Emotional Intelligence Training Program Research Articles

The Relationship between Emotional Intelligence and Empathy of Mountain Climbing Students

Mountaineering is a physically and emotionally challenging activity that requires skill, strength and endurance. One of the positive values that can be obtained from this activity is the emergence of empathy. This research aims to analyze the relationship between emotional intelligence and empathy in mountaineering students. The research method used is a quantitative approach with data analysis using product moment correlation techniques. The research subjects were students who are members of a nature lover organization, selected through incidental sampling technique. The results showed a significant positive relationship between emotional intelligence and empathy, with a correlation value of 0.763. Emotional intelligence contributes 58.1% to empathy, while 41.9% is influenced by other factors such as parenting, social environment, and personality. This research implies that emotional intelligence plays an important role in enhancing empathy, which is necessary to support teamwork and safety in climbing activities. The findings provide insights for the development of emotional intelligence training programs to improve climbers' social and emotional abilities.

Improving Malaysian Undergraduates’ Emotional Intelligence Skills through Emotional Intelligence Training Program

Improving Malaysian Undergraduates’ Emotional Intelligence Skills through Emotional Intelligence Training Program

The Role of Emotional Intelligence in HR Leadership: Building Strong Teams in a Multigenerational

Emotional intelligence (EI) has been recognized as a crucial factor in human resources (HR) leadership, especially in building strong teams within a multigenerational work environment. This study aims to explore the role of emotional intelligence in HR leadership in addressing the challenges posed by diverse generational dynamics. Using a qualitative approach and case study method across several multinational companies, this research examines how HR leaders with high emotional intelligence can enhance team cohesion, facilitate effective communication, and manage intergenerational conflicts. The findings reveal that HR leaders with strong EI skills are better equipped to understand the emotional needs of employees across different age groups, ultimately helping to foster an inclusive and productive work environment. Leaders with high EI are also more responsive to the evolving needs of employees, from Baby Boomers to Generation Z, thus creating a flexible workplace culture that supports individual development. Challenges in applying EI in HR leadership are identified in the areas of differing values, communication styles, and expectations between generations, which can hinder team integration if not properly addressed. This study concludes that emotional intelligence is an essential competency for HR leaders to create cohesive and competitive teams within multigenerational organizations. Recommendations include developing EI training programs, adapting leadership strategies that are responsive to generational diversity, and raising awareness of the importance of EI in fostering team synergy.

Exploring Emotional Intelligence's Role in Workplace Conflict Resolution: A Mixed-Methods Study

This research study explores the role of emotional intelligence (EI) in overcoming interpersonal conflict within the workplace context. Through a mixed-methods approach, incorporating quantitative surveys and qualitative interviews, the study investigates the relationship between EI competencies and conflict resolution outcomes among employees from diverse industries. The findings reveal a significant positive correlation between EI scores and self-reported effectiveness in managing conflicts, with higher levels of EI associated with greater confidence and skill in navigating interpersonal disputes. Regression analysis identifies self-awareness and empathy as key predictors of conflict resolution effectiveness, highlighting the importance of these emotional competencies in fostering constructive conflict management strategies. Furthermore, participants who have undergone EI training programs report higher perceived effectiveness in managing conflicts, underscoring the potential benefits of investing in employees' emotional intelligence development. The study contributes to the existing literature by providing empirical evidence supporting the relationship between EI and conflict resolution, with implications for theory, practice, and future research directions.

The Importance of Emotional Intelligence in Social Work Students and Its Relation to Perceived Efficacy.

Social workers have a greater than average risk of suffering burnout syndrome. In the same way as the professionals, students too can suffer academic burnout. However, few empirical studies have studied burnout and protective factors in social work students exclusively. Emotional intelligence (EI) has been described as a protective factor for burnout both in the professional and the academic context. The present study aims to explore which components of EI predict the burnout domains in students studying a degree in social work, in Spain. To this end, 87 social work students completed a questionnaire in which information was gathered on EI, burnout, average grade in the degree, and sociodemographic variables. The regression analysis results indicate that the students with poorer academic success and from higher years reported greater symptoms of burnout. Regarding the components of EI, emotional clarity and emotional repair predict the academic efficacy perceived by the students. These results highlight the importance of including EI in academic policies to promote the design of EI training programs aimed at developing EI skills, particularly emotional clarity and emotional repair, as a way of improving the perception of efficacy in social work students.

