Emotional intelligence and critical thinking disposition are essential competencies in nursing education, yet the nature of their relationship across different stages of training remains unclear. This study aimed to examine the structural relationship between emotional intelligence and critical thinking disposition among nursing students and to determine whether this relationship differs across class levels. A cross-sectional quantitative design was employed. The study included 458 nursing students enrolled in a public university. Data were collected using validated instruments measuring emotional intelligence and critical thinking disposition. Spearman correlation analysis and multi-group structural equation modelling were conducted to examine the structural relationship between the constructs and to test measurement invariance across class levels. Emotional intelligence was positively associated with critical thinking disposition. Structural equation modelling indicated a significant positive structural association between emotional intelligence and critical thinking disposition across all class levels, although the strength of this relationship varied between different stages of nursing education. Measurement invariance analysis supported the comparability of the constructs across groups. The findings highlight the importance of emotional competence in fostering critical thinking disposition among nursing students. The observed variation in the strength of this relationship across educational stages suggests that nursing curricula should incorporate stage-specific strategies to enhance emotional intelligence, particularly during key transition periods such as the shift from classroom learning to clinical practice.

Online sexual objectification experiences and academic achievement: Behavioral engagement as a mediator and emotional intelligence as a moderator.

Moments That Matter: A Prospective Mixed-Methods Study Integrating Emotional Intelligence Opportunistically Into Everyday Surgery Education.

This review synthesizes qualitative evidence on nursing students' experiences with family caregivers. Family caregivers play a pivotal role in patient care. Nursing students frequently interact with family caregivers during their clinical training, yet they report feeling unprepared. A meta-synthesis was conducted following the thematic approach of Thomas and Harden. Six databases were searched, and studies were screened and analyzed independently by two reviewers. Thematic synthesis followed a three-stage process to identify descriptive and analytical themes. The methodological rigor of included studies was assessed using the JBI Critical Appraisal Checklist, and confidence in findings was evaluated with the GRADE-CERQual framework. Six studies involving 122 participants were included. Methodological quality was generally moderate to high according to the JBI Critical Appraisal Checklist, with the strongest congruity reported in study design and data interpretation, and lower reporting related to researcher reflexivity. Two analytical themes were identified: (1) Navigating relationships through balancing support, communication, context, and culture, encompassing the descriptive themes The role of families in caregiving, Building trust through clear and tailored communication, and Cultural and contextual factors in interactions with family members; and (2) Building skills and emotional resilience, including Emotional intelligence in relationships with families and Educational gaps and the role of supervisors. According to the GRADE-CERQual framework, confidence in findings was moderate for most themes and low for cultural and contextual factors. Overall, families were recognized as essential partners in care, while students reported communication challenges, emotional demands, and reliance on supervisors to bridge educational gaps. Nursing programs should prioritize structured training in communication, emotional intelligence, and cultural competence, supported by mentorship and simulation-based learning. Further research is needed to explore students' experiences with family caregivers in different settings, educational interventions, and the impact of mentorship on students' competencies in family-centered care.

Classification of suicide attempt history in adolescents with affective disorders: An exploratory machine learning study.

Teachers’ emotional well-being is increasingly recognised as essential for effective teaching and sustainable retention across diverse educational systems. This mixed-methods study explores the emotional experiences of 50 Maltese teachers in middle and secondary schools, using the Teacher Emotions Questionnaire and interviews. The findings show that while positive emotions, including joy, pride, and love, enhance teacher-student relationships and professional fulfilment, negative emotions, including anger, fatigue, and hopelessness, intensify with teaching experience and are linked to student misbehaviour, linguistic challenges, limited parental engagement, and insufficient institutional support. These patterns mirror international trends in multilingual and multicultural settings, where language teachers face heightened emotional demands. The participants emphasised the need for emotional intelligence training and systemic support structures beyond individual coping. By situating the Maltese context within broader global discourse, this study offers new empirical insights into teacher emotionality and underscores the importance of sustained, policy-level interventions to enhance resilience in diverse classrooms. • Maltese language teachers experience both joy and emotional fatigue in diverse classrooms. • Emotional strain intensifies with years of teaching experience. • Student motivation and behaviour significantly impact teachers' emotional well-being. • Institutional and peer support is key to emotional resilience in multilingual settings. • Policy-level emotional support is essential for sustainable teacher retention.

