Emotional Intelligence Training Program Research Articles

Emotional Intelligence from Gender Perspective during Mid to Late Adolescence in an Indian Context.

Emotional Intelligence (EI) contributes to overall success in life. Our objectives are to explore EI among adolescents and its gender differences as per some parameters of social environments. Present cross-sectional study was conducted in secondary schools in one of municipal corporations in western Maharashtra EI of adolescents studying in tenth standard in randomly selected secondary schools, was assessed by Schutte's Self-Reported Emotional Intelligence Test with collection of relevant sociodemographic information maintaining confidentiality. Data were analyzed by SPSS 20 software. Total 1060 adolescents in 14-16 years of age participated in the study. Socio-economic status affected EI of adolescent girls more adversely than adolescent boys (P = 0.003, P = 0.036 respectively). Co-educational type of school favored lower EI than gender specific schools (P < 0.001). After gender wise stratification, EI did not differ significantly among boys (P = 0.154) with respect to type of schooling, but differed significantly (P = 0.001) among girls. Apart from continued efforts directed to for improvement in SES, mental health component of school health services needs to take a step forward for assessment and improvement of towards mental health parameters including EI of adolescents. EI training programs commenced in school activities based on gender, socio-economic status and other issues relevant to the situation shall prove beneficial in long run.

Emotional intelligence training program for adolescents involved in intensive training centers

This study aimed to design and evaluate an emotional intelligence (EI) training program for adolescents involved in intensive sport training centers. A total of 31 young elite table-tennis players received EI training through six sessions and a recall period across a competitive season. The athletes completed (1) a self-reported questionnaire at the beginning and at the end of the program to assess intra-individual and inter-individual EI; and (2) a logbook twice a month during a period of 6 months including emotion regulation strategies (ERS), cognitive appraisals, and discrete emotions. The results highlighted an increased level of intra-individual EI, especially for understanding and regulation dimensions. Moreover, multilevel growth curve analyses (MGCAs) revealed adaptive changes for the reported levels of acceptance, refocus on planning, positive reappraisal, average less-adaptive ERS, self-blame, and catastrophizing strategies. These findings support a beneficial effect of the program on ERS. However, the analyses revealed limited results for discrete emotions. Finally, MGCAs also revealed adaptive trajectories in the scores of cognitive appraisals and thus provided further evidence of the benefits of the EI program on threat, challenge, and loss levels. In sum, this interventional study adds to a growing body of EI literature by proposing a theoretically based intervention for adolescents involved in a competitive and emotionally demanding environment. Lay summary: The emotional intelligence is now recognized as a crucial factor to success in competitive sport. It appears crucial to develop these competences among youth athletes which are exposed to various constraints. This study confirms that the emotional intelligence (as some emotion regulation strategies) can be improved with short and adapted interventions.

The effectiveness of emotional intelligence training on action control and self-criticism of high school students

Background and Aim: Since adolescence is a period in which intense emotions accompany the physical and psycho-social changes of adolescents and many nervous and cognitive systems that control emotions grow during this period. Therefore, it is necessary to have training based on emotional intelligence. This study aimed to investigate the effectiveness of emotional intelligence training on action control and self-criticism of high school students. Methods: The current research was applied in terms of purpose and quasi-experimental research design with a pre-test and post-test design with an experimental group and a control group and a two-month follow-up period. The statistical population of the research included all the second-level high school students who were referred to counseling centers in the 7th district of Tehran. For sampling, the available targeted sampling method was used. For this purpose, 20 students were selected as the statistical sample of the research and were equally assigned to two experimental and control groups. An emotional intelligence training program was implemented for the experimental group, while the control group did not receive any intervention. The data collection tool was Thompson &amp; Zuroff's self-criticism questionnaire (2004) and Diefendorff's action control questionnaire (2000). Multivariate analysis of variance and SPSS software were used for the statistical analysis of the data. Results: The results of the data analysis showed that emotional intelligence training reduced self-criticism scores (F = 12.83) and increased action control scores (F = 10/04) The experimental group had a significant effect. Also, the results of the LSD follow-up test indicated good stability of these effects. Conclusion: Therefore, emotional intelligence training can lead to decreased self-criticism and increased action control of secondary school students

Navigating Cancer with Emotional Intelligence: A Study on Self-Care Behavior Enhancement in Women

