Emotional Intelligence Test Research Articles

Alexithymia in patients with an eating disorder

To date, eating disorders (anorexia nervosa, bulimia) have become widespread among the population. Alexithymia is considered to be one of the main features of patients with an eating disorder. In this regard, the purpose of this study was to identify and register the components of alexithymia in patients with an eating disorder, conceptually reflecting the features of this phenomenon. The research methods included: the Toronto Alexithymic Scale (TAS-20), the Lyusin Emotional Intelligence Test, the Karpov Reflexivity Questionnaire, the Giessen Questionnaire of Somatic Complaints (GBB), the Method «Identification of essential features». The methods of data processing and analysis were carried out using the IBM SPSS Statistics 26 program, which used the Spearman rank correlation coefficient and the Mann-Whitney U-criterion. As a result, it was revealed that patients with an eating disorder are characterized by a general deficiency of emotional regulation, which reflects the inability to identify, understand and describe emotions. At the same time, patients diagnosed with anorexia nervosa demonstrated a reduced ability to reflect, and were also characterized by a predominance of a specific situational style of thinking over an abstract logical one. The revealed features of the phenomenon of alexithymia in patients with an eating disorder can later be used in an integrated approach to the preparation and implementation of psychotherapeutic interventions, thereby increasing the effectiveness of therapeutic measures.

Perceived Parenting Styles, Emotional Intelligence and Conflict Resolution Styles among Young Adults

Purpose: Parenting styles greatly influence the development of emotional intelligence and conflict resolution styles among young adults since the very early years of their lives. The understanding how parenting styles and emotional intelligence impact conflict resolution styles of young adults has become progressively urgent. The existing study purposes to inspect the relationship between perceived parenting styles, emotional intelligence, and conflict resolution styles among young adults. The practical implication of this research will provide the future generations in better upbringing of their children that possess high levels of emotional intelligence. Methodology: The study was carried out in a single phase. The study was quantitative, and it was conducted to assess the perceived parenting styles by young adults including assessing their emotional intelligence and identifying their conflict resolution style. The sample of the study was 280 (M=140, F=140) recruited from different universities in Islamabad, Pakistan. Three scales were used for assessment: The Perceived Parenting Styles Scale (PPSC), The Schutte Self Report Emotional Intelligence Test (SSEIT) and the Conflict Resolution Styles Inventory (CRSI). Findings: The authoritative parenting style positively correlated with emotional intelligence (r = .47, p < .01) and positive problem-solving (r = .17, p < .01), while negatively relating to conflict engagement (r = -.31, p < .01) and self-protection (r = -.26, p < .01). In contrast, authoritarian and permissive styles were negatively related to emotional intelligence (r = -.13 and r = -.19, respectively) and positively associated with conflict engagement. Males scored higher on emotional intelligence (M = 121.96, SD = 13.73) than females (M = 118.35, SD = 15.87), and PhD students exhibited higher conflict resolution scores than Master's and undergraduate students. These findings highlight the impact of parenting styles on emotional intelligence and conflict resolution skills among young adults. Unique Contributions to Theory, Practice and Policy: The study is guided by The Social Learning Theory by Bandura (1977) sets that young adults copy ways of behaving gained from their childhood, particularly from their parents. Parenting styles perceived during childhood and adolescence could impact how people approach conflicts and social interactions. Another theory which backs this study is Emotional Intelligence theory by Daniel Goleman suggests that individuals consist of a bunch of skills and abilities that would help them in recognizing, understanding and managing their own self emotions as well as emotions of other people. The study recommends that research be conducted in other demographic regions or on a broader level. The study also recommends that other variables such as personality traits and changes over tine should be considered as well for better outcomes.

