Emotional Intelligence Research Articles

Exploring the Link between Autistic Traits, Emotional Intelligence, and Self-efficacy in Understanding Social Anhedonia

Abstract: Autism severity has been found to be associated with social anhedonia. However, the mechanisms linking the two have not been clarified. Objective: The study was designed to examine the link between autistic traits and social anhedonia. The present study tested a serial mediation model, in which it was hypothesized that emotional intelligence and self-efficacy were serial mediators of the relationship between autistic traits and social anhedonia. Methods: Data from 245 participants (57.4% females, n = 134) ranging in age from 18 to 65 years were collected through self-report. Participants completed an online composite questionnaire consisting of The Comprehensive Autistic Trait Inventory, the Wong and Law Emotional Intelligence Scale, The General Self-Efficacy Scale and the Revised Social Anhedonia Scale. Results: The relationship between autistic traits and social anhedonia was mediated by emotional intelligence and serially mediated by emotional intelligence and self-efficacy. Self-efficacy alone failed to link autistic traits to social anhedonia. Conclusion: The study provides evidence for the significant role of emotional intelligence and self-efficacy as mechanisms underlying the relationship between autistic traits and social anhedonia. The findings are discussed in terms of elucidating the processes through which autistic traits may confer vulnerability to compromised emotional intelligence and self-efficacy, which then serve as additional risk factors for social anhedonia.

Enhancing Emotional Intelligence of Adult Learners in Online EFL Teaching: Insights from Vietnamese Educators

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey’s model of emotional intelligence and Knowles’s theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study’s unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills.

Leveraging the learning focal point algorithm for emotional intelligence

<span>One of the secrets of the success of the education process is taking into account the learner’s feelings. That is, the teacher must be characterized by high emotional intelligence (EI) to understand the student’s feelings in order to facilitate the indoctrination process for him. Within the framework of the project to create a robot teacher, we had to add this feature because of its importance. In this article, we create a computer application that classifies students' emotions based on deep learning and learning focal point (LFP) algorithm by analyzing facial expressions. That is, the robot will be able to know whether the student is happy, excited, or sad in order to deal with him appropriately.</span>

Surviving (and Finding Ways to Thrive) With Difficult Leader Phenotypes

The healthcare environment continues to demand great versatility, awareness, emotional intelligence, and leadership from its leaders. At times, however, difficult leader phenotypes manifest themselves. That has a direct — and often detrimental — impact on other leaders, managers, and the rest of the healthcare team and organization. It is important to recognize these difficult leader phenotypes and exercise logical strategies to continue to advance the organization’s mission and performance. Fortunately, not every experience with a healthcare leader is a negative one. There are marvelous leaders who also have discrete phenotypes whom you may encounter. It is both a positive experience and a tremendous opportunity to learn from them so that you too can display aspects of those phenotypes in your work and leadership.

Exploring the relationship between psychological capital, emotional intelligence, psychological safety, and knowledge sharing among E-commerce practitioners

IntroductionThis study explores the intricate relationships among psychological capital, emotional intelligence, psychological safety, and knowledge sharing among e-commerce practitioners. Grounded in social exchange theory, the research aims to fill a gap in the literature by focusing on the psychological and emotional factors influencing knowledge sharing in a fast-paced and highly competitive industry.MethodsThis study used snowball and purposive sampling to collect 439 valid online questionnaires from e-commerce professionals in Guangdong, Zhejiang, and Jiangsu, China. The survey, conducted from October to November 2023, explored the relationships between psychological capital, emotional intelligence, psychological safety, and knowledge sharing. Data were analyzed using structural equation modeling (SEM) with AMOS 26.0.ResultsThe structural path model revealed significant positive correlations between psychological capital and both emotional intelligence (β = 0.494, p < 0.001) and psychological safety (β = 0.297, p < 0.001). Emotional intelligence was significantly positively related to psychological safety (β = 0.513, p < 0.001) and knowledge sharing (β = 0.452, p < 0.001). Psychological safety was also positively correlated with knowledge sharing (β = 0.311, p < 0.001). Bootstrap analysis indicated that emotional intelligence and psychological safety significantly mediate the relationship between psychological capital and knowledge sharing (standardized indirect effect = 0.394, p < 0.01).DiscussionBased on the significant findings of this study, a key recommendation is to implement targeted interventions aimed at enhancing psychological capital, emotional intelligence, and psychological safety among e-commerce practitioners. Specifically, developing training programs focused on building resilience, self-efficacy, hope, and optimism can improve employees’ psychological capital. Additionally, workshops designed to enhance emotional intelligence and create a culture of psychological safety can encourage open communication and trust, thereby promoting knowledge sharing.