Objective: This study aimed to evaluate the effectiveness of an emotional intelligence (EI) training program in improving self-care behaviors among female cancer patients. It hypothesized that participants undergoing the EI training would exhibit significant improvements in self-care behaviors compared to those in the control group. Methods and Materials: Employing a randomized controlled trial design, this study involved 30 female cancer patients, divided equally into an experimental group, which received the EI training, and a control group, which did not receive any intervention. The EI training was structured into 8 sessions, each lasting 90 minutes, spread over 8 weeks. Self-care behavior was measured using the Self-Care of Chronic Illness Inventory (SC-CII) at three time points: baseline, post-intervention, and at a four-month follow-up. Findings: The findings revealed that the experimental group showed a significant improvement in self-care behaviors from baseline to post-intervention and maintained these improvements at the four-month follow-up. Analysis of variance with repeated measurements indicated significant effects for time, group, and the interaction between time and group on self-care behavior scores, demonstrating the positive impact of EI training. Conclusion: The study concluded that emotional intelligence training significantly enhances self-care behaviors among female cancer patients. These improvements were sustained over time, highlighting the potential of EI training as a valuable intervention in the supportive care of cancer patients. The findings suggest the integration of EI training into patient care programs could be beneficial in improving the quality of life and well-being of individuals facing the challenges of cancer.

Effect of Emotional Intelligence Training Program on Critical Thinking Skills and Self-Esteem of Nurse Students

Effect of Emotional Intelligence Training Program on Critical Thinking Skills and Self-Esteem of Nurse Students

Effects of emotional intelligence training program on the levels of alexithymia, academic stress and hope among nursing college students

Background: Emotional intelligence is defined as a social strategy that enables an individual to comprehend his or her own emotions as well as those of others, to distinguish between them, to think about them, and to apply them. Emotional intelligence has long been linked to reduced stress and improved well-being. There has been a significant increase in the study of the relationship between emotional intelligence and job stress, as well as the relationship between emotional intelligence and mental and physical health functioning, since the early 2000s. However, no research has been done to link this characteristic to academic stress and hope. Aim: This study examines the effect of emotional intelligence training program on the levels of alexithymia, academic stress and hope among Nursing College Students. Method and Subject: All students enlisted in Nursing College were chosen and randomly assigned for two gatherings (Experimental and Control Groups). Each group was administered with 1.5-hour emotional intelligence training session per week. Results: The results show considerable variations in the experimental group compared to the control group in relation to the levels of alexithymia, academic stress and hope.

Lower Avoidant Coping Mediates the Relationship of Emotional Intelligence With Well-Being and Ill-Being.

Emotional intelligence (EI) abilities relate to desirable outcomes such as better well-being, academic performance, and job performance. Previous research shows that coping strategies mediate the effects of ability EI on such outcomes. Across two cross-sectional studies, we show that coping strategies mediate the relationships of ability EI with both well-being (life satisfaction, psychological well-being) and ill-being (depression, anxiety, stress). Study 1 (N = 105 first-year university students, 78% female) assessed EI with the Situational Test of Emotion Understanding (STEU) and Situation Test of Emotion Management (STEM). Avoidant coping significantly mediated the relationship of both the STEU and STEM with depression, anxiety, stress, and psychological well-being. EI was associated with lower avoidant coping, higher well-being and lower ill-being. Study 2 (N = 115 first-year university students, 67% female) assessed EI with the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). Avoidant coping mediated the relationship between EI and ill-being, but not the relationship between EI and well-being. These effects were significant for three of the four EI branches—emotion perception, understanding, and management. We discuss possible reasons why avoidant coping may be an active ingredient by which lower EI relates to lower well-being. We also discuss a possible application of our findings—that EI training programs might benefit from including content aimed at reducing avoidant coping.