Correlation between students’ emotional intelligence and emotional dependency

The aim of the article is to determine the specifics of the relationship between the components of emotional intelligence (EI) and the emotional dependency (ED) reactions in student age. The MSCEIT (The Mayer–Salovey–Caruzo Emotional Intelligence Test) and R. Hirshfield’s Interpersonal Dependence Test were used to achieve the aim and objectives of the study. The article analyses the dynamics and correlation of indicators for educational courses at the bachelor’s level of higher education institutions (HEIs). The prevalence of the medium indicators of the levels of EI and manifestations of ED was found during the studied period. A significant increase in EI indicators was determined between the second and third years of study. A gradual decrease in the ED reaction before the completion of studies in HEIs was recorded. Significant correlations of the ED parameters with the conscious management of emotions, the ability to understand and identify experiences were calculated. Most often, the connections between the EI components were established to manifested with the level of self-confidence. It can be stated that high EI indicators determine a decrease in EI. The research prospects may be the development and verification of the effectiveness of programmes for EI development at student age.

The Relationship Between Addiction and Emotional Intelligence in the Ukrainian Socio-Cultural Context: Challenges of Emigration

Introduction: The development of emotional intelligence has a positive impact on the process of adaptation of migrants from Ukraine in the European Union and prevents the spread of addictions. Aim: The aim of this research was to study the relationship between migrants' emotional intelligence and the development of addictions in the context of adaptation to new conditions due to the hostilities. Methods: the study used such methods as testing and questionnaires, respectively, ASI and Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Results: It was found that individuals with a higher level of emotional intelligence have a lower tendency to form various types of addictions, while those with a lower level of EI are more vulnerable to these problems. This suggests that a high level of emotional intelligence contributes to better emotion management, the ability to adapt to stressful situations, and a better understanding of one's own needs and motivations. Conclusion: a high level of emotional intelligence makes it possible to prevent the formation of dependencies in the process of cross-cultural adaptation of migrants from Ukraine to new conditions against the background of a hostilities in Ukraine.

Association between emotional intelligence and mental health status based on sex differences among undergraduates in Vietnam

Public health concerns about mental health problems have recently received attention, particularly since the COVID-19 pandemic. Emotional intelligence (EI) is a significant factor linked to mental health status, including depression, anxiety, and stress (DAS), with sex playing a significant role in both DAS and EI status. This study aimed to describe DAS and EI status and assess sex differences in the associations between EI and DAS among undergraduate students. A cross-sectional study was conducted across three educational institutions in Dong Thap province, southern Vietnam, using the validated Schutte Self-Report Emotional Intelligence Test (SSEIT) and the 21-item Depression, Anxiety, and Stress Scale (DASS-21). Spearman correlation analysis was used to identify correlations between DAS and EI, and the sex differences in the associations between DAS and the four SSEIT constructs - emotion perception (EP), utilizing emotion (UE), managing self-relevant emotion (MSE), and managing others' emotion (MOE) - were examined using linear regression models. Among the 674 participants, 51.6% experienced mental health problems (64.1% for females, 35.9% for males), 47.0% experienced anxiety, 32.5% experienced depression, and 27.4% experienced stress. The average EI score was 119.3 ± 18.9 (120.0 ± 19.1 for females, 118.0 ± 18.5 for males), with 58.9% of participants having normal EI, while 29.2% and 11.9% had low and high EI, respectively. Negative correlations were observed between EI scores and depression (R=-0.16, p<0.001) and anxiety (R=-0.09, p=0.020), especially among females. Findings indicated that MSE showed significant associations with DAS, especially in females (all β<-0.318, all p<0.001). Our study highlights the importance of considering sex in mental health prevention programs targeting EI skills to manage students' self-relevant emotions better.