The Role of Emotional Intelligence in Mitigating Employee Turnover: A Psychological Approach

This research investigates the pivotal role of Emotional Intelligence (EI) in mitigating employee turnover from a psychological perspective. Emotional Intelligence—encompassing self-awareness, empathy, and stress management—is identified as a crucial factor in enhancing job satisfaction and organizational commitment, thus influencing employee retention. Employing a library research methodology, the study reviews existing literature on EI's impact on reducing turnover and highlights how high EI levels contribute to lower turnover rates by improving job satisfaction and fostering a stronger commitment to the organization. The study finds that employees with elevated EI are adept at managing workplace stress, fostering positive relationships, and aligning with organizational values. This alignment enhances their job satisfaction and commitment, leading to reduced turnover rates. The findings have practical implications for organizations, suggesting that integrating EI assessments into recruitment processes, developing EI training programs, and creating supportive work environments can significantly improve employee retention. Prioritizing EI development helps in building a more resilient and engaged workforce, thereby contributing to organizational stability and performance.

A model for Enhancing EI Performance in Conflict Resolution

This study explores a methodology to improve the performance of Emotional Intelligence (EI) in dispute resolution, utilizing quantitative analysis of 287 respondent's questionnaire data. This study examines how well active perception, Emotion understanding and task complexity predict outcomes of EI performance in conflict resolution, focusing on each of their roles and relationships. It is discovered that active perception significantly influences and strongly predicts EI performance in conflict resolution. Similar to active perception, Emotion understanding shows significance as mediator of the relationship between EI performance and active perception as well. In order to predict Emotional Intelligence, active perception and Emotion Understanding have various relationships. The study determines how important and influential these factors are in a relationship to each other. Although Emotion understanding and active perception have a high predictive value on EI performance in conflict resolution. These findings demonstrate how important it is for Emotional Intelligence (EI) training programs to emphasize active perception, emotion understanding and task complexity in order to promote successful conflict resolution outcomes. For professionals who want to develop competencies in Emotional Intelligence (EI) and advance organizational effectiveness in conflict resolution setting, the research offers insightful information. This research deploys transaction cost theory as the groundwork.

Effectiveness Of Emotional Intelligence Training Programs For Healthcare Providers In Kolkata

Effectiveness Of Emotional Intelligence Training Programs For Healthcare Providers In Kolkata

IMPORTANT ASPECTS TO CONSIDER FOR DESIGNING AND IMPLEMENTING AN EMOTIONAL INTELLIGENCE EDUCATORS TRAINING PROGRAM IN MEXICO

Purpose: The purpose of this qualitative applied research was to learn about the most important aspects to consider for designing and implementing an emotional intelligence (EI) training program among educators of Monterrey, Mexico. Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program. Theoretical framework: For Brackett and Stern (2024) “everyone values Emotional Intelligence, but actually learning the components is another matter entirely” (p. 26). According to Goleman (2020), the components of EI are self-awareness, self-regulation, motivation, empathy, and social skills. Most effective educators based in Goleman’s (2015) view are alike in one crucial way: “they all have a high degree of what it has come to known as emotional intelligence” (p. 1). Methods: The data were collected using a qualitative method. The participants who were purposefully selected for obtaining data were three Mexican expert practitioners on adult professional development and one expert on EI development. Results and conclusions: Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program: (a) establish clear goals, (b) analyze the context, (c) use role plays, (d) use experiential practices, (e) provide time for structured reflection, (f) foster collaboration and a sense of community, (g) analyze case studies, (h) have participants set goals, (i) use qualitative assessment, (j) view and analyze videos of teachers using emotional and classroom management skills, (k) identify sources of stress, (l) use relaxation techniques, (m) identify manifestations of stress, and (n) learn ways to cope with stress. Findings implication: As a result of this study, some of the strategies and aspects recommended to consider within an EI educator training program may be applicable to international leadership educators as well. Uniqueness/value: All of the foundational aspects mentioned in this study represent great assistance in providing a solid base of data that confirmed the need to foster EI among educators.

