Emotional Intelligence Research Articles

Explanatory model of motivational climate, self-concept and emotional intelligence in primary school students: Structural equation analysis

Motivational Climate, self-concept and emotional intelligence are important factors for education and learning in children and teenagers, with special relevance in Physical Education (PE). PurposeAddressing a gap in the literature, this study sought to develop and compare an explanatory model for analysing the relationships within the perceived teacher-generated motivational climate, self-concept and emotional intelligence in schoolchildren, using structural equation analysis. MethodsThe sample consisted of 347 Spanish primary school students of both genders (46.4 % boys; 53.6 % girls; Meanage = 10.55, SD = 0.97). The Form 5 Self-Concept Questionnaire (AF5), the Trait Meta-Mood Scale (TMMS-24), and the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2) were used for data collection. Structural equation modelling was carried out that was adequately adjusted (χ2 = 190.152; DF = 71; p < .001; CFI = .947; NFI = .938; IFI = .949; RMSEA = .070). ResultsThe structural equation model demonstrated a positive association between a task-focused motivational climate and both emotional intelligence and self-concept levels, with a negative relationship between an ego-involving motivational climate and self-concept. No significant association was observed between self-concept and emotional intelligence. ConclusionA stronger predisposition toward a task-oriented motivational climate fosters greater development of emotional intelligence and self-concept in primary school students.

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

&lt;span&gt;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.&lt;/span&gt;

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.

Emotional Intelligence in Voice Assistants : Advancing Human-AI Interaction

This article explores the integration of emotional intelligence (EI) into AI voice assistants, examining techniques for emotion recognition from speech, adaptive response generation, and the impact on user experience. It discusses key components including acoustic feature analysis, machine learning approaches, and multimodal systems for emotion detection. The article also addresses ethical considerations such as privacy concerns, potential manipulation, and technical challenges in achieving robust, real-time, and culturally-adaptive EI systems. Applications in mental health support and customer service are examined, highlighting both the potential benefits and necessary precautions. Through a comprehensive review of recent research, this work aims to contribute to the responsible development of emotionally intelligent AI voice assistants that enhance human-AI interaction while prioritizing user well-being.

DEVELOPMENTAL STAGE OF GENERAL EMOTIONAL OF GENERAL EMOTIONAL INTELLIGENCE IN MODERN ADOLESCENTS

This article reveals the significance of emotional intelligence for a human being, in particular, for an adolescent; characteristic features of emotional intelligence development in adolescents of 14-17 years old are given. Also the article contains the results of the research of pupils of 9-11th grades. The comparative analysis of the above-mentioned research with the results of the study of emotional intelligence in schools in the 2023/2024 academic year gives a clear picture of the development of emotional intelligence in modern adolescents.

PECULIARITIES OF EMOTIONAL SPHERE DEVELOPMENT IN ADOLESCENCE

This article deals with the issue of evaluation of emotional intelligence in adolescence of young generation. It gives a detailed description on the characteristic features of emotional intelligence and the importance of proper formation of emotional intelligence in adolescents in the stage of development as a person.

Association Of Emotional Intelligence With Pharmacy Students’ Leadership And Academic Performance

Association Of Emotional Intelligence With Pharmacy Students’ Leadership And Academic Performance

Nterpersonal Intelligence and Emotional Intelligence; Their Effect on Physical Education Learning Outcomes in Grade V Primary School Students

Background and Study Aim. The success of students in achieving good Physical Education learning outcomes is influenced by intelligence factors. This study aims to determine the effect of interpersonal intelligence and emotional intelligence on Physical Education learning outcomes in fifth-grade elementary school students. Materials and Methods. This research is quantitative with an ex post facto approach. The research subjects were fifth grade students in Sleman Regency Elementary School, Yogyakarta. The sample was determined using random sampling totalling 127 students. Interpersonal intelligence and emotional intelligence were measured using questionnaires, and Physical Education learning outcomes were measured using report cards. The analysis was performed using regression techniques in the Statistical Package for Social Sciences (SPSS) version 21. Results. The results showed that interpersonal