Study on the Psychological Factor Within the Middle School Footbal Team

The psychological factor is one of the least exploited aspects of football. In sports, developing performance capacity is the primary objective of training. Maintaining motivation and achieving performance are the foundations of the educational-instructional process and have great value as outcomes both individually and for the team. Research hypotheses. (H1). It is assumed that the members of the national football team have average/above-average emotional intelligence (test score => 100), significantly different from the rest of the students in grades VII-VIII, because teamwork and the psychological training included in the preparation develop the mental qualities and properties of the students who play football. (H2). It is assumed that there is a significant correlation between emotional intelligence and the performance of students in the experimental group. Research methods. In the present research, the initial testing was carried out among students in grades VII-VIII and the national football team (February 2024 – May 2024). This research was conducted at “Sf. Ilie” General School in Toplița. The research subjects were 68 students, 35 females and 33 males. Quantitative and qualitative methods were used, and the following methods were chosen: observation, emotional intelligence test (Roco, 2001), performance test (ball sense, heading the ball, complex test, shooting at two goals, bilateral game), and statistical analysis (t-test). Results. The level of emotional intelligence of the students is 86 and 81 in the national football team, below average, which raises a red flag. At the level of the national football team, a strong self-awareness among the students is noted. This indicator has the highest score, 500, far ahead of empathy (-180) and very far ahead of social skills (-360). After applying to the middle school team's training program, we see a significant increase in the level of emotional intelligence. The correlation statistical test and the t-test show a correlation of r=0.86 and a significance of p=0.00 between the initial and final test results. The Pearson correlation shows a strong link between emotional intelligence and the bilateral game (r=0.76), but does not show a significant relationship between emotional intelligence and the other performance indicators. To confirm if the value of r is statistically significant, i.e., if the two variables are correlated, the t-value was calculated. Conclusions. This research confirms that the psychological factor cannot be absent from the preparation of school representative teams. It was confirmed that a high level of emotional intelligence improves the performance of football players, especially in team play, increasing group cohesion. Keywords: football, psychological factor, performance, athletes, school team

The Association Between Emotional Intelligence and Academic Performance of Dental Students at King Saud University, Riyadh, Saudi Arabia.

Emotional intelligence (EI) is reported to be associated with better academic performance. However, few studies from the Middle East have assessed whether EI affects academic performance in dental students. The objective of this study was to evaluate the relationship between EI and academic performance in a sample of Saudi Arabian dental students. This cross-sectional, questionnaire-based study included first-year to fifth-year dental students and dental interns who were enrolled at King Saud University (KSU) in Riyadh, Saudi Arabia, for the 2023-2024 academic year. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test (SSEIT) and a demographic questionnaire between October 2023 and January 2024. Academic performance was assessed based on each student's self-reported overall current grade point average (GPA) and was dichotomized into high GPA (between 4.5 and 5) and low GPA (less than 4.5). Of the 437 eligible students, 330 (75.5%) completed the questionnaires. The logistic regression analysis, after sequentially adjusting for various risk factors, showed significantly better academic performance for those who had higher EI (OR=2.6, P-value=0.02). The findings of this study suggest a significant association between EI and academic success. EI is essential for improving academic performance in dental education.

Emotional Intelligence And Test Anxiety Among Secondary School Students In EGOR Locality Of EDO State, Nigeria

The study investigated emotional intelligence and test anxiety among secondary school students in Egor Locality of Edo State, Nigeria with a view to guide them to overcome the usual fear syndrome associated with examinations.The study adopted a descriptive survey design.The target population consisted of 6069 (six thousand and sixty-nine) students in the 10 (ten) public Senior Secondary Schools in Egor Local Government Area of Edo State, Nigeria. A sample size of 380 (three hundred and eighty) secondary school class 2 students, were randomly selected from five randomly selected secondary schools in the study area. Two instruments, the Schutte self-report Emotional intelligence test (Schutte et al., 1998) and the Test Anxiety Questionnaire (Nist & Diehl, 1990) were adapted to collect data for the study. Mean, Standard Deviation, Pearson Product Moment Correlation and t-test were adopted to analyse the data. Findings indicated a moderate level of test anxiety among the students, though not found to be dependent on the sex of students. A non-significant negative correlation was also found to exist between emotional intelligence and test anxiety. Based on the findings, it was recommended that the government should continue to deploy professional counsellors to schools to assist in improving the usual fear syndrome associated with examinations among students. In addition, school counsellors as a routine service, should provide students with skills to improve emotional intelligence and strategies that would help to overcome test anxiety.

Leisure-time physical activity improves happiness, health, and mood profile better than work-related physical activity.

