores were negatively associated with general and physical fatigue. The SSEIT scores were positively associated with cognitive function. After nine months of exercise training, only the group with low WLEIS scores improved their EI score significantly compared to the baseline values (98.7 ± 7.0 vs. 73.0 ± 4.0, p = 0.020), while no changes were observed in the medium or high EI groups. In conclusion, patients with higher levels of EI showed increased quality of life and lower levels of fatigue. Patients with low levels of EI are more likely to benefit from an exercise training program compared to their medium- and high-level counterparts.

Exploring the Interplay of Emotional Intelligence and Conflict Resolution Approaches in the IT Industry Workplace

This study investigated the relationship between emotional intelligence (EI) and conflict resolution styles among IT professionals, while also exploring potential gender differences in these factors. A correlational design was employed with 200 participants aged 25-35 working in the IT sector in India. The Schutte Self-Report Emotional Intelligence Test was used to test emotional intelligence, and a questionnaire was used to examine conflict resolution styles. The results revealed a significant negative correlation between EI and conflict resolution scores, indicating that higher EI was associated with lower conflict resolution scores. No significant gender differences were found in either EI or conflict resolution styles. These insights have implications for training programs and organizational practices aimed at fostering positive work environments and effective conflict resolution strategies in the IT industry.

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 &amp; 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 &lt; 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 relationship between emotional intelligence and academic performance among medical students in Mysuru

Introduction: In medical education, it was known that only abstract intelligence was enough for patient treatment, but frequent failures and inabilities to handle social issues by students have led researchers to come out to explore other aspects of intelligence. Materials and Methods: It is a cross-sectional study for 3 months. The sample size was 110, and the data were collected using a Schutte self-assessment questionnaire from medical students in a medical college. The data were analyzed using mean, Pearson’s correlation, Student’s t-test, and ANOVA test using SPSS version 22. Results: The mean emotional intelligence (EI) of the participants was 121.11 ± 12.778. Most of the participants belonged to the age group of 19–23 years. Most belonged to the nuclear family (80%) and most fathers were professionals (81.8%). Sixty-five percentage of the students scored between 65% and 75% in their examinations. There was a negative correlation between EI and academic scores. High EI can mean that they can handle crises and emotional turmoil well but may not necessarily mean that it would translate to a good academic performance according to the current assessment techniques in medical universities. Conclusion: A negative correlation between EI and academic performance can be implied that either academic performance is independent of EI or the current education system is considering the cognitive domain in academic performance assessment which is not influenced by EI. The following core competencies are addressed in this article: Practice-based learning and improvement, Professionalism.

Impact of emotional intelligence on anxiodepressive disorders in nursing staff in the intensive care unit

IntroductionWorking in the intensive care unit (ICU) often involves intensely stressful and emotional situations, which can be strong predictors of poor mental health. Healthcare workers are required to perceive, understand, manage, and use their emotions to provide quality care.ObjectivesTo evaluate the impact of emotional intelligence (EI) on anxiodepressive disorders in nursing staff in the ICU.MethodsThis was a descriptive, cross-sectional, analytical study conducted among nursing staff in the ICUs of two hospitals in Tunisia. Data were collected over a 3-month period. EI was assessed using the SSEIT self-report test, and the hospital anxiety and depression scale (HADS) was used to measure anxiodepressive disorders. Sociodemographic aspects were also taken into account.ResultsWe included 92 healthcare workers. The majority were women (67.4%) with an average age of 25 to 54 years. Nurses represented 58.7% of the study population. About half had less than 5 years of occupational seniority. In terms of lifestyle habits, 76% were smokers, 90.2% did not consume alcohol, and 53% had no leisure activities. The majority had no personal, family, or medical psychiatric history.The mean EI score was 109.9, ranging from 62 to 150. Anxiety was present in 43.49% of participants and depression in 51.08%.A significant association was observed between anxiety and the perception of emotions (p=0.0196) and the management of others’ emotions (p=0.0261).As for depression, a significant association was observed between perception of emotions and depression (p=0.0259), as well as between management of others’ emotions and depression (p=0.0126). EI was positively associated with HADS (p=0.0281), with a correlation value of 0.114.ConclusionsCaregivers with anxiodepressive disorders had significantly lower levels of EI than those without anxiodepressive disorders, suggesting that EI maybe a protective factor against these disordersDisclosure of InterestNone Declared

초등고학년 창의ㆍ정서 통합프로그램 효과성 연구

The purpose of this study is to determine whether the creativity and emotion integration program for upper elementary school students is effective in improving the creativity and emotional abilities of elementary school students. The subjects of the study were a total of 63 upper-grade students from elementary schools in the metropolitan area, and 10 classes were conducted for 33 students in the experimental group. The effectiveness of the program was confirmed using Creativity Standardization Test (Lee, 2014) and Emotional Intelligence Test(Moon, 2001). The collected data was used to check the homogeneity of the two groups using the t-test in the SPSS 25.0 program, and then the results of the post-test were compared. The research results are as follows. First, the creativity-emotion integration program for upper grades of elementary school was effective in improving students' creative abilities among integrated creativity. Second, there was no statistically significant difference in the emotional intelligence scores of upper elementary school students. Accordingly, implications for improving the creative abilities and emotional intelligence of elementary school students using this program were discussed.