The mediating role of self-directed learning ability in the impact of educational environment, learning motivation, and emotional intelligence on metacognitive awareness in nursing students

PurposeThis study aimed to examine the mechanisms influencing metacognitive awareness among nursing students, encompassing educational environment, learning motivation, emotional intelligence, and self-directed learning ability. These findings could be a theoretical reference for formulating metacognitive awareness intervention strategies specifically designed for nursing students.MethodThrough stratified sampling, 600 nursing students were recruited from two universities in China. Data collection involved five self-report instruments: the Metacognitive Awareness Inventory, Medical Education Environment Evaluation Scale, Learning Motivation Scale, Emotional Intelligence Scale, and Self-Directed Learning Ability Scale. Confirmatory factor analysis was utilized to test the measurement model, while structural equation modeling utilized multiple indices to assess model fit. Bootstrapping was conducted to analyze total, direct, and indirect effects.ResultsAll study variables differed significantly according to age and year level (p < 0.01). Metacognitive awareness positively correlated with the educational environment, learning motivation, emotional intelligence, and self-directed learning ability ( r = 0.493–0.729; all p < 0.01). The test of the measurement model shows good reliability and validity. The model depicting factors influencing metacognitive awareness demonstrated a good fit (χ2/df = 2.42, SRMR = 0.048, RMSEA = 0.049, CFI = 0.947, IFI = 0.935). Path analyses revealed that educational environment (EE), learning motivation (LM), and emotional intelligence (EI) directly impacted self-directed learning ability (SDLA) ( βEE = 0.189, βLM = 0.436; βEI = 0.215; all p < 0.05). Moreover, educational environment and self-directed learning ability directly influenced metacognitive awareness (βEE = 0.224, βSDLA = 0.520; all p < 0.05). Lastly, the educational environment, learning motivation, and emotional intelligence influenced metacognitive awareness by self-directed learning ability.ConclusionMetacognitive awareness in nursing students rises with age and year level. Females exhibit more potent self-directed learning abilities than males. Educational environment, motivation, and emotional intelligence indirectly influence metacognitive awareness via self-directed learning ability. This finding has enriched the ways and perspectives of metacognitive awareness training for nursing students.

A Systematic Literature Review: Emotional Intelligence, Positive Affect, and Customer Satisfaction in Tourism

Objective: To perform a rigorous systematic review of the literature, with the aim of identify the most relevant studies on emotional intelligence and positive affect and their relationship with customer satisfaction in the tourism industry, and a bibliometric analysis of scientific production to lay the foundations of such relationships. Theoretical Framework: This paper presents the key concepts and theories that underpin the research. Emotional intelligence, positive affect and customer satisfaction in the tourism industry are highlighted to provide a solid basis for understanding the context of the research. Method: The methodology used in this research is based on the Constructivist Knowledge Development Process (Proknow-C), which facilitates the organisation of a systematic literature review to select and analyse bibliographical references and generate the necessary knowledge. Results and Discussion: The resulting portfolio of 17 relevant articles in line with the object of the study made it possible to identify the main approaches proposed by the authors on this subject. In essence, the review of the literature showed a clear consensus on the relationship between the emotional intelligence and positive affect of service providers and customer satisfaction in the tourism industry. Research Implications: This research is useful for the academic community in conducting significant and relevant research on the study axes, laying the foundations to continue advancing in future lines of research. In addition, the results are profitable from a professional standpoint. Organizations in the tourism sector may reflect on and promote best practices in developing emotional and positive affect skills among their service staff given their influence on customer satisfaction. Originality/Value: This study contributes to the literature as scientific research on this subject remains scarce. Furthermore, the results can have an impact on the performance of tourism businesses and thus on the economic development of the destination.

