Emotional Intelligence Research Articles

Supporting Emotional Intelligence and Inferential Comprehension Using Character Analysis in Picturebooks

AbstractThis Teaching and Learning Guide highlights how early childhood teachers can support emotional intelligence and inferential comprehension by drawing children's attention to characters' feelings and by asking students to notice evidence from the illustrations and text.

Enhancing digital citizenship education in Saudi Arabian elementary schools: designing effective activities for curriculum integration

In an era where digital technologies significantly influence children’s lives globally, promoting responsible digital citizenship is crucial to equip them with the skills to navigate the digital world safely and responsibly. This study examines the integration and current state of Digital Citizenship Education (DCE) in Saudi Arabian elementary schools, assessing its alignment with international standards and identifying local challenges faced by educators, and pedagogical strategies used. Employing a mixed-methods approach, quantitative data was collected through surveys from 398 teachers and qualitative insight gained from semi-structured interviews with 15 teachers. Quantitative analysis employed descriptive statistics and multivariate analysis of variance (MANOVA) to explore demographic influences on DCE practices. The findings reveal a strong emphasis on Digital Emotional Intelligence and Digital Security, Privacy, and Health and Wellness; however, significant gaps exist in Digital Participation and Agency, and Digital Footprint and Identity. These gaps are attributed to factors such as insufficient teacher training, lack of effective structured guidelines, and insufficient resources. Significant interaction effects between teachers’ demographics and DCE perceptions highlight the need for targeted professional development. The study concludes with actionable recommendations for enhancing curriculum integration, teacher training, and policy development to promote digital citizenship among elementary school students aligned with global standards.

The impact of emotional and moral intelligence on nurses’ organizational commitment

BackgroundEmotion control, adherence to ethics, and organizational commitment are among the widely addressed topics in response to turbulent and complex organizational environments. The aim of this study was to investigate emotional and moral intelligence and their effect on organizational commitment among nurses working in public hospitals.MethodsThis descriptive-analytical cross-sectional study was conducted on 385 nurses. The data collection tools were standard questionnaires on emotional intelligence, moral intelligence, and organizational commitment. The data were analyzed using t-test, ANOVA, Pearson correlation coefficient, and multiple linear regression with SPSS23 software.ResultsThe mean scores indicated moderate levels of emotional and moral intelligence and a low levels of organizational commitment among nurses. There was a significant positive correlation between emotional intelligence and moral intelligence with organizational commitment. Based on the results of multiple linear regression, components of emotional intelligence and moral intelligence, including responsibility, compassion, self-awareness, forgiveness, integrity, relationship management, self-management, and social awareness were identified as predictors of organizational commitment.ConclusionEmotional intelligence and moral intelligence were estimated to be at moderate levels, and organizational commitment among the nurses was at a low level. Improving emotional and moral intelligence may enhance nurses’ organizational commitment. Therefore, it is recommended that hospital managers provide training courses and workshops to improve nurses’ emotional and moral intelligence, which can, in turn, promote their organizational commitment.

Correction: Impact of Parental Relationships and Parents’ Emotional Intelligence on Children’s Development of Emotional Intelligence: A Dyadic Clinical Intervention

Correction: Impact of Parental Relationships and Parents’ Emotional Intelligence on Children’s Development of Emotional Intelligence: A Dyadic Clinical Intervention

The Effect of Meaning in Life and Emotional Intelligence on Work-Related Psychological Well-Being Among Roman Catholic Priests in Indonesia

The Effect of Meaning in Life and Emotional Intelligence on Work-Related Psychological Well-Being Among Roman Catholic Priests in Indonesia

Psychological and Pedagogical Support for Future Technology Teachers in the Educational-Scientific-Production Cluster

The article examines the importance of psychological and pedagogical support in the training process of future technology teachers, particularly in the context of modern educational challenges and the full-scale war. This support is aimed at developing emotional intelligence, stress resilience, preventing professional burnout, improving communication skills, and providing supervision. The research emphasizes the formation of teachers' professional identity, as well as their ability for self-analysis and self-reflection. Special attention is given to methods of coping with emotional stress during the war, including relaxation techniques, stress management, the use of positive thinking, and maintaining a work-life balance. The article is based on the experience of the Social and Psychological Center of the Lviv Educational-Scientific-Production Cluster, which focuses its efforts on supporting future teachers through supervision, training, and consultations. The cluster integrates theoretical knowledge, scientific research, and practical training for specialists in the fields of vocational education and production. This model of teacher training is aimed at enhancing their qualifications, developing professional competencies, and adapting to the demands of the modern labor market. The study explores the key stages of teacher training, which include foundational theoretical preparation, scientific research, practical internships at production enterprises, and further professional development. Special attention is paid to the implementation of innovative teaching approaches and the use of modern technologies that enable future teachers not only to master new teaching methodologies but also to integrate contemporary production processes into educational programs.