An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement

This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers.

The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators. The sample comprised 240 students in higher education, pursuing a bachelor's degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it. The findings show a significant improvement in the academic achievement at the end of the bachelor's degree studies of the students in the experimental group. These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.

Role of Emotional Intelligence in Conflict Resolution and Prevention in Colombia

Purpose: To aim of the study was to analyze role of emotional intelligence in conflict resolution and prevention in Colombia.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Research shows power dynamics and organizational justice significantly impact conflict outcomes and satisfaction. Power imbalances exacerbate conflicts, leading to dissatisfaction. Unequal power distribution can escalate conflicts due to perceived unfairness. Conversely, organizational justice fosters positive outcomes and higher satisfaction levels. Fostering equitable power dynamics and promoting justice mitigate conflict and enhance satisfaction.
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, emotional labor theory & affective events theory may be used to anchor future studies on the role of emotional intelligence in conflict resolution and prevention in Colombia. Organizations should implement targeted emotional intelligence training programs aimed at enhancing employees' conflict resolution skills. Policy-makers should advocate for the inclusion of emotional intelligence competencies in leadership development programs and training initiatives.

Effect of Training Program on Emotional Intelligence of Nurses Caring for Patients with Alzheimer’s Disease

Context: Nurses are the cornerstone of the health care systems, and their work is associated with great pressure, and nurses are often overwhelmed. Emotional intelligence and its significance to nursing have been increasingly emphasized throughout the last few years. Emotional intelligence comprises a deposit of interrelated skills involving a capability to appraise one's emotions and those of others, utilization and regulation of one's emotions, and social skills.
 This study aimed to evaluate the effect of training program on the emotional intelligence of nurses caring for patients with Alzheimer's.
 Methods: A quasi-experimental (pre/post-test) design was used. The study was conducted at the geriatric units of Ain Shams University Hospitals and the geriatric department of Abassia Hospital, affiliated with the Ministry of Health. A study employs convenience sampling with a total number of 70 nursing staff who are working in the mentioned setting. Tools used for data collection were a self-administered questionnaire including two parts; part one concerned with sociodemographic characteristics of the studied nurses, and part two included the Emotional Intelligence Scale (EIS) to assess emotional intelligence in managing the workplace.
 Results: The current study reveals that pre-program, 5.7% of the studied nurses have a high level of EI scores compared to about one quarter (22.9%) of the studied nurses who had a high level at post implementation of the program and increased to less than three quarters (71.4%) at follow up the program with a highly statistically significant difference between the levels of nurses’ emotional intelligence (p<0.001) comparing between pre-intervention and follow-up.
 Conclusion: Emotional intelligence training program positively improves emotional intelligence levels among nurses caring for patients with Alzheimer’s disease. The study recommended that hospitals provide continuous in-service training, education, and awareness programs for nursing staff to enhance their skills regarding emotional intelligence. Nursing emotional intelligence skills should be included in undergraduate and postgraduate nursing curricula.

Enhancing the occupational safety and well-being of mining and construction workers: an application of emotional intelligence training (EIT)

The mining and construction sector in Nigeria holds a pivotal position in driving economic development; nonetheless, it encounters notable challenges, such as project failures and safety apprehensions. The impact of leadership and safety considerations encompasses a broad spectrum of outcomes for projects and the welfare of individuals. The primary aim of this study is to investigate the possibility of inducing significant changes by introducing emotional intelligence (EI) training in the mining and construction industries in Ogun State, Nigeria. The present study employed a mixed-methods research design to authenticate the significant enhancements in post-training emotional intelligence (EI) levels seen among personnel at New Creation Constructions Ltd. The study included the consideration of five distinct groups (A-E) that were responsible for managing comparable projects. The optimization of Group E’s improvement was achieved by the implementation of Emotional Intelligence (EI) training, and subsequently compared to the performance of the remaining four groups. The safety procedures within Group E experienced a substantial enhancement, marked by an escalated utilization of protective equipment, heightened consciousness of safety measures, and a reinforced dedication to safeguarding the welfare of colleagues. Group E exhibited outstanding project management efficiency, displaying commendable performance in multiple areas such as budget adherence, adherence to safety procedures, stakeholder satisfaction, effective communication, and proficient procurement management. To optimize the benefits outlined above, we suggest implementing emotional intelligence (EI) training programs, leadership development initiatives, stress management interventions, regular evaluations of well-being, and focused research tailored to the specific needs of the organization.