Enhancing digital health competencies: insights from european human resources for health

Abstract Background Mixed-skills for digital health transformation are critical for human resources for health (HRH). This study aimed to inform the design of new training programmes that address soft, hard and digital health skills. Methods Using a mixed-methods design science approach, focus groups were conducted by invitation and with informed consent, online or in-person. A script was prepared with key questions for orientation and facilitation, addressing the topics of current situation, desired situation, desired skills, practical and organisational needs to implement continuous training in healthcare. The collected data were analysed using Nvivo. Results Focus groups (14) had 87 participants (Norway, Latvia, Belgium, Italy and Portugal): 26 healthcare professionals (nurses, midwives, nutritionists, pharmacists, assistants and doctors); 27 managers or directors of hospitals and care centres; 34 experts (digital health specialists, researchers, technical officers, members of professional societies and national authorities). Real needs were identified, with 2 direct sub-themes that were best related to each other (Pearson coefficient, p &amp;gt; 0.40 - cluster analysis): 1. ‘Current situation’: Cybersecurity (eg. privacy, law and ethics); Time (work time versus private time, p = 0.69); Type (informal versus formal training, p = 0.32); Programmes (graduation, continuing education and post-graduation levels). 2. ‘Desired situation: Desired skills (eg. digital - basic ICT, data analysis, soft - communication, emotional intelligence, and hard skills - medication administration, catheters, ECG, vital signs, telehealth - digital stethoscope); Learning design and objectives (eg. collective learning, simulations, location - peer-to-peer and hybrid); Emergency care and the link between primary and secondary levels of care were considered important. Conclusions These findings of convergence among HRH inform Program design process to support the training programs and course syllabus design. Key messages • The identified needs and priorities inform Program design further to support Digital Health Transformation training programs and course syllabus design. • Real needs points to Current and Desired situation, where HRH give important insights that need to be considered to engage people to perform training courses.

Back to the nest: the practices employed for succession of heirs in family businesses in Brazil

PurposeThe present study aims to identify the practices employed to bring heirs into family businesses as successors.Design/methodology/approachWe conducted an exploratory, qualitative investigation using a case study approach. Semi-structured face-to-face interviews were conducted with external consultants and with incumbent leaders, next-generation heirs working in the firm (and likely to become successors) and employees from three family firms from different industries and under ownership and control of different generations of their respective families (first, second and third and fourth generations). In addition to surveying their general perceptions of the succession processes in their firms, each informant was asked to rate the degree of importance of 12 succession practices identified in the literature and the extent to which they exist in their respective firms.FindingsOur results showed that heirs typically enter the family business after a development process outside of the family business, which we have termed as coming back to the nest. This process was enacted through practices that we allocated to the following categories: continued development of heirs, developing relationships in the succession process, separation of roles and attitude of the successor heirs. Overall, 8 of the 12 practices derived from the theoretical framework were endorsed as important by representatives of the family businesses and 9 were endorsed by the consultants, 7 of which coincided in both groups. However, only 5 of the practices were identified as present in the firms’ succession processes by the representatives of the family businesses, while the consultants did not identify any of the 12 practices as present.Originality/valueWe present additional important practices, the adoption of which would be beneficial for family business succession, such as adapting external learning to the family business, acquiring leadership skills and experience and developing emotional intelligence. Our study advances the prior literature since we do not merely discuss succession planning but analyze in an applied manner how succession actually takes place in family businesses.

Exploring the Impact of Managerial Coaching, Emotional Intelligence and Social Support on Employee Retention: The Mediating Role of Employee Resilience in Malaysian Public Healthcare

This paper explores the correlation between managerial coaching, emotional intelligence, social support, employee resilience, and retention among healthcare workers in Malaysia's public healthcare sector. Retaining healthcare staff has become a severe difficulty in the BANI (Brittle, Anxious, Non-linear, Incomprehensible) environment, worsened by the COVID-19 epidemic. The study suggests that managerial coaching, emotional intelligence, and social support are essential for developing resilience among healthcare workers. This resilience, in turn, impacts their ability to stay in their jobs. The study will employ a quantitative cross-sectional survey approach to examine the links inside specific public hospitals in Malaysia. The results are anticipated to offer a vital understanding of how public healthcare in Malaysia can strategically improve staff resilience and retention, guaranteeing the long-term viability of the healthcare workforce in a world after the pandemic. This study enhances our comprehension of the intricate processes that impact staff retention in the public healthcare industry, providing practical implications for policymakers and healthcare managers.