An Emotional Intelligence Training Program in the Tourism Sector

Abstract: In a competitive and continually changing tourism and hospitality sector the need for high qualified and motivated human resources, which meet the current and future business demands is more than ever imperative. As tourism is expected to thrive in the coming years, it is essential for tourism employees to have intrapersonal and interpersonal abilities that lead to positive interactions with customers, contributing to their memorable emotional experiences and delivering at the same time benefits to the tourism industry. On the other hand, putting emphasis on Emotional Intelligence development, through innovative training programs and educational methods, can lead to qualified personnel, which apart from cognitive abilities can also develop emotional abilities, significant for the tourism sector. In this framework, an education and training program that implements Transformative Learning theory, based on critical reflection, rational discourse, and experience, can motivate tourism employees to get outside of their comfort zones and change their assumptions, their dysfunctional beliefs, their values, and the way of being in the world. In a multicultural environment, such as the tourism field, the implementation of Transformative Learning can lead individuals to be more inclusive, open to new cultures and ideas, re-establishing their perspectives and behaviors to be more functional. Additionally, the utilization of digital learning environments, which are extremely popular in the recent years and characterized by flexibility and ubiquity, can contribute to the effectiveness of the learning process and the improvement of Emotional Intelligence. This research presents a training program that embraces the advantages of digital learning environments utilizing Transformative Learning as a pedagogical tool for the development of Emotional Intelligence in the tourism sector.

Effect of Emotional Intelligence Training Program on Burnout among Psychiatric Mental Health Nurses

Effect of Emotional Intelligence Training Program on Burnout among Psychiatric Mental Health Nurses

Using Individual Assessments as a Tool for Formative Feedback on Emotional Intelligence Training Programs in Healthcare Learners.

Emotional Intelligence (EI) is a skillset that influences and impacts an individual's ability to create, foster, and maintain strong relationships. In healthcare settings optimal patient centered care exists when teamwork, critical thinking, selfless service, integrity, and emotional intelligence are effectively practiced. While various methods exist to teach EI in the preprofessional and professional settings, the assessment of the efficacy of these types of training remains elusive. We propose a novel use of EI assessments to determine the effectiveness of EI programs and suggest that the information obtained can help shape and improve future EI education. Volunteer participants involved in the 2020-2021 Feagin Leadership Program (FLP) at Duke University were recruited for this study. FLP is a one year program that aims to train healthcare leadership skills, with a special emphasis on EI. It is comprised of various stages of healthcare learners with a desire to improve their healthcare leadership skills. All participants took both an EI self-assessment (SSEIT) and EI ability assessment (MSCEIT) both before and after a dedicated 5-hour EI educational session. Individuals must have completed both a pre- and post-test for at least one assessment to be included in the study. Apart from standard descriptive statistics, Wilcoxon sign rank tests were utilized to determine the effectiveness of the educational session by comparing pre- and post-tests within each assessment. A Spearman's rank correlation coefficient was used to compare the results of the SSEIT and MSCEIT. A total of 32 FLP scholars initially participated in which 18 completed all assessments. Average age was 29 years old and consisted of medical students (n = 16), residents (n = 7), fellows (n = 7), advanced practice provider (n = 1) and a researcher (n = 1). Group analysis of the SSEIT pre and post scores were 131 (±13, range 98-149) and 136(± 13, 106-105), respectively which were statistically significant. Pre and post MSCEIT scores were 102 (±20, range 32-141) and 103 (±12, range 80-121), which were not significant. The EI branches with the highest score on each test was Managing Own Emotions and Understanding Emotions for the SSEIT and MSCEIT respectively while Perceiving Emotions was the lowest for both assessments. Comparison of the SSEIT and MSCEIT demonstrated a moderate correlation that was statistically significant. In our study participants felt their EI improved following the EI educational session, however this did not appear translate into their actual ability. This could be a function of self-report bias or a limitation of the EI assessments. More studies in this space are needed to make this determination. Additionally, the strengths of this specific program were within the strategic use of emotions therefore in the future more attention should be placed on experiential use of emotions, specifically perceiving emotions. As EI education and training becomes more prevalent it is important to not only accurately assess an individual's EI ability but also the effectiveness of the education being presented. We propose that EI assessments can be utilized as a tool to measure the effectiveness of EI education and receive formative programmatic feedback.