Workplace Violence and Emotional Intelligence among Nursing Professionals at a National Hospital in Northern Peru

Introduction: Workplace violence is identified as a growing challenge in the healthcare sector, negatively impacting both nursing professionals and the quality of patient care. In this context, emotional intelligence emerges as a key tool for mitigating the effects of workplace violence, facilitating effective stress management, and enhancing interpersonal relationships in the workplace. Method: The study employed a quantitative, correlational, cross-sectional design. The sample consisted of 183 nurses from a National Hospital in Chiclayo, Peru, selected through probabilistic sampling. Two instruments were used: the EVP-health questionnaire to assess workplace violence and the TMMS-24 scale to measure emotional intelligence. Results: Findings indicate that 45,3 % of respondents experienced a high level of workplace violence, while 61,8 % showed a low level of emotional intelligence. Additionally, a negative correlation between workplace violence and emotional intelligence was found, demonstrating that high levels of violence are associated with low levels of emotional intelligence. Conclusions: the study concludes that enhancing emotional intelligence in nurses could be crucial in reducing workplace violence in healthcare settings. The implementation of emotional intelligence training programs for healthcare staff is suggested, not only to improve the work environment but also to enhance the quality of care provided to patients. The research highlights the need to address these aspects to promote a safer and more efficient work environment in the healthcare sector

EMOTIONAL INTELLIGENCE AND OCCUPATIONAL STRESS: A STUDY OF PRIVATE BANKS IN TILOTTAMA MUNICIPALITY

Emotional intelligence is the ability of individual to analyze own emotion,behaviour and feelings and then use those emotion and feelings to guide one’sthinking and action. Understanding other’s emotions,behaviours and feelings is the key factor in achieving the required goal. This study aims to investigate the relationship between emotional intelligence (EI) and occupational stress in private banks located in Tilottama municipality. The study uses a quantitative research method and develops different scales to create questionnaires for employees of private banks. The questionnaires measure four variables: occupational stress, self-regulation, relationship management, and self-motivation. The study finds a significant negative correlation between EI and occupational stress, indicating that higher levels of EI are associated with lower levels of stress. The study also finds that employees with higher levels of EI are better able to regulate their emotions and manage their relationships with others, leading to better job performance and satisfaction. The study suggests that companies can benefit from promoting EI training and development programs to help employees manage their emotions and reduce job stress. Keywords: occupational stress, emotional intelligence, self regulation, self motivation and relationship management

Development and validation of an online emotional intelligence training program.

Emotional intelligence (EI) is associated with a range of positive health, wellbeing, and behavioral outcomes. The present article describes the development and validation of an online training program for increasing EI abilities in adults. The training program was based on theoretical models of emotional functioning and empirical literature on successful approaches for training socioemotional skills and resilience. After an initial design, programming, and refinement process, the completed online program was tested for efficacy in a sample of 326 participants (72% female) from the general population. Participants were randomly assigned to complete either the EI training program (n = 168) or a matched placebo control training program (n = 158). Each program involved 10-12 hours of engaging online content and was completed during either a 1-week (n = 175) or 3-week (n = 151) period. Participants who completed the EI training program showed increased scores from pre- to post-training on standard self-report (i.e., trait) measures of EI (relative to placebo), indicating self-perceived improvements in recognizing emotions, understanding emotions, and managing the emotions of others. Moreover, those in the EI training also showed increased scores in standard performance-based (i.e., ability) EI measures, demonstrating an increased ability to strategically use and manage emotions relative to placebo. Improvements to performance measures also remained significantly higher than baseline when measured six months after completing the training. The training was also well-received and described as helpful and engaging. Following a rigorous iterative development process, we created a comprehensive and empirically based online training program that is well-received and engaging. The program reliably improves both trait and ability EI outcomes and gains are sustained up to six months post-training. This program could provide an easy and scalable method for building emotional intelligence in a variety of settings.