More than personality: How emotional intelligence moderates the association of personality traits and adolescents' pro-environmental behaviour

Conventional grading scales and static image assessments may not capture dynamic facial movement in facial paralysis. We developed a video-based, dynamic, artificial intelligence (AI) application, DynaFace, to objectively quantify facial metrics and determine which measures correspond with patient-reported appearance, function, and psychosocial outcomes, providing insight into how objective dynamics relate to subjective patient experience. DynaFace automatically extracted dynamic facial metrics (facial asymmetry index [FAI], bilateral palpebral fissure, and oral commissure excursion [OCE]) at rest and during smile, laughter, and pucker. Multivariable linear regression, controlling for paralysis duration and baseline trait emotional intelligence, assessed associations between objective metrics and patient-reported outcomes from FACE-Q subsets. Greater asymmetry (higher FAI) during smile and laugh was associated with poorer perceived facial (β = smile: -2.82/laugh: -3.01, p < 0.05), eye (β = -3.99/-3.12, p < 0.05), and smile appearance (β = -4.40/-4.80, p < 0.01), as well as lower overall facial function (β = -3.05/-3.60, p < 0.05) and self-esteem (β = -2.93/-3.12, p < 0.05). In contrast, greater ratio of OCE change (affected to unaffected hemiface)during smile predicted better perceived facial appearance (β = 0.88, p < 0.01), smile appearance (β = 0.69, p < 0.05), and higher self-esteem (β = 0.62, p < 0.05). Greater ratio of OCE change during both smile and laugh predicted improved social function (β = 0.48/0.44, p < 0.05). Palpebral fissure asymmetry was associated with only eye appearance. Dynamic AI-derived facial metrics from DynaFace align with patient perceptions, showing that greater symmetry in movement enhance satisfaction and function. These findings highlight the clinical potential of DynaFace to bridge objective and patient-reported measures in facial paralysis assessment.

The worldwide exponential growth of technology and artificial intelligence (AI) associated with robotization, the globalization of markets, and the detriment of the workforce, have made the service industry an attractive sector for emerging technological innovation (Tuomi et al., 2021). Service robots are beginning to perform service deliveries that used to be completed by human employees. The service industry has been recognized for achieving customer satisfaction in any service delivery through the emotional intelligence skills that are naturally given to human employees, so it is expected that the mission of service robots is to maintain this satisfaction in customers (Sayed and Proches, 2021; Torres et al., 2019). Previous research has shown that replacing traditional employees with service robots has generated customer dissatisfaction and decreased quality-of-service provision. Although high technology and artificial intelligence have taken over service robots, the lack of emotional intelligence skills in service robots has hindered their popularity from customers' perception. (Paluch and Wirtz, 2020; Park and del Pobil, 2013). The purpose of this current study is to explore the importance of the customer-machine relationship in the provision of services and the role that emotional intelligence plays in the perception of customers. It reviews the literature on the importance of emotions in the service industry and offers three propositions. The literature review indicates that, despite the natural abilities given to clients, they prefer to delegate the execution of repetitive tasks to robots. The development of social/emotional skills in service robots is essential to fit into the service industry and maintain the social status of service robots by providing customer satisfaction. Once these social/emotional skills, technological advances, and artificial intelligence enhancements are fully developed in robots, the impact on customer and employee perception will likely be more substantial.

