Emotional Intelligence Research Articles

CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND ANXIETY OF APPLIED MIDWIFERY BACHELOR STUDENTS WHO ARE COMPILING THEIR THESIS

Background: The thesis is a final project that is generally achieved in the final study. Students consider the thesis to be a difficult thing to work because of feelings of anxiety when students are in the process of working on a thesis. pressure from people around who demanded students to complete their thesis creation. Anxiety that causes feelings of pressure to students. Objective: how is the relationship between emotional intelligence and applied midwifery undergraduate students who are writing a thesis at Karya Husada University Samarang Method : non-experimental quantitative research is correlational analytic and research type is correlational analytic in research using proportional sampling The number of samples in this study were respondents 24 respondents, 12 respondents from class A and 12 respondents from class B using the DASS 42 anxiety questionnaire and the Emotional Intelligence Questionnaire, researchers adopted research from Agustina 2007, used the chi-square analysis Results: Respondents with 22 years of age were 9 (37.5%), respondents with moderate emotional intelligence were 15 respondents (62.5% ), Based on the Chi-square test, a P value of 0.03 was obtained. Conclusion: there is a relationship between emotional intelligence and applied midwifery undergraduate students who are writing their thesis at Universitas Karya Husada Semarang.

A Model for Emotional Intelligence in Biology Education Research.

Informed by social science fields including psychology and public health, we propose a Model for Emotional Intelligence to advance biology education research in affective learning. The model offers a shared discourse for biology education researchers to develop and assess evidence-based strategies to perceive, use, understand, and manage emotions for students and instructors in life sciences classrooms. We begin by reviewing the connection between stress, emotional invalidation, Sense of Belonging, and Science Identity as it relates to emotions in undergraduate life sciences classrooms. Next, we highlight the impact that emotionally invalidating classroom environments have on science students' development of psychological distress, maladaptive coping, and high-risk behaviors. Assuming Emotional Intelligence can be taught and learned (i.e., the ability model of Emotional Intelligence), we develop a Model for Emotional Intelligence to advance biology education research in this arena. This essay aims to inform assessments of current and future interventions designed to counteract emotional invalidation and encourage the development of emotional management among students and instructors. In alignment with our collective effort to support student well-being in the life sciences, the study of Emotional Intelligence in undergraduate biology education has the potential to support student mental health as future scientists and health care practitioners.

«СОФТ СКІЛЗ» У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ ПРАЦІВНИКІВ ДЕРЖАВНОЇ КРИМІНАЛЬНО-ВИКОНАВЧОЇ СЛУЖБИ УКРАЇНИ

The article explores the significance of soft skills for the professional activities of employees of the State Penitentiary Service of Ukraine. It examines key components such as communication skills, emotional intelligence, and stress resistance, which are essential for effective work in high-stress environments and complex interpersonal interactions. The author emphasize the importance of developing these skills to ensure safety, reduce conflicts, and maintain high levels of professionalism. The article highlights the need for investment in training and development of soft skills to enhance the efficiency of the service and improve the atmosphere in correctional facilities. Key words: soft skills, communication skills, emotional intelligence, stress resistance, professional activities, State Penitentiary Service of Ukraine.

Fostering Emotional Intelligence in Language Learners

This study explores the impact of integrating emotional intelligence (EI) strategies into ESL teaching to enhance student engagement, cultural sensitivity, and emotional resilience. Conducted in a multicultural classroom with intermediate to upper-intermediate learners, the study implemented role-playing for empathy, group activities for collaboration, reflection journals for self-awareness, and conflict resolution exercises to foster interpersonal skills. Results indicated significant improvements in student participation, emotional regulation, and confidence, as well as a stronger classroom sense of inclusion and support. Student feedback and self-assessment data revealed increased comfort with self-expression and collaboration, emphasizing the value of EI in reducing language anxiety and encouraging risk-taking in language use. The findings underscore the broader benefits of EI-focused approaches, suggesting that these methods not only support linguistic development but also prepare students for cross-cultural communication and social adaptability. This study recommends that ESL educators adopt EI strategies to create emotionally supportive, inclusive learning environments.