Contributions of emotional intelligence to social entrepreneurial intention: Evidence from an emerging nation

AbstractIn emerging economies, social entrepreneurship is becoming more widely recognized as a means of optimizing societal value. Examining the impact of emotional intelligence on students' intentions to pursue social entrepreneurship is the primary goal of this research project. The university students in Bangladesh were the study's target population. An online survey with self-administered questions was created to gather data from 334 Bangladeshi students. This study is exploratory and quantitative in nature. For this study purpose non-probability random sampling and convenience methods were applied to collect the data. Reliability was considered to be measured with a Cronbach's alpha (α) value of 0.70 or above. The study found the reliability of the constructs like self-awareness (α = 0.868), self-management (α = 0.895), social awareness (α = 0.867), relationship management (α = 0.948), and social entrepreneurial intention (0.864). The model was evaluated and the hypotheses were confirmed using SPSS v26.0 at the 5% significance level. Furthermore, this study's findings show 0.678 percent, or 67.8%, of the variance in Social Entrepreneurial Intention, which is valuable for the body of knowledge in this field of study. These findings could help academics, community organizations, non-governmental organizations, government, and civil society develop successful policies and initiatives to support students' plans to grow their social entrepreneurship in Bangladesh.

Hubungan Dukungan Teman Sebaya dan Kelekatan Orang Tua Terhadap Kecerdasan Emosional pada Siswa Sekolah Menengah Kejuruan (SMK)

The objective of this research is to determine the relationship between peer support and parental attachment with emotional intelligence in Vocational High School (SMK) students. The variables used in this study are peer support and parental attachment as independent variables (X) and Emotional Intelligence as the dependent variable (Y). The researcher employed a quantitative correlational approach with a sample of 247 students using proportionate stratified random sampling. The research instruments utilized adapted scales for emotional intelligence, peer support, and parental attachment. The emotional intelligence scale was adapted from the Assessing Emotional Scale (AES) with a Cronbach’s Alpha reliability of 0.960, the peer support scale was adapted from the Peer Support Questionnaire (PSQ) with a Cronbach’s Alpha reliability of 0.782, and the parental attachment scale was adapted from the Parental Attachment Questionnaire (PAQ) with a Cronbach’s Alpha reliability of 0.820. The analysis results showed that the variables of peer support and parental attachment simultaneously indicated an R-Square score of 0.170 or 17.0%, suggesting that peer support and parental attachment are related to emotional intelligence by 17%, while the remaining 83% is influenced by other variables or factors outside of this study.

Pengaruh Kepuasan Kerja, Budaya Organisasi, dan Kecerdasan Emosional Terhadap Kinerja Karyawan

This study aims to assess the influence of job satisfaction, organizational culture and emotional intelligence on employee performance. The research was conducted at GERAI INDOSAT OOREDOO SEMARANG using employees from the call center digital care division as samples. Convenience sampling was the method used to select samples. Data validity testing utilized factor analysis. Data analysis was performed using SPSS version 27.0 software. The research results indicate that job satisfaction significantly affects employee performance. Additionally, organizational culture also plays a role in influencing employee performance, and emotional intelligence also have a significant impact on employee performance. This study contributes both theoretically and practically.

Executive function training curriculum to enhance emotional intelligence in early childhood: Theory adaptation in educational design research

Emotional intelligence (EI) is vital for early childhood development and is closely linked to executive function (EF). EF is a foundation of cognitive ability in early childhood. Educational design research (EDR) offers an adaptive methodology for curriculum development. This study aimed to (1) analyze and explore perspectives for designing an executive function training (EFT) curriculum to enhance EI, (2) design and develop the EFT curriculum, and (3) evaluate and reflect on the EFT curriculum. The research underscores the need to enhance EI, social skills, self-help abilities, and positive attitudes in early childhood students. Developed through a collaborative effort involving multiple stakeholders, the EFT curriculum aligns with Thailand's Ministry of Education standards. It significantly improves EI scores across six assessments of EI's five elements: self-awareness, self-regulation, motivation, empathy, and adeptness in relationships. The EFT curriculum emphasizes inhibitory control, shift/cognitive flexibility, emotional control, working memory, planning/organizing, and incorporating sleep to support cognitive and emotional development, a total of 150 hours. Developed with stakeholder input and rigorous design principles, the EFT curriculum prepares children for future learning and life challenges.

Is Your Emotional Intelligence Authentic, or Self-Serving?