YoungRes: A Serious Game-Based Intervention to Increase Youngsters Resilience Against Extremist Ideologies

Extremist ideologies are proliferating nowadays in both political and social levels. Considering that youngsters are in a development stage where they are still conforming their own social identity, they become especially vulnerable to these ideologies’ influence. Therefore, it becomes critical to provide them with the psychological skills to rationalize and resist those influences. Video games, which are already a technology commonly consumed by these generations, provide a way to motivate and engage youngsters. Therefore, implementing these video games in interventions to increase psychological resilience represents an opportunity to create an innovative learning approach. Following this motivation, this paper has three main objectives: adapting a traditional emotional intelligence training program to a novel serious game based intervention, called YoungRes; providing a metric to measure the student’ evolution based on in-game behavioural patterns, instead of indirect measures; and evaluating the impact of the intervention itself after its implementation. To do so, an 11 sessions intervention was applied to 36 students from two primary schools in Spain. Quantitative and qualitative data was extracted from the experience, consisting on data extracted from the player’s behaviour and a final survey. A detailed statistical analysis carried out showed two main outcomes: first, the serious game based intervention was very appreciated by the students, specially by those who frequently play video games; second, the intervention allowed to improve several emotional intelligence competences, such as active listening and controlled breathing, as well as to promote knowledge about the Islamic culture. Finally, the authors discussed about how the game could be improved for future applications in schools.

Emotional Intelligence Training Program and its Effect on Nursing Students Problem Solving Skills

Background: Emotional intelligence is comprised of individual, emotional, and social abilities. Itincludes the competency of an individual to manage their relationships with others, and regulate emotionsand efficiently solved their problem. Aim: this study aims to assess the effect of emotional intelligencetraining program on nursing students problem solving skills. Design: A pretest- posttest one group quasiexperimentalstudy design was used. Setting: The study was conducted at the Technical Nursing Instituteat El-Fayoum University. Subjects: included all the available nursing students at second year was 200nursing students. Tools of data collection: Data were collected by using two tools emotional intelligencequestionnaire and problem solving skills questionnaire. Results: 48.5% of the nursing students had highemotional intelligence before the intervention. This increased to 86.5% at the post intervention phase and theimprovement continued through the follow up phases reachingto89.5%. Half of nursing students in the studysample were high problem solving skills before the intervention. This rose to 87.5% at the post interventionphase and reached 90.5% at the follow-up phase. Conclusion: There were highly statistically significantcorrelations between emotional intelligence and problem solving skills. Recommendations: The TechnicalInstitute of Nursing should adopt the emotional intelligence, educational approach in all its different gradesand Enhance nursing problem solving skills through providing them with supportive and positive trainingenvironment.

Emotional intelligence training as a protective factor for mental health during the COVID-19 pandemic.

IntroductionThe COVID‐19 pandemic has presented a major challenge to mental health and emotional wellbeing. The present study examined whether training in emotional intelligence (EI) skills, provided before the pandemic, would serve as a protective factor for sustaining mental health during the COVID‐19 crisis.MethodsData came from a longitudinal study (N = 89) that was initially designed to test the effectiveness of an EI training program versus a non‐emotion‐focused placebo program. The design and timing of the study were such that baseline and posttraining assessments of depression and anxiety had been completed before the pandemic, and planned 6‐month follow‐ups were serendipitously scheduled to occur after the onset of the COVID‐19 crisis. This provided us with an unexpected real‐world opportunity to investigate whether EI training would bolster emotional resilience to the challenges posed by the COVID‐19 pandemic.ResultsAlthough mental health concerns generally increased after the start of the pandemic, individuals who completed the EI training program scored lower on depression, suicidal ideation, and state anxiety relative to individuals who had been assigned to the placebo training program.ConclusionOnline EI training appears to be effective at sustaining critical aspects of mental health during a subsequent real‐life crisis.

Emotional Intelligence Training: Influence of a Brief Slow-Paced Breathing Exercise on Psychophysiological Variables Linked to Emotion Regulation.

Designing emotional intelligence training programs requires first testing the effectiveness of techniques targeting its main dimensions. The aim of this study was to investigate the effects of a brief slow-paced breathing (SPB) exercise on psychophysiological variables linked to emotion regulation, namely cardiac vagal activity (CVA), as well as perceived stress intensity, emotional arousal, and emotional valence. A total of 61 participants completed a 5-min SPB exercise and a control condition of a 5-min rest measurement. CVA was indexed with the root mean square of successive differences (RMSSD). Participants were also asked to rate their perceived stress intensity, emotional arousal, and emotional valence. Results showed that CVA was higher during SPB in comparison to the control condition. Contrary to our hypothesis, perceived stress intensity and emotional arousal increased after SPB, and perceived emotional valence was less positive after SPB. This could be explained by experiencing dyspnea (i.e., breathing discomfort), and the need to get acclimatized to SPB. Consequently, we may conclude that although physiological benefits of SPB on CVA are immediate, training may be required in order to perceive psychological benefits.