Relationships between emotional labor, job burnout, and emotional intelligence: an analysis combining meta-analysis and structural equation modeling

AbstractThe present study adopted a meta-analysis design that incorporated structural equation modeling to explore the relationships between emotional labor (EL), job burnout (JB), and emotional intelligence (EI), and enable model validation. The results revealed that EL and JB were significantly and positively correlated, that EI was significantly and positively correlated with EL, and that EI was significantly and negatively correlated with JB. The SEM parameter estimation values were all positive, reaching the level of significance and meeting the basic fit criteria. The total effect size of EL on JB was 0.289, which was equal to the sum of the direct and indirect effect sizes (0.371–0.082). This result indicated that EL affected JB through EI, validating the presence of a moderating effect. Finally, the results were discussed, and practical suggestions were proposed.

What is the Impact of Leaders with Emotional Intelligence on Proxy Performance Metrics in 21st Century Healthcare?—A Systematic Literature Review

Emotional intelligence (EQ) in healthcare leadership has been a subject of debate regarding its significance in enhancing job performance and patient-centred care. This systematic review investigates the impact of EQ on organisational performance metrics in healthcare leaders. Eleven studies meeting the inclusion criteria were identified through a comprehensive database search. The findings suggest that EQ positively influences job satisfaction, with emotionally intelligent leaders fostering a positive work environment and commitment among employees. Moreover, EQ correlates negatively with emotional exhaustion, indicating its potential in mitigating burnout rates among healthcare professionals. EQ fosters teamwork, organisational culture and enhances job performance, with higher EQ levels in leaders associated with increased team empowerment and proactivity. Despite the compelling evidence, limitations in the study methodologies and heterogeneity in the reported outcomes challenge the establishment of definitive conclusions. Nevertheless, the findings underscore the importance of EQ in healthcare leadership and its potential to improve organisational dynamics and employee wellbeing. This review highlights the need for further research on EQ’s impact on patient satisfaction and calls for the development of EQ training programmes tailored for healthcare leaders.

Exploring the Role of Emotional and Spiritual Intelligence in enhancing Teaching Competency: A Study on the Influence of Personal Growth and Interpersonal Skills on Educator effectiveness

This study examines the role of emotional intelligence (EI) and spiritual intelligence (SI) in enhancing teaching competency, emphasizing the mediating influence of personal growth and interpersonal skills on educator effectiveness. Emotional intelligence, which encompasses self-awareness, emotional regulation, empathy, and social skills, enables teachers to manage classroom dynamics, foster meaningful relationships, and create supportive learning environments. Similarly, spiritual intelligence, defined by purpose-driven actions, ethical alignment, and resilience, equips educators to inspire students holistically while maintaining balance and moral integrity in their professional roles. The interplay of these intelligences with personal growth, characterized by self-reflection, adaptability, and continuous learning, further enriches teaching practices, enabling educators to respond effectively to evolving classroom challenges. Interpersonal skills, including communication, collaboration, and conflict resolution, are integral to building constructive relationships with students, colleagues, and parents, amplifying the impact of EI and SI on teaching effectiveness. Employing a mixed methods approach, the study combines quantitative measures of EI, SI, and teaching competency with qualitative insights from interviews and focus groups to provide a comprehensive understanding of these dynamics. Findings highlight the transformative potential of integrating EI and SI into teacher training programs, fostering a holistic approach to professional development that prioritizes emotional and spiritual dimensions alongside technical expertise. The study underscores the importance of fostering these intelligences to empower educators to navigate the complexities of modern education with resilience, empathy, and purpose. By advancing a framework that integrates emotional and spiritual intelligence with personal and interpersonal development, this research contributes to the growing body of knowledge advocating for a more inclusive and value-driven approach to enhancing teaching competency and improving educational outcomes.