Developmentally supportive care (DSC) for preterm infants is essential for promoting optimal growth and neurodevelopment in neonatal intensive care units (NICUs). However, successful implementation of DSC depends not only on institutional systems but also on individual nurse attributes. This study aimed to examine the influence of self-leadership, emotional intelligence (EI), and nursing professionalism on DSC competency among NICU nurses. A descriptive cross-sectional survey was conducted with 130 NICU nurses from 8 hospitals in South Korea. Data were collected using validated instruments measuring self-leadership, EI, nursing professionalism, and DSC competency. Statistical analyses included descriptive statistics, independent t-tests, ANOVA, Pearson correlations, and multiple linear regression. The mean DSC competency score was 2.83 of 4, with "professional development" scoring the lowest among its subdomains. DSC competency levels were higher among nurses who were married, had children, had longer clinical experience, were assigned more than 4 patients, and reported higher monthly income. EI (β = 0.41, P < .001), nursing professionalism (β = 0.28, P < .001), more than 10 years of total clinical experience (β = 0.27, P = .011), and self-leadership (β = 0.25, P = .003) were identified as significant predictors of DSC competency, explaining 69% of the variance. Findings suggest that psychosocial attributes-particularly EI-are critical enablers of developmental care. Interventions aimed at fostering EI, nursing professionalism, and self-leadership may provide a useful framework for future research examining strategies to support DSC competency in NICU settings.

All the right resources, still running on empty: A moderated moderation model of workaholism and ego depletion among academic researchers.

ABSTRACT Objective This study aims to explore the relationship between emotional intelligence and career maturity among high school students, and examine the mediating roles of self-management and coping styles in this relationship, thereby providing insights for career development education among high school students. Method A convenience sampling method was used to select 896 high school students from a high school in Guangdong Province, China. The study utilised the Wong & Law Emotional Intelligence Scale (WLEIS), Career Maturity Inventory (CMI), High School Students’ Self-Management Questionnaire, and the Coping Style Scale of Middle School Students (CSSMSS) to collect data, and a sequential mediation model was constructed for analysis. Results The results indicated that: (1) emotional intelligence was positively associated with career maturity; (2) self-management and problem-solving each independently mediated the relationship between emotional intelligence and career maturity; (3) self-management and positive coping styles functioned as sequential mediators in the relationship between emotional intelligence and career maturity. Conclusions Emotional intelligence was directly and indirectly associated with high school students’ career maturity through enhanced self-management and problem-solving coping styles, offering important insights for career education in high schools.

ABSTRACT This research paper explores the development of emotional intelligence through emotional support and social empathy in outdoor education students in New Zealand. Data gathering focussed on the socio-emotional interactions between students and with adults through the context of rock climbing and kayaking activities. Rich descriptions from staff and students of one primary and two secondary schools were obtained by interviews, observations and videos. Field-based learning opportunities to recognise, express and manage the emotions of self and others were documented. The outcomes elucidate the processes of emotional learning through verbal and non-verbal interaction and how they lead to self-development including happiness, resilience, overcoming fear, and interpersonal skills. Happy, cohesive groups formed emotional openness, trust, and strong friendship networks. Of paramount importance is the role of teachers and instructors in establishing a learning culture that nurtures support. The study highlights OE as a unique context to develop emotional intelligence in youth.

The aim of this research was to explore the relationships among Chinese EFL college students’ emotional intelligence, foreign language anxiety and willingness to communicate in English both inside and outside the classroom. Data was collected from 412 participants who volunteered to complete the questionnaire survey. Structural equation modelling with bootstrapping estimation was conducted to test the hypothesised model. The results revealed that emotional intelligence had a significant positive effect on willingness to communicate in foreign language. Moreover, foreign language anxiety and in-class willingness to communicate was found to jointly mediate the relationship between emotional intelligence and willingness to communicate beyond the classroom. Drawn from these research findings, pedagogical implications for EFL instructors are provided.