This article explores the distinction between authentic and self-serving applications of emotional intelligence (EI) in leadership. While EI refers to the ability to understand and manage emotions, leaders utilize this competency in different ways - some authentically to connect with others, others more manipulatively for self-gain. The research presented finds authentic EI fosters high-trust, collaborative cultures and performance through empathizing with stakeholders, while self-serving EI breeds toxicity and disengagement. Examples of leaders demonstrating authentic EI through care, vulnerability and accountability are provided, such as Tim Cook and Brené Brown, contrasted with examples of self-interested leaders like Adam Neumann and Elizabeth Holmes who undermined culture. The article offers recommendations for developing authentic EI through self-reflection, active listening, generous feedback and genuine interest in others. Overall, leaders are advised to consider whether their EI stems from integrity or self-interest, as authentic application anchored in understanding people empowers thriving organizational cultures.

Work Team Effectiveness: Importance of Organizational Culture, Work Climate, Leadership, Creative Synergy, and Emotional Intelligence in University Employees

(1) Background: In university contexts, the effectiveness of work teams is vital for institutional success and the personal development of an institution’s members. Objective: Our aim is to understand the relationships between emotional intelligence, team leadership, organizational culture, work climate, and creative synergy with team effectiveness. (2) Methods: We used a cross-sectional predictive design study using structural equation modeling (SEM), in which 512 surveys of employees of a private Peruvian university were analyzed. (3) Results: Leadership and emotional intelligence were found to significantly improve team effectiveness. In addition, organizational culture, work climate, and creative synergy act as mediators in these relationships, enhancing team effectiveness. The adjusted model presented adequate incremental (x2=9452.498, gl=3391, p<0.001) and comparative (TLI=0.998, CFI=0.998, RMSEA=0.017 y SRMR=0.033) goodness-of-fit indices. (4) Conclusions: The results showed that the development of emotional competencies and leadership skills is essential to optimize the effectiveness of work teams in universities. This integrated model not only provides a solid theoretical framework for future research, but also offers practical recommendations for improving the management and performance of work teams.

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.

Validation and Network Structure of the Kaufman Domains of Creativity Scale: A Psychometric Investigation in an Arabic Context

The Kaufman Domains of Creativity Scale (K-DOCS), a self-report measure designed to capture creative behaviors across various domains, has been utilized and validated across different cultural contexts. The present study sought to assess the psychometric properties of an Arabic version of the K-DOCS. Using exploratory graph analysis followed by confirmatory factor analysis and item response theory analysis, the factor structure of the K-DOCS was assessed. Additionally, the criterion validity of the K-DOCS was assessed in relation to measures of openness and emotional intelligence. Beyond validation, the study examined the network structure of the K-DOCS domains to understand their interconnections and investigated potential domain network differences based on gender, age, and academic major. Data were collected among 2,594 Egyptian university students. The results suggest that the K-DOCS has a five-factor structure broadly consistent with the theoretical factor structure and demonstrates acceptable criterion validity. The results further reveal that the K-DOCS domains cluster together into a single interconnected community, with significant differences in domain connectivity based on gender and age, but not on academic major. The implications of these results for the conceptualization and measurement of creativity are discussed.

Explanatory Model of Motivational Climate, Self-Concept and Emotional Intelligence in Primary School Students: Structural Equation Analysis

Explanatory Model of Motivational Climate, Self-Concept and Emotional Intelligence in Primary School Students: Structural Equation Analysis

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>

Closing the Gap: A Holistic Approach to Leadership Development in Times of Change

Effective leadership is essential for organizations to thrive in today’s fast-paced and complex business environment. However, many companies face critical leadership development gaps, particularly in managing change, attracting and retaining top talent, and fostering diversity. This article examines these challenges and provides actionable strategies for addressing them. Organizations often struggle to cultivate leaders prepared to drive transformation, as traditional leadership programs focus on stability rather than agility. Attracting talent is also hindered by the absence of key leadership qualities like emotional intelligence and collaboration. Furthermore, a lack of diversity in leadership pipelines limits innovation and decision-making capabilities. To overcome these gaps, organizations must foster change leadership through hands-on initiatives and mentoring, develop high-performance cultures that empower and engage employees, and create diverse pipelines by addressing unconscious bias and providing sponsorship programs. Companies like Amazon, Google, and Accenture demonstrate how aligning leadership strategies with modern business needs can drive sustained success. Ultimately, leadership development must be a continuous, integrated effort woven into the organization’s culture to meet evolving challenges and ensure long-term growth.

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.

The Heart of the Matter: Compassionate Leadership in Unfeeling Environments

This article explores how compassionate leadership can thrive even within organizations primarily focused on results and profits. It defines compassionate leadership as understanding employees holistically and building trusting relationships. While compassion can clash with short-term, numbers-driven cultures, the article outlines strategies compassionate managers can use. These include developing emotional intelligence, leading by example, refining metrics beyond outputs, establishing compassionate processes, and cultivating social support. Specific industry examples show compassionate leadership in healthcare, higher education, and tech startups. The article concludes that cultivating emotional intelligence and holistic wellbeing metrics can help shift mindsets to recognize sustainable success depends on sustainable, cared-for workforces. Compassion makes both cultural and business sense by valuing people fully within demanding work environments.