РОЗВИТОК ЕМОЦІЙНОГО ІНТЕЛЕКТУ МАЙБУТНІХ ФІЛОЛОГІВ

This article is dedicated to the illumination of theoretical foundations and peculiarities of the interpretation of the concept of “emotional intelligence”. In particular, attention is focused on several models of emotional intelligence presented in classical psychological literature: the ability model of J. Mayer, P. Salovey, D. Caruso, the model of D. Goleman, the model of R. Bar-On. Within the framework of this study, an experimental investigation of the level of emotional intelligence of first-year philology students of the bachelor’s degree at Rivne State University of the Humanities was carried out based on N. Hall’s emotional intelligence test. As a result of the obtained data, it was concluded that the integrative level of emotional intelligence of first-year philology students of the bachelor’s degree is at a rather low level. This indicates the need for its development in society as a whole and in the educational environment in particular. Since the modern world dictates conditions in which the demand for a highly qualified specialist in the labor market today depends not only on his professional qualification, but also on the ability to communicate with people, make non-standard decisions, the ability to resolve conflict situations or the ability to prevent them, possession of critical thinking, the ability to adapt to new life conditions, etc. That is, a high level of development of emotional intelligence today can ensure highly competitive ability of a specialist and contributes to the building of a successful career in the chosen field. Relevant and promising in this regard is the need to introduce at the state level into the educational process (at all its levels) elements of training that would contribute to the development of emotional intelligence of education seekers and in particular the philological direction.

Network based evidence of suicidal ideation among teachers.

This study investigates the relationship between risk and protective factors and suicidal ideation among teachers, a group often overlooked in suicide prevention efforts. Using the diathesis-stress model as a partial framework, the research explores how depression and anxiety, as risk factors, and emotional intelligence, resilience, and positive thoughts, as protective factors, influence suicidal ideation. A cross-sectional design was employed, involving 1,270 Spanish teachers (median age: 46, 70.2% female). Key measures included the Positive and Negative Suicidal Ideation scale (PANSI), the Brief Emotional Intelligence Scale (BEIS-10), the Brief Resilient Coping Scale (BRCS) for resilience, and the General Health Questionnaire (GHQ-12) for depression and anxiety. A network approach was used to examine the relationships between these variables. Results showed that depression had a stronger relationship with negative ideation than anxiety, while emotional intelligence and positive thoughts acted as protective factors. Positive ideation was negatively associated with depression and anxiety, and positively linked to emotional intelligence and resilience. Emotional intelligence emerged as the most critical protective factor. These findings provide valuable evidence to inform the development of emotional management and resilience-building programs aimed at enhancing teachers' mental health and performance, which could also indirectly benefit students.

A playbook for optimizing emotional intelligence benefits

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This study aimed to examine the impact of emotional intelligence (EI) and organizational communication on perceived team effectiveness among Nigerian bank employees. The researchers hypothesized that EI components and organizational communication would predict team effectiveness both independently and jointly. Results confirmed these hypotheses, showing that all components of EI positively correlated with team effectiveness, and organizational communication was a significant predictor. The combination of EI and communication jointly predicted team effectiveness, with use of emotions and regulation of emotions being particularly significant. Key managerial insights include investing in EI training and fostering open communication to enhance team performance. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Comparative Analysis of the Physical, Tactical, Emotional, and Mood Characteristics of Under-13 Soccer Players by Performance Level