Alexithymia, a personality construct characterized by difficulties in identifying and describing emotions, as well as a tendency toward externally-oriented thinking, has significant implications for psychological well-being and interpersonal functioning. In the nursing profession, where emotional awareness and communication are essential, alexithymic traits may contribute to psychological distress and compromised patient interactions. However, its contextual manifestations and professional relevance within nursing remain insufficiently clarified. Rather than treating alexithymia in nurses as a wholly independent concept from general alexithymia, this study aimed to clarify how the concept is contextually specified within nursing practice using Rodgers' evolutionary concept analysis, thereby enhancing psychological understanding and informing support strategies. A systematic literature search was conducted across CNKI, Wanfang, VIP, Web of Science, PubMed, Embase, and the Cochrane Library from database inception to January 17, 2026. Following Rodgers' evolutionary framework, we analyzed the concept's evolution, surrogate terms, related concepts, attributes, antecedents, consequences, and exemplars. A total of 52 articles met the inclusion criteria and were included in the analysis. The analysis identified six antecedent conditions associated with alexithymia in nurses, including demographic characteristics, occupational environment, emotional intelligence, social support, psychological resilience and self-esteem stability.Three core attributes emerged: difficulties in identifying and describing emotions, externally-oriented thinking, and somatic manifestations of emotional experience. Consequences associated with alexithymia in nurses were identified at multiple levels, including individual psychological outcomes (e.g., burnout, reduced well-being), interpersonal effects (e.g., impaired nurse-patient communication), and organizational implications (e.g., increased turnover intention). The findings also indicate that the practical impact of alexithymia in nurses extends to therapeutic engagement and relational care within clinical settings. This concept analysis provides a comprehensive conceptualization of alexithymia in nurses, clarifying its context-specific manifestations and professional relevance within healthcare settings. The findings offer a theoretical foundation for future research,context-sensitive assessment in nursing practice, and targeted interventions to support nurses' emotional processing and mental health. For healthcare administrators and psychologists, these insights highlight the importance of addressing occupational factors associated with alexithymia and implementing structured, evidence-informed strategies to strengthen nurses' psychological resilience and emotional awareness, ultimately supporting better mental health outcomes and quality of patient care.

One of the important occupational challenges of nurses is moral distress, which can negatively affect their mental health and the quality of clinical care. On the other hand, On the other hand, higher emotional intelligence is associated with better coping and professional performance. Therefore, this study was conducted to investigate the relationship between emotional intelligence and moral distress in nurses. This cross-sectional study was conducted from July to October 2025, and 210 nurses working in 4 hospitals in Qom, Iran were selected using stratified random sampling. Data collection tools included a demographic questionnaire, the Moral Distress Scale-Revised (MDS-R), and Schutte Self-Report Emotional Intelligence Test (SSEIT), which were completed by self-report. The collected data were analyzed using descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (independent t-test, ANOVA, Pearson correlation and multiple linear regression). A significance level of 5% was considered. The mean total scores for emotional intelligence and moral distress among participants were 93.11 ± 20.33 and 188.54 ± 34.19, respectively. Also, there was a significant relationship between the total score and the dimensions of emotional intelligence and moral distress among nurses, and adjusted R² showed that 15.6% of the variance in moral distress was explained by emotional intelligence components. This study found a relationship between emotional intelligence and moral distress among nurses. Therefore, in addition to providing a supportive environment to reduce moral distress, educational programs aimed at improving emotional intelligence may be beneficial to strengthen nurses' emotional intelligence. Not applicable.

With the rapid development of generative artificial intelligence (AI) and its deep integration into nursing education, nursing students' AI literacy (AS) has become a critical competency for their professional development. However, the patterns of associations among emotional intelligence (EI), AI self-efficacy (AILS), and AS in relation to comprehensive AS remain unclear. Based on the NUR.S.E.S. framework and using network analysis methods, this study systematically mapped the complex relational network among EI, AILS, and AS among undergraduate nursing students. It identified nodes with high centrality and bridging strength within this network, offering preliminary insights that may inform future educational interventions. A cross-sectional survey design was used, with 982 undergraduate nursing students from a university conveniently sampled in September 2025 as research participants. Assessments were conducted using the EI Scale, the AILS Scale, and the AS Scale. Using R (version 4.5.1; R Core Team), we constructed a Gaussian graph model, calculated centrality metrics such as node and bridge strength, and assessed network stability using the bootstrap method. Network analysis showed that emotion regulation (strength centrality=1.355) and evaluative ability (strength centrality=1.323) showed the highest strength centrality, indicating their prominent positions within the network. Emotional perception (bridge strength=0.427) and comfort with AI (bridge strength=0.242) are the most critical bridge nodes, appearing to connect EI with AI technology systems. Simultaneously, the network architecture suggests that AILS may play a bridging role, effectively linking EI (particularly emotional perception as a bridging factor) with higher levels of AS. Cultivating AS among undergraduate nursing students is a system that deeply integrates emotional, cognitive, and technical confidence. EI was closely associated with AS, and AILS appeared to occupy a bridging position in the network. Educational interventions might consider enhancing emotional perception and comfort with AI, pending validation through longitudinal or experimental designs.