How Students’ Well-Being, Education for Sustainable Development, and Sustainable Development Relate: A Case of Prince Mohammad Bin Fahd University

This study investigates how students’ well-being relates to sustainable development and education for sustainable development at Prince Mohammad Bin Fahd University, Saudi Arabia. The authors endeavor to answer the question “How Does Students’ Well-Being Relate to Sustainable Development Via Education for Sustainable Development?” and four sub-questions. The authors used primary data collected by semi-structured interviews exploring the viewpoints of twenty-six female and male students (n = 26) aged between 18 and 25. These interviewees, who are Saudi senior business students, have played a crucial role in our study. As revealed in the content and thematic analysis results, their insights have identified additional well-being and education for sustainable development antecedents that influence sustainable education and, therefore, sustainable development. In addition to this study’s new well-being and education for sustainable development factors, this study also developed a theoretical model for the relationship between antecedents for education for sustainable development factors, education for sustainable development, and sustainable development in the Saudi context. Moreover, this study’s outcomes guide educational institutions to link students’ education for sustainable development to their inner well-being and that on campus, which requires instructors’ awareness and training to help them deliver knowledge, skills, and emotional intelligence that improve students’ well-being, and therefore, education for sustainable development.

Evoking teacher’s professional commitment: Exploring interpersonal communication in transmitting emotional intelligence and psychological capital

Evoking teacher’s professional commitment: Exploring interpersonal communication in transmitting emotional intelligence and psychological capital

Parenting Style, Emotional Intelligence, and Social Anxiety among Adolescents: a Systematic Literature Review

Parenting Style, Emotional Intelligence, and Social Anxiety among Adolescents: a Systematic Literature Review

Leadership Empathy and Employee Retention in Health Sector NGOs in Kenya

Aim: Employee turnover undermines the achievement of organizational goals. Retaining talented employees is a significant challenge for many health sector non-governmental organizations (NGOs), and it threatens their sustainability. Previous studies have been conducted to determine the causes of employee turnover in Kenya; however, there is inadequate empirical evidence regarding the correlation between emotional intelligence competencies and employee retention. This study aimed to determine the impact of leadership empathy on employee retention in health sector NGOs in Kenya. Methods: The study was conducted based on Bar-On’s Emotional Intelligence Competencies Model. Positivism was the philosophical foundation of this descriptive design study. The analysis unit included 30 health sector NGOs in Kenya, while the observation unit included 1,500 management-level employees. The Yamane formula was used to determine the study sample size, which consisted of 316 respondents. A stratified random sampling technique was implemented to determine the sample. A semi-structured questionnaire was used to collect the study data. Statistical Package for the Social Sciences software (version 26) was used for data analysis, where descriptive and inferential statistics were computed. The findings are presented in tables and figures and prose form. Results: The study found a positive influence, indicating that increased empathy enhanced employee retention. Therefore, we concluded that leadership empathy is positively and significantly correlated with employee retention in health sector NGOs in Kenya. Recommendations: Managers and supervisors in health sector NGOs should receive training and development programs to enhance their empathy skills. Additionally, health sector NGOs should provide workshops, seminars, and coaching sessions that emphasize developing leadership empathy skills through active listening, perspective-taking, and genuine concern for others.

The Relationship between Emotional Intelligence and Bullying in Adolescents: A Scoping Review

Bullying is a serious problem among adolescents with broad negative impacts on psychological and social well-being. Factors that influence bullying are individual and environmental. Emotional intelligence has been identified as an essential factor influencing bullying behavior, but its relationship is not fully understood. This research aims to conduct a scoping review of the relationship between emotional intelligence and adolescent bullying behavior. A scoping review approach was used in this research. Search for articles using three databases (Scopus, PubMed, and CINAHL) and the search engine, namely Google Scholar. Keywords used included "emotional intelligence", "bullying", and "adolescents". Data analysis was carried out using a qualitative descriptive approach. The results of this study showed that 7 articles met the inclusion criteria that discussed the relationship between emotional intelligence and bullying in adolescents. The 7 articles show a negative relationship between emotional intelligence and bullying behavior, where individuals with low emotional intelligence tend to be more involved in bullying behavior. Variables influencing this relationship include emotional awareness, management, and understanding other people's emotions. The involvement of emotional intelligence plays a vital role in understanding and overcoming the phenomenon of bullying in adolescents.