Background and Objectives: Soccer is a sport characterized by various unpredictable situations in which physical abilities are associated with athletic performance. There are several capabilities that young soccer players must develop to adapt to the needs of the competition. This study analyzes the physical characteristics, tactical knowledge, emotional intelligence, and mood states of youth soccer players at different competitive levels. Materials and Methods: The sample consisted of 36 male soccer players with an average age of 12.65 ± 0.48 years, weight of 44.92 ± 7.49 kg, and height of 157.2 ± 0.08 cm. A cross-sectional correlational study design was selected. Inferential analysis was conducted via the RV coefficient to assess relationships between groups. Two-sample tests (Student’s t test or the Mann–Whitney U test) were used to assess the distribution of the samples. Standardized mean differences (i.e., Cohen’s d) were calculated as effect sizes. Results: For the yo-yo intermittent endurance test level 1, the Premier category showed higher speed (p = 0.01, d = 0.40) and superior estimated VO2max (p = 0.01, d = −0.91). The statistically significant variables included the hamstring strength exercise of the hamstrings for the angle of rupture (p = 0.04, d = −0.04, d = −0.72), the COD-Timer 5-0-5 for contact time—5-0-5 (ms) (p = 0.04, d = 0.69) and 10 m—5-0-5 (s) (p = 0.02, d = 0.79), tactical knowledge of in-game performance (p = 0.01, d = −1.19), support level (p = 0.01, d = −1.27), decision-making ability (p = 0.01, d = 0.59), melancholy (p = 0.01, d = 0.59), confusion (p = 0.01, d = 0.56), and emotional intelligence (p = 0.04, d = 0.77). The Premier category presented slightly higher averages than did category A. In the assessment of running-based anaerobic sprint test power (p < 0.05, d = 0.83) and mood states (p < 0.05, d = 0.59), players in category A presented higher results. Conclusions: The performance capacity of youth soccer players encompasses a multidimensional complexity that includes physical, tactical, emotional, and psychological aspects, which vary among players of the same age.

Effect of Emotional Intelligence Education Intervention on Nursing Students’ Emotional Intelligence Level in Nepal

Introduction: Emotional intelligence (EI) is increasingly recognized as an important attribute in healthcare professions, with a growing acknowledgment of its pivotal role in providing patient-centered care. A high emotional intelligence will promote comprehensive coping skills to address stress, conflict, or any negative behavior in academics and work-related environments. Objective: To assess the effect of emotional intelligence education intervention on nursing students’ emotional intelligence level in Nepal. Methods: A true experimental pretest and posttest control group design was adopted for the study. A total of 240 (120 in each study and control group) nursing students enrolled in final year at selected private nursing campuses of province 2 in Nepal were selected for the study by cluster random sampling. The data was collected using self-administered structured questionnaire and Schutte Self Report Emotional Intelligence Test (SSEIT). Both descriptive (frequency, percentage, mean, Standard deviation) and inferential statistics (Mann Whitney test and Wilcoxon test) were used to analyze data in SPSS vs20. Results: The findings of the study revealed that there was no significant difference of pretest mean EI score between study and control group as P >0.05, whereas the mean EI scores were significantly higher in study group than the control group as P<0.0001 after emotional intelligence education intervention. Similarly, the study findings also revealed that there was significant difference within study group before and after the intervention as p<0.0001. This shows that there was significant effect of Emotional intelligence education intervention program on study group, whereas in control group there was no significant difference as P˃0.05 Conclusion: The present study findings showed that emotional intelligence improved after introducing education intervention for the study subjects with significant improvements across all subscales post intervention. It is recommended that emotional intelligence courses should be included in curriculum of nursing for students to improve emotional intelligence thereby enhancing their self-esteem and quality of life. Keywords: Education program, Emotional Intelligence, Nursing students, Nepal

The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study.

Academic stress is a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic "digitally regulated emotional intelligence" strategy to reduce academic stress effectively. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world. To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students' digital literacy and self-regulation. A cross-sectional study was conducted to examine correlations and describe quantitative data. Data on two hundred forty students were collected from Fatima College of Health Sciences in the 2023-24 academic year. Pearson's correlation coefficient was applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress. Emotional intelligence, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t = 3.830, p < 0.001). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the relationship above. The study noted significant connections between studyattributes, mainly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may influence their stress levels. Furthermore, digital literacy mediated between emotional intelligence and academic stress, implying that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.