Relationship of emotional intelligence and capability of answering higher-order knowledge questions in physiology among first-year medical students.

Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 ± 1.87 yr were analyzed. Overall, students got a percentage of 53.37 ± 14.07 in the examination, with 24.46 ± 9.1 in HOQs and 28.91 ± 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 ± 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r = 0.29 (P = 0.0037), with HOQs was r = 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.NEW & NOTEWORTHY This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.

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.

Dissociable neural correlates of trait and ability emotional intelligence: a resting-state fMRI study.

Emotional intelligence (EI) is one's ability to monitor one's own and other's emotions and the use of emotional information to enhance thought and action. Previous behavioral studies have shown that EI is separable into trait EI and ability EI, which are known to have distinct characteristics at the behavioral level. A relevant and unanswered question is whether both forms of EI have a dissociable neural basis. Previous studies have individually explored the neural underpinnings of trait EI and ability EI, but there has been no direct comparison of the neural mechanisms underlying these two types of emotional intelligence. The present study addresses this question by using resting-state fMRI to examine the correlational pattern between the regional amplitude of low-frequency fluctuations (ALFF) of the brain and individuals' trait EI and ability EI scores. We found that trait EI scores were positively correlated with the ALFF in the bilateral superior temporal gyrus, and negatively correlated with the ALFF in the ventral medial prefrontal cortex. In contrast, ability EI scores were positively correlated with the ALFF in the insula. Taken together, these results provide preliminary evidence of dissociable neural substrates between trait EI and ability EI.

Gender and generational cohort impact on entrepreneurs’ emotional intelligence and transformational leadership

Emotional intelligence (EI) and leadership style are topics that have attracted a growing interest in the literature. In this study, we posit that entrepreneurs’ EI is an antecedent of transformational leadership (TL) while examining the moderating role of gender and generational cohort. Data were collected from 2,084 international entrepreneurs and analysed using multivariate analysis and hierarchical linear regression. The results confirm EI as an antecedent of TL and show that others’ emotion appraisal (OEA) and regulation of emotions (ROE) are the most contributing subdimensions of EI to TL. Moreover, the study also reveals significant gender and generational cohort differences for EI and TL. In one of the relevant findings, our research shows that only female Gen Z entrepreneurs have lower scores than their male counterparts. Although men’s EI scores are similar across generations, women’s scores are significantly higher in each older generation leaving ¡open questions for further research in the area.

The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis

IntroductionEmotional and spiritual intelligence are crucial factors in enhancing individuals’ knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis.Materials and methodsA search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.ResultsThe overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26–16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08–140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18–0.51) and r = 0.50 (95% CI: 0.28–0.67), respectively.ConclusionsEmotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students’ academic achievement.

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 &lt;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 &lt;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.

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.

The Relationship Between Emotional Intelligence, Mental Health, and the English Achievement of College Students Based on Big Data Statistical Analysis

This article explores the association between emotional intelligence, mental health, and English proficiency among college students. Survey results reveal that the gender ratio of college students is roughly equal, and the number of participants is stable each year. Humanities majors comprise 31% of the total. The authors collected data from nearly 1000 college students, which was analyzed using a matrix model. Results suggest that while there is a weak correlation between emotional intelligence scores and English grades, there is a strong correlation between mental health scores and English grades. The researchers conducted a 3-month psychological intervention experiment on 60 sophomore students. These students showed improvement in both mental health scores and English scores. Additionally, survey results indicate student satisfaction with the testing and psychological intervention. Overall, this study demonstrates that mental health and English proficiency are closely related, and psychological interventions can positively affect language skills.

Enduring education and employment: Examining motivation and mechanisms of psychological resilience.

Resilience, the ability to bounce back from difficult events, is critical for an individual to negotiate stressors and adversity. Despite being widely studied, little is known about the processes involved in the development of resilience. The goal of the studies are to investigate the relationship between motivation orientation, emotional intelligence, cognitive appraisals, and psychological resilience. Two studies, using self-report questionnaires were conducted with employed young adults also enrolled in post-secondary studies (pre- and during the pandemic) to test the tenability of our proposed models. Study 1 and Study 2 showed that emotional intelligence and challenge appraisals were mediators of autonomous motivation and resilience. Study 2 revealed statistically significant differences in mean scores of autonomous motivation and emotional intelligence between non-pandemic students and pandemic students. Based on the findings, it is suggested that autonomous motivation, emotional intelligence, and challenge appraisals are important aptitudes for the development of resilience. Furthermore, findings suggest that social isolation caused by the pandemic may have affected levels of emotional intelligence. Ultimately, the research expands the literature on both self-determination theory and resilience by offering a unique multiple mediation model for predicting the development of resilience within the employed undergraduate population.

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.