In an online survey of Lithuanian adults (n = 1140) aged 18 to 64 years, we sought to better understand the factors influencing the structure of physical activity (PA). We hypothesised that the PA paradox (i.e. the benefits of PA will be much greater during leisure-time than work-related or household moderate to vigorous PA) occurs more subjectively for psychological well-being indicators, than physiological well-being indicators, and should not depend on age or gender. An online questionnaire was distributed as to potential participants through the Facebook social networking website within the period May 2021 to December 2021. PA was assessed using the long version of the International Physical Activity Questionnaire (IPAQ). Mood responses were assessed using the Brunel Mood Scale (BRUMS-LTU). Emotional intelligence was assessed using the Schutte Self-Report Emotional Intelligence Test (SSREIT). Perceived stress was assessed using the 10-item Perceived Stress Scale (PSS-10). Descriptive analysis, a two-way analysis of variance, and linear regression analysis were used to interpret the data. The results revealed that a PA paradox occurred in women and men in terms of health, happiness, vigour and perceived stress, and only in women according to morbidity and overeating. According to the regression analysis, women's and men's subjective health (β = 0.135; p < 0.001), happiness (β = 0.084; p = 0.018) and vigour (β = 0.169; p < 0.001) were significantly positively, and perceived stress (β = -0.088; p = 0.009) negatively correlated (regardless of age) only with leisure-time moderate to vigorous PA. 'Healthy', i.e. the amount of leisure-time PA in men decreases with age, while it does not change in women. We believe that this study has expanded a clearer understanding of the PA paradox and its possible application to improving the health of individuals of different age groups.

Emotional intelligence predicting subject-specific academic success: EQ-i Youth in South Africa

Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions.Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results.Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques.Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages.Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level.Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.

Significant Differences Between the IQ Scores of Mathematics Students based on Regression Analysis and Factorial Experimental Design

In this research, data on general intelligence and emotional intelligence scores were analyzed and the difference between them was studied in terms of their application to students of the Mathematics Department in the four stages in the College of Computer Science and Mathematics at the University of Kufa for the academic year 2023-2024. Four statistical methods were used. The first was multiple regression analysis to study the extent to which each student's mathematics score was affected on the general intelligence and emotional intelligence tests (Y), by the student's gender (X1) and his type of residence (X2). The second statistical method is to analyze the design of a factorial experiment to study the presence or absence of significant differences between the grades of students in the four stages by classifying the students in the four stages into males and females, as well as studying the significant difference in the scores of the two intelligence tests (general and emotional) for students in the Mathematics Department in general and divided according to gender. requester. The third method of analysis was to analyze the design of a completely randomized experiment to study the significant differences in students’ intelligence scores between the four academic levels in the mathematics department. If there is a significant difference in the results of analyzing the data in the above methods, then we use the fourth statistical method in this research, which is the analysis of the least significant difference test to study the differences between each two groups separately. The results of the data analysis were numerous, the most important of which is that the intelligence scores in the two tests (general intelligence and emotional intelligence) do not depend on nor are affected by the student’s gender or type of residence. In addition, intelligence scores were not affected for the four educational levels.

Emotional Intelligence, Religiosity and Quality of Life among University Students

The purpose of the present study was to measure the relationship between Emotional Intelligence, Religiosity, and Quality of life among university students. After the review of the literature following hypotheses were formulated. 1) There would be a significant relationship between Emotional Intelligence, Religiosity and Quality of Life among University students.2) There would be a significant impact of Emotional Intelligence on Quality of Life among University students. 3) There would be a significant impact of Religiosity on Quality of Life among University students. In the current study total of 200 students were included, and the data was collected from the different government and private universities located in Faisalabad. To calculate the data psychological measures were used: 1)The Schutte Self Report Emotional Intelligence Test, 33 items developed by Schutte used to measure Emotional Intelligence. 2) The Religiosity and Spirituality Scale for Youth, 37 items developed by Brittany Hernandez were used to measure Religiosity level. 3)The World Health Organization Quality of Life Scale Brief developed by John Flanagan was used to measure Quality of life of university students. Results are analyzed through SPSS's latest version by using Descriptive statistics and inferential statistics. The results of the current study showed that there is significant relationship between all variables of the current study.