Effectiveness of an Intensive Three-Day Emotional Intelligence Training

Emotional Intelligence (EI) is considered an ability which helps to recognize and regulate of one’s own and others’ emotions. EI was suggested to be one of the important factors for maintaining a successful personal and professional life. EI is considered as an ability that can be developed through practice. Thus, numerous studies attempted to examine effects of EI training programs. This study examined the effects of an intensive three-day training program on EI, difficulties in emotional regulation, reflective functioning, and psychological symptoms. The participants were 18 adults in the treatment group and 18 adults in the control group. The results showed that the EI training have led to a significant decrease in difficulties in emotional regulation over three days of training among participants in the treatment group. In particular, participants’ in the treatment group impulse control difficulties decreased, whereas such a decrease was not observed in the control group. There was some increase in the Reflective Functioning Uncertainity scores of the participants’ in the treatment group. There were no significant changes in overall emotional intelligence and psychological symptoms. The findings suggested that the intensive EI training led to better impulse control ability and an increase in mentalizing capacity.

The impact of an emotional intelligence training program on transformational leadership.

The impact of an emotional intelligence training program on transformational leadership.

The impact of an emotional intelligence training program on transformational leadership.

The impact of an emotional intelligence training program on transformational leadership.

Emotional Intelligence: Relevance and Implications for Addiction

Emotional intelligence (EI) is widely regarded as an important predictor of a diverse set of health and life success outcomes. There is growing evidence to demonstrate the role that EI plays in the development of both substance use and behavioral addictions. The aim of this article is to provide an overview of the still limited, but growing research literature on the relevance of EI and related constructs to addictions. There is substantial empirical evidence to suggest that EI is an important risk factor for the development of addictions. This points to a need for greater research attention into the specific mechanisms linking EI to addictions, as well as the potential utility of EI training in the treatment of addictions. Future research should examine the specific components of EI and mediator variables that underlie the relationship between EI and addictions, as well as develop and evaluate EI training programs for use in treatment.

Hacettepe Üniversitesi’ndeki Akademisyenlerin Duygusal Zekâları ile Bilgi Davranışları Arasındaki İlişki

Emotions are an integral part of teaching and learning processes as it involves continuous human interaction. Academics can add value to education practices they provide and enhance the quality of education through emotional intelligence (EI). This is an exploratory study on information behavior of academics. The data is collected via a questionnaire survey from 103 academics in Hacettepe University. This exploratory study intends to examine if emotional intelligence is a factor affecting information behavior of academics. More specifically, it investigates if there is a relationship between academics’ emotional intelligent levels and their information behavior in terms of how they accumulate, use, and share information. The results show that EI is a factor affecting information behavior of academics in terms of only information share dimension. This research puts an emphasis on the correlation between academics with high emotional intelligence and the vision of sharing information in the right way and at the right time. As a practical implication, educational institutions may consider different ways to increase their faculties’ EI levels as offering more EI training programs or hiring emotionally intelligent academics to have well-organized information flow.

Effect of an Emotional Intelligence Training Program Developed for Prospective Psychological Counselors on Psychological Counseling Skill Levels

The aim of this study was to test the efficacy of an emotional intelligence training program for prospective psychological counselors on psychological counseling skills. The study group for the research comprised 28 prospective psychological counselors attending the guidance and psychological counseling department of a state university who volunteered to participate in the study. The research used a semi-experimental pattern with pretest, posttest and control group. The 2 × 3 split-plot included the first factor with independent process groups of the experimental and control group (14 students each), while the second factor included the repeated measures related to the dependent variables (pretest, posttest, follow-up). The personal information form and Microcounseling Skill Discrimination Scale were used as data collection tools. Analyses were completed with IBM SPSS program. According to the results obtained, for the experimental group there were significant differences identified between the pretest points and posttest and follow-up test points, while there was no statistically significant difference found between the posttest and follow-up measures. In line with this, it was concluded that the emotional intelligence training program was an effective program to develop the psychological counseling skills of prospective psychological counselors and this change continued 1 month after the treatment.