The Information Technology (IT) field is growing in the direction of the need to not only possess good technical skills but also good interpersonal skills to be able to cooperate and achieve success in a project. Emotional intelligence (EI) is a concept that has been identified as significant to the effectiveness of communications among IT professionals. This is a quantitative research on how EI and communication skills (CS), and other related psychological variables, including self-efficacy (SE), communication apprehension (CA), empathy, and social influence (SI), relate to each other. The participants were 535 IT professionals, comprising software developers, system analysts, project managers, and IT consultants. The study employed a purposive sampling method to administer the structured questionnaire. Data were analyzed using Statistical Package for the Social Sciences (SPSS) for preliminary analyses and SmartPLS 4 for confirmatory factor analysis (CFA) and structural equation modelling (SEM). The results indicate that EI, SE, and empathy are positively associated with CS, CA shows a negative association, whereas SI is a significant predictor of CS in a group setting (all paths p < 0.05). The novelty of this study is its combined analysis of the EI and various communication and related psychological constructs in the specific context of IT professionals, which has not been studied extensively in the literature. The results also present practical recommendations for the IT organizations since they highlight the necessity of developing emotional competencies that can improve communication and teamwork, and consequently, improve individual and organizational performance.

This study estimated the prevalence of Internet Gaming Disorder (IGD) among Mexican university students and identified key risk and protective factors. Using a quantitative cross-sectional design, data were collected from a convenience sample of 712 students (Mage = 19.76 years, SD = 1.68; 42.7% female). Pearson chi-squared tests, correlation analyses, and binomial logistic regression were employed to examine associations and predictors of IGD. The estimated prevalence of probable IGD was 2.1% in the overall sample and 5.4% among active gamers. Gaming-related factors, such as weekly gaming hours, exposure to toxic gaming communities, and motivations based on violent gratification or coping, were positively associated with IGD, as were specific impulsivity traits. Conversely, gaming for fun, perceived social support, and emotional intelligence were negatively associated with IGD. Logistic regression analysis revealed that lack of perseverance (OR = 1.324, 95% CI [1.056 to 1.660]) and lower perceived peer social support (OR = 0.795, 95% CI [0.647 to 0.977]) were statistically significantly associated with increased likelihood of IGD among Mexican gamers. These findings provide evidence for developing culturally tailored interventions in university settings to mitigate the risks associated with problematic gaming behaviors.

An urgent need exists to elevate the agenda of family ethics, rooted in family nursing's moral commitment to the well-being of families and society. This paper highlights the practice, research, and educational implications for this agenda. Grounded in relational ethics, this vision calls for a curriculum and practice landscape that reflects the lived realities of diverse families and communities. Clinically, it recommends the creation of interdisciplinary care protocols that embed structured family ethics conversations, drawing on an understanding of family systems. In research, it advocates for expanding studies that examine how familial and cultural values shape moral distress and care outcomes, and for broadening traditional bioethical inquiries to include family-centered perspectives. Educationally, it urges the integration of real-world scenarios, cultural analysis, and emotional intelligence training into classrooms and skills labs. Together, these strategies aim to cultivate ethically grounded, socially responsive nurses equipped to lead transformative changes in family health care.