Emotions and decision-making in boardrooms—a systematic review from behavioral strategy perspective

This systematic review examines the influence of emotions on strategic decision-making in business context, from the perspective of behavioral strategy. We examined 1,227 articles from two databases (Web of Science and PsycInfo), and after applying the inclusion and exclusion criteria, the final sample resulted in 43 articles. Our systematic review focuses on the role of emotions in strategic decision-making as well as the decision-making process itself. This systematic review explores research using a variety of approaches and a combination of theoretical and empirical perspectives brought by the literature. It aims to address three main questions: how board members’ emotions influence their decision-making; what insights behavioral strategy provides on the emotional aspect of strategic decision-making; and what are the main theories linking emotions to strategic decision-making in the business context. The results demonstrate how emotions can affect the quality of decisions and imply that conflict resolution and emotional intelligence are relevant skills for making strategic decisions. This analysis supports the need for incorporating emotional insights into strategic planning methods by considering agreeable and divergent points of view.

Frontal EEG correlation based human emotion identification and classification.

Humans express their feelings and intentions of their actions or communication through emotions. Recent advancements in technology involve machines in human communication in day-to-day life. Thus, understanding of human emotions by machines will be very helpful in assisting the user in a far better way. Various physiological and non-physiological signals can be used to make the machines to recognize the emotion of a person. The identification of emotional content in the signals is crucial to understand emotion and the machines act with emotional intelligence at appropriate times, thus providing a better human machine interaction with emotion identification system and mental health monitoring for psychiatric patients. This work includes the creation of an emotion EEG dataset, the development of an algorithm for identifying the emotion elicitation segments in the EEG signal, and the classification of emotions from EEG signals. The EEG signals are divided into 3s segments, and the segments with emotional content are selected based on the decrease in correlation between the frontal electrodes. The selected segments are validated with the facial expressions of the subjects in the appropriate time segments of the face video. EEGNet is used to classify the emotion from the EEG signal. The classification accuracy with the selected emotional EEG segments is higher compared to the accuracy using all the EEG segments. In subject-specific classification, an average accuracy of 80.87% is obtained from the network trained with selected EEG segments, and 70.5% is obtained from training with all EEG segments. In subject-independent classification, the accuracy of classification is 67% and 63.8% with and without segment selection, respectively. The proposed method of selection of EEG segments is validated using the DEAP dataset, and classification accuracies and F1-scores of subject dependent and subject-independent methods are presented.

Relationship Between Emotional Intelligence, Educational Achievement and Academic Stress in College Students: An Observational Study

Background and Objectives: In today’s rapidly changing and interconnected world, where individuals often face high levels of stress, uncertainty, and interpersonal dynamics, Alpas’s framework suggests that emotional intelligence plays a crucial role in helping people thrive. By developing emotional intelligence skills, such as self-awareness, self-regulation, empathy, and social skills, individuals can better manage stress, communicate effectively, build strong relationships, and make sound decisions even in challenging circumstances. Methods: A cross-sectional study was conducted among college students. Participants who were willing to take part in the study were included, considering both males and females. A total sample of 134 students was taken from the NIMS College of Physiotherapy. Emotional intelligence was assessed using the WONG scale, while educational achievement was measured by the total percentage obtained in the last semester. Academic stress was evaluated using the Student Inventory Scale. A Google Form was created, and only those willing to participate in the study filled out the form. Results: There was a negative correlation between emotional intelligence and academic stress (r=1.000), academic stress and percentage (r=-0.62), and percentage and emotional intelligence (r=-0.67). Conclusion: The present study concludes that emotional intelligence, academic stress, and educational achievements are negatively correlated with each other. It has been observed that students experiencing stress tend to exhibit lower emotional intelligence, which ultimately leads to poorer academic performance.