Emotional intelligence and knowledge-sharing behavior: exploring the dynamics of emotional intelligence on knowledge exchange among filipino academics

The increasing complexity of academia and the growing recognition of knowledge as a critical organizational asset have put knowledge-sharing behavior at the forefront of research and practice. This study investigates the relationship between emotional intelligence and knowledge-sharing behaviors of 167 academicians from public higher education institutions in the Philippines. The researchers utilized a descriptive-correlational research design, employing Pearson product-moment correlation to establish the relationship between the variables. Results of the study show that most academicians have average emotional intelligence, which may impact sharing their knowledge with their peers and the rest of the academic community. As to their knowledge-sharing behaviors, academicians convey their thoughts and expertise to their departments and colleagues, but their publications and knowledge-building contributions to the community remain insignificant. The study also indicates that academicians' knowledge-sharing behavior is associated with their emotional intelligence. These results have implications for individual academicians and institutional management, as they can improve their professional development, leadership, and teamwork.

A PLS-SEM Analysis of Emotional Intelligence and Construction Organisation’s Performance Nexus in South Africa

Previous research has highlighted the critical role of emotional intelligence (EI) in enhancing employee performance. However, there is a notable gap in studies examining the connection between EI competencies and the performance of construction organisations, employees and overall project outcomes within the South African construction sector. This study analysed the relationship between EI and the performance of construction organisations to enhance project delivery through effective EI management among construction teams. A mixed-method approach was employed, utilising both Delphi techniques and a questionnaire survey. Data collected from construction experts were analysed using various statistical methods, including mean score, the Kruskal–Wallis H-Test, and partial least squares structural equation modelling. The findings, supported by various reliability, validity and fit indices, demonstrate that EI competencies related to self-awareness, self-management and relationship management significantly contribute to the performance of construction organisations. This study enriches the existing body of knowledge on EI by providing a framework that connects EI competencies with organisational performance in the South African construction context, an area that has been largely underexplored.

Language of emotions: Establishing connection with customers in tourism industries

Establishing a deep connection to customers is crucial in the highly competitive tourism industry. Service providers in the tourism industry must be good expressive communicators in order to deliver a better product and enhance the customer’s experience. This qualitative study explores the significance of the 'Language of Emotions' in the tourism industry, including the use of empathy, emotional intelligence, and effective communication to comprehend and address the emotional requirements of consumers. Tapping twelve (12) frontline tourism industry workers with at least three years of experience and twelve (12) tourists who made six purchases of tourism-related goods in the previous two years totaling to 24 respondents via purposive sampling, results of this study implies that tourism industry professionals can use this language to develop unique experiences, cultivate client loyalty, and accelerate company expansion. Personalized service delivery, emotional engagement, and attentive listening are some strategies. The study also highlights the necessity of providing personnel with communication and emotional intelligence training. The usefulness and difficulties of applying the "Language of Emotions" are covered in the conclusion, along with suggestions for further study and use. For tourism industry experts looking to improve client satisfaction and loyalty through emotional connections, this research provides insightful information.

Cluster analysis of suicidal ideation and influencing factors among Spanish teachers

Suicidal ideation signals a higher suicide risk, particularly among teachers, affecting their well-being and impacting student development and academic success. This study, the first to use standardized measures with Spanish teachers, examines suicidal ideation among 1,251 educators from 107 schools. It analyzes suicidal thoughts and their associated risk and protective factors using a cross-sectional design. Results show an 18.86% prevalence of suicidal ideation, with 12.39% occurring in females. Anxiety and depression may act as risk factors, while emotional intelligence and resilience might serve as protective factors in identifying teachers with and without suicidal thoughts. The analyses identified four clusters based on suicidal ideation severity and psychological traits, indicating a need for enhanced targeted interventions. Main limitations include the cross-sectional design, reliance on self-reported data, and the lack of a broader perspective on sociocultural variables. Evidence highlights the need for tailored interventions to reduce teachers’ suicidal thoughts and improve their well-being.

Enhancing Performance in Construction Project Management Teams

The seminar paper provides a pragmatic perspective of the topic of enhancing performance in construction project management teams. The paper provides a detailed collated review of several key areas pertaining to construction project management teams and their performance based on the findings of previous research. The study has focused on a range of aspects namely, leadership, competence and capabilities, effective communication, decision-making, interpersonal relationships and emotional intelligence, project management and governance approaches, trust, psychological safety, and team culture. Each sub-topic (aspect) has been structured in a manner that includes a brief introduction to the aspect, its importance for construction projects, the current state in construction projects, strategies, and approaches to eliminate the issues and contribute to increase in the team’s overall performance and finally, the novel strategies and tools pertaining to the focus area. The author anticipates that the content provided in this seminar paper shall be beneficial for effective decision making by organizational leadership and for the project leadership and the team to pay more consideration towards the strategies and approaches to enhance the elaborated aspects that are often overlooked in construction projects.