Correlation Between Emotional Intelligence and Readiness for Self-Directed Learning in Medical Undergraduate Students.

The success of self-directed learning depends mainly on the readiness of students to adapt it to their learning domain. Medical students must meet certain criteria to become self-directed learners, which are also significant components of emotional intelligence (EI). Clarification is required on whether the students are ready for self-directed learning according to their level of EIas soon as they enter the medical institute. The survey was conducted on first-year MBBS students, between 18 and 21 years of age. Demographic data of the participants was collected. EI was assessed by using the Schutte Self-Report Emotional Intelligence Test (SSEIT). Fisher's 40-item self-directed learning readiness (SDLR) scale was used to assess the readiness for self-directed learning. Pearson's correlation and regression analysis was carried out to assess the relationship between the two. Approximately 71% of students had average EI, whereas only 5% had high EI. However, 63% of students were found to have low SDLR, while just 37% of participants had high SDLR. EI and SDLR both were found to be higher in males. Pearson's correlation "r"between the two parameters shows a strong positive correlation with statistical significance. Certain training modules need to be incorporated into the medical education program to improve the EI of medical undergraduate students. Such a module might help in improving the readiness for self-directed learning and prepare the medical undergraduates as active lifelong learners, which is the prime goal for an Indian Medical Graduate according to the new Competency-Based Medical Education (CBME) curriculum.

Психофізіологічий стан студентів в умовах війни

The war in Ukraine has an impact on the psychophysiological state of citizens, whether they are direct participants in the conflict or reside far from the front line. Conside­ring this, studying the psychophysiological state of students continuing their education in a country at war is a relevant issue. Understanding this state can aid in developing effective strategies for preserving the psychological health of youth. The limbic system, which regulates emotions, directly influences the cardiovascular system. Therefore, the research aimed to establish the connection between the frequency of heartbeats (heart rate) during air alarms and mental states (depression, anxiety, stress) of students, as well as components of their emotional intelligence (self-motivation, managing one’s own emotions and the emotions of others, empathy). In the study, 62 second-year students from the Biological Faculty Ivan Franko National University of Lviv participated. Students assessed their psychoemotional state using the «Global Emotional Intelligence Test» and «DASS21» questionnaires. Heart rate (HR) was monitored using smartwatches in combination with corresponding smartphone applications. The average daily heart rate of students was 78.12±0.74 beats/min (n=62), while during air alarms, it increased to 91.21±2.54 beats/min (p≤0.001, n=21). Individuals with additional physical activities showed a tendency toward higher HR during air alarms compared to those who did not engage in exercises. It was found that 50 % of students experienced anxiety, 20 % reported high and extremely high stress levels, and 10 % had a high level of depression. A moderate negative correlation was established between the level of depression and HR during air alarms (r=-0.55, p≤0.05, n=13). A high level of emotional intelligence indicators was observed in the following percentages of students: managing the emotions of others – 27 %, empathy – 24 %, self-motivation – 23 %, managing one’s own emotions – 8 %, and integrative emotional intelligence – 2 %. Positive correlations of mo­derate strength (p≤0.05) were identified between HR during air alarms and the psychological and emotional states of students: r=0.51 (n=11) with anxiety, r=0.59 (n=13) with the level of integrative emotional intelligence, r=0.62 (n=13) with self-motivation, and r=0.63 (n=13) with managing the emotions of others. Therefore, war has an impact on the psychophysiological state of students, resul­ting in an increased level of anxiety. This is evident in the rise of heart rate (HR) during air alarms, which is considered a normal response of the body to a stress factor. However, the more depressive a person is, the lower the HR during air alarms. Thus, there is a correlation between HR during air alarms and psychophysiological state of students.