Effects of emotional intelligence on physical activity engagement and the mediating roles of achievement motivation and interpersonal relationship in Chinese undergraduate students

BackgroundEngaging in physical activity has been demonstrated to enhance cardiorespiratory fitness, muscle strength, bone health, and cardiometabolic health. However, it is concerning that more than 80% of students globally do not meet the recommended standard of at least 1 h of physical activity per day. It is imperative to enhance student involvement in physical activities.ObjectiveThis study aims to investigate the effect of emotional intelligence (EI) on undergraduate students’ physical activity engagement (PAE), to elucidate the mediating role of achievement motivation (AM) and interpersonal relationships (IR).MethodsA stratified whole-sample was used to survey 810 university students (19.84 ± 1.40 years). The scale items were designed to assess the participants’ EI, PAE, AM, and IR based on the correlation scale. SPSS and AMOS were used to analyze the mediating effect.Results and conclusionThe results demonstrated a positive effect of EI on AM and PAE (β = 0.29, p &amp;lt; 0.001; β = 0.28, p &amp;lt; 0.001). Furthermore, AM was found to have a positive effect on PAE (β = 0.07, p &amp;lt; 0.05). Notably, AM mediated between EI and PAE. In conclusion, our findings provide further insight into the effect of EI on undergraduate students’ PAE, and reveal the mediating role of AM.

Emotional Intelligence Proficiency in Students Enrolled in Professional Courses

Emotional Intelligence (EI) plays a vital role in both professional and personal success, with research indicating that 80% of a person’s success is attributed to their EI, while only 20% depends on IQ. EI refers to the ability to recognize, understand, and manage emotions effectively, both in oneself and others. This study aims to assess the level of EI among undergraduate and postgraduate students in Dehradun. Data was gathered from 780 students across various institutes in Dehradun. The research is organized into eight sections: introduction, concept of EI, key variables, the importance of EI in success, types and attributes of EI, analysis and discussion of findings, conclusions, and suggestions for improvement. The study highlights the significance of emotional intelligence in shaping student success and offers insights into how educational institutions can foster this skill among students. By understanding the emotional dynamics, students can enhance their personal and professional growth, contributing to their overall well-being and achievement. The conclusions and suggestions from this research will help in developing strategies to nurture EI among students for better outcomes in their academic and future careers.

The Importance of Emotional Intelligence in Direct Leadership in the Army of the Czech Republic

The article deals with application of emotional intelligence for leaders of direct leadership in the Army of the Czech Republic and its connection with the social climate of their units. Emotional intelligence leadership and social climate is a connection that is currently appearing in research activity and doctrinal army documents and explores. The authors try to find and evaluate the benefits and limits of EI in the field of preparation military personnel. From the currently available research, it is precisely the construct of emotional intelligence that appears as one of the possible ways to develop the necessary skills of commanders to facilitate their work with subordinates. Emotional intelligence involves the ability to correctly identify emotions in oneself and in others, to understand emotions and their language, to manage emotions in oneself and in others and use emotions to support cognitive activities and to motivate adaptive behaviour. Direct leadership is the level where leading people is face to face. These are units, where subordinates are used to seeing their commanders every day. For these functions it is still possible and important to create strong relationships, close cooperation and mutual knowledge of all members of the unit. Commanders facing high decision-making demands in an unstable environment. They build working one’s teams with a favourable social climate and support their psychological resilience subordinates. These aspects are decisive for ensuring the tasks of the unit. The main method is quantitative research, which is carried out using a standardized test MSCEIT emotional intelligence in selected commanders of six units and a non-standardized questionnaire "social climate on the units" in their subordinates. Based on obtained results is submitted methodology of development of emotional intelligence for leaders of a platoon. It contains standard parameters. The thesis also formulates recommendation for pedagogical and research activities and output of doctrine leadership.

Enhancing employee well-being through prosocial rule-breaking: Insights from the hospitality sector

This study explores relationships of prosocial rule-breaking (PSRB) on employee well-being in the hospitality industry. The study integrates the dynamics such as employee engagement as a mediator, emotional intelligence, and job autonomy as moderating variables. It offers insights into complex dynamics shaping employee behavior and well-being of hospitality industry. The data was collected through structured questionnaire form hospitality sector. The results showed significant positive relations between PSRB, employee engagement, and well-being. Emotional intelligence appeared as a moderator, escalating the relationship between PSRB and employee engagement. Job autonomy also escalating the relationship as moderator between employee engagement and well-being.