COVID-19 victimization experience and university students’ smartphone addiction: the mediating role of emotional intelligence

ObjectivesDuring the post-COVID-19 era, everyone has the risk of contracting the virus and becoming the victims of COVID-19. Examining the relationship between the COVID-19 victimization experience and its effects is more urgent. The aim of present study is to propose a mediation model to investigate the association between COVID-19 victimization experience and smartphone addiction, and the mediating role of emotional intelligence.MethodsA online questionnaire including the COVID-19 Victimization Experience Scale, the Smartphone Addiction Scale, and the Emotional Intelligence Scale among Chinese university students, were employed in this study. Finally, 1154 valid questionnaires were collected. The reliability and confirmatory factor analysis results showed that all three scales had good reliability and validity.ResultsStructural Equation Model (SEM) demonstrated that COVID-19 victimization experience significantly predicted smartphone addiction in university students, and emotional intelligence partially mediated the association between COVID-19 victimization experience and smartphone addiction. Bootstrap results furthermore tested the rigor of the mediating effect.ConclusionCOVID-19 victimization experience was a important variables in predicting university students’s martphone addiction, and emotional intelligence was a protective factor in decreasing the negative effect of COVID-19 victimization experience on addictive behaviors. It is suggested that instructors should integrate emotional intelligence training programs into mental health courses so as to improve students’ emotional intelligence ability.

Training Emotional Intelligence Online: An Evaluation of WEIT 2.0

With the growing popularity of online courses, there is an increasing need for scientifically validated online interventions that can improve emotional competencies. We addressed this demand by evaluating an extended version of the Web-Based Emotional Intelligence Training (WEIT 2.0) program. Based on the four-branch model of emotional intelligence, WEIT 2.0 focuses on improving participants’ emotion perception and emotion regulation skills. A total of 214 participants were randomly assigned to the training group (n = 91) or a waiting list control group (n = 123) to evaluate short-term (directly after WEIT 2.0) and long-term intervention effects (8 weeks later). Two-way MANOVAs and mixed ANOVAs showed significant treatment effects for self-reported emotion perception of the self, as well as emotion regulation of the self and others, after 8 weeks. No significant treatment effects were found for self-reported emotion perception in others or for performance-based emotion perception or emotion regulation. Moderator analyses revealed no significant effects of digital affinity on training success from the pretest to the posttest. The findings suggest that components of self-reported emotional intelligence can be enhanced through WEIT 2.0, but performance-based emotional intelligence cannot. Further research is needed on the online training of emotional intelligence and the mechanisms that underlie training success.

Can engagement and performance be improved through online training on emotional intelligence? A quasi-experimental approach

PurposeOnline learning is an effective training strategy to help students, as one of the success factors is academic engagement. Therefore, the use of online training courses to influence academic engagement and performance in emotional intelligence learning experiences is worthy of investigation. This study explores the influence of emotional intelligence as an online training course and its impact on academic engagement and learning outcomes–performance.Design/methodology/approachThe authors used a quasi-experimental study with two groups of participants who were randomly assigned (experimental e control) and with pretest–posttest measurements of the online training. The emotional intelligence online training (for the experimental group) was conducted during a single semester, with eight hours of training. The methodology of reflective, role-playing, case study and group work was followed. Measurements of student academic engagement and emotional intelligence were collected before (one week before the training) and after the intervention (on the last training session). Performance was measured after the intervention.FindingsThe mean scores improved for all the variables, with the differences being statistically significant. The students assessed their learning positively. The results also showed that emotional intelligence was positively related to academic engagement but not to performance. This means that emotional intelligence training was effective in increasing the academic engagement of university students.Practical implicationsThe results are promising in terms of the students retaining the competencies acquired. Therefore, this type of online training is recommended for the emotional intelligence and academic engagement of future human resources professionals. Moreover, according to the results, it would be possible to use emotional intelligence training programs in schools, besides other programs, to promote the academic engagement and performance of students.Originality/valueThe design of the study provides evidence that is an added value for higher education institutions.