The role of mentoring in developing leaders’ emotional intelligence: exploring mentoring types, emotional intelligence, organizational factors, and gender

Emotional awareness, emotional regulation, empathy, and resilience are key components of emotional intelligence. Twenty-first-century leaders require such competencies, and prior research establishes a positive impact of emotional intelligence on leadership and well-being. The mechanisms through which leaders develop these competencies remain unclear. Mentoring, a developmental tool linked with well-being, has not been extensively studied for its role in emotional intelligence development. The current study investigates this relationship within the context of vocational education and training in South Africa. The mentoring framework includes individual, peer group, and key performance area mentoring. In previous research on this mentoring framework, leaders perceived emotional well-being as the most important outcome of mentoring and development, constituting another vital factor. Data were collected from a treatment group of leaders who have participated in the mentoring framework and a control group of leaders and lecturers (N = 139). The present study used exploratory and confirmatory factor analysis to validate the Schutte Self-Report Emotional Intelligence Test within this context. In the next step, we employed descriptive analysis to answer which mentoring type was best perceived to support emotional intelligence. Using the Mann–Whitney U test, we tested for significant differences in the identified factors between treatment and control group. Mediated and moderated mediation analyses explored variables such as gender, occupational role, organization, and work sector. Results indicate a six-factor structure of emotional intelligence, with significant differences observed between groups in the factor empathy difficulty. Peer group mentoring emerged as an effective method for emotional intelligence development among leaders. The perceived importance of emotional intelligence for one’s job position, the organization, and the work sector mediated five of the six factors. The moderated mediation analyses showed an indirect effect of gender, where being male was associated with more trustworthy visionary and empathy. The findings underscore the significance of peer mentoring practices and organizational factors in nurturing emotional intelligence, highlighting its value for personal and organizational well-being. Overall, the study sheds light on developing emotional intelligence at all organizational levels to support individual and collective well-being.

Resilience and Emotional Intelligence: A Dynamic Partnership for Human Resources Professionals in Today’s Workplace

Purpose – The connection between participants’ scores on a resiliency instrument and their scores on the Schutte Self Report Emotional Intelligence Test (SSEIT) were examined. This is significant to human resource professionals because they can use the findings to develop and strengthen employees’ levels of resilience. The reasons for writing the paper are to provide data to human resource professionals so that they may develop workplace programs that build on emotional intelligence and resilience. Employees high in emotional intelligence are engaged employees. There is a gap in prior literature on the relationship between resilience and emotional intelligence and how this knowledge impacts human resource professionals. Aims(s) – The aims of this paper were to evaluate the relationship between resiliency and emotional intelligence. The study explored gender, age and GPA on resiliency and emotional intelligence. Design/methodology/approach –This was a quantitative research study. Participants answered questions on a six-point Likert-type scale ranging from strongly agree to strongly disagree relating to resiliency and emotional intelligence. There were two total scores. The convenient sample consisted of 266 undergraduate and graduate students. 197 females and 68 males, ages ranging from 18 to 65 years old. Findings – The data were analysed using SPSS (Statistical Package for the Social Sciences) 28.0 version. A Pearson correlation revealed a strong correlation between the scores on the SSEIT and the Resiliency scale (r=.599). Limitations of the study – Convenient sampling was used for this study. Participants self-reported. The implications for future research are to gather data from other industries and more globally. Practical implications – Findings suggest resilience and emotional intelligence are related and these skills can be developed through workplace training. Originality/value – Human resource practitioners can build a workforce equipped with the skills to develop relationships and a sense of self-awareness, they can lean on this knowledge to develop their employees and organizations.

The role of emotional intelligence and gender in the relationship between implicit theories of emotions and aggression: moderated mediation model in young individuals

ABSTRACT Aggression is a widespread problem among young individuals and has far-reaching consequences for society. Using a mediation model approach, this research seeks to delve into the impact of implicit theories of emotions and the ability emotional intelligence on aggressive behaviour. 608 Spanish students (9 and 18 aged) (Mage = 14.07; SD = 2.64; 46.4% boys) completed the Implicit Theories of Emotion Scale, The Botín Foundation’s Emotional Intelligence Test for Adolescents, and The Buss-Perry Aggression Questionnaire. We found that individuals who possess incremental implicit theories of emotion tend to exhibit lower levels of aggression and higher levels of emotional intelligence. A noteworthy finding is that emotional intelligence mediates the relationship between implicit theories of emotions and aggressive behaviour. Additionally, the link between implicit theories of emotions and emotional intelligence and aggression is moderated by gender. These findings have significant implications for clinical practice, informing the development of targeted intervention programs to prevent aggression.

Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kecerdasan Emosional dan Hasil Belajar Siswa Pada Mata Pelajaran Fiqh di Madrasah Tsanawiyah Kecamatan Sakra Barat Tahun Pelajaran 2023/2024

This study aims to evaluate the influence of Problem Based Learning (PBL) model on students' emotional intelligence and learning outcomes in the subject of Fiqh at Madrasah Tsanawiyah in the Sakra Barat Subdistrict for the academic year 2023/2024. A quantitative research method was employed with a pretest-posttest control group design experiment. Data collection was conducted through emotional intelligence tests and Fiqh learning outcome tests. Data analysis involved comparing the mean pretest-posttest differences between the control and experimental groups using independent t-tests. The results indicate that the implementation of PBL significantly enhances students' emotional intelligence and learning outcomes compared to conventional methods. The implication of this study underscores the importance of considering appropriate teaching models to improve not only cognitive but also emotional intelligence aspects in Fiqh education. PBL can serve as an effective alternative in achieving these goals at Madrasah Tsanawiyah, providing a deeper understanding of the subject matter and fostering social and emotional skills necessary for daily life and religious practice.

Addressing career-related social problems using experiential learning: a pilot study

PurposeWe examined skill building techniques and changes over the course of a semester with pre and post-test data collection after implementing experiential learning assignments.Design/methodology/approachThe Schutte Self-Report Emotional Intelligence Test (SEEIT) was used to measure emotional intelligence among students who interned for a 16-week period.FindingsWe found a significant difference using a paired samples t-test in SSEIT scores between the pre (M = 126.6, SD = 4.3) and the post-internship (M = 133.8, SD = 5.7) scores. t(5) = -5.61, p = 0.002. Students had an overall increase in mean scores over the course of one semester.Research limitations/implicationsThis was a pilot study that we completed to determine applicability of internship and increasing emotional intelligence. Overall, we saw an increase in EI in pre and post-test comparisons. This was a pilot study, so more research is needed on this topic.Practical implicationsStudents were placed in situations during the internship process to help facilitate real world problems and were required to apply applicable textbook knowledge, develop theory-based activities and report their findings. Students worked with various age groups and learned how to work with a variety of populations including faculty, teachers, children and parents on a regular basis and this process contributed to their experience and potentially increased emotional intelligence over a 16-week period.Social implicationsThis research addresses the importance of emotional intelligence (EI) in career readiness and its role in potentially mitigating burnout in psychological professions.Originality/valueThis is important to those in the field of psychology and child development and family studies because it addresses concerns with the shortage of skilled and prepared workers.

Psychosocial Training Program for Lifeguards: A Pilot Study.

Research has highlighted the need for training lifeguards in psychosocial skills. Therefore, this study aims to analyze the effectiveness of a short 10-h training program encompassing dimensions associated with emotional management, focus of attention, interpersonal relationships, and lifeguard behavior, and its effects on their psychosocial skills. A total of 64 lifeguards with experience ranging from 1 to 25 years (M = 5.93, SD = 6.07), randomly divided into experimental and control groups, participated in this study. The d2 Test of Attention, the Social Intelligence Test of O'Sullivan and Guilford, and the MSCEIT Emotional Intelligence Test were used to assess psychosocial skills. A multivariate analysis of variance for repeated measures (2 × 3 (Group × Time) MANOVA) was performed to analyze the effects of the training program on psychosocial skills. The results revealed that the experimental group showed statistically significant improvements in focus of attention and emotional intelligence compared to the control group. However, it is worth noting that no statistically significant group interactions were observed for measures of social intelligence. Taken together, these results seem to highlight the importance of including psychosocial content in the general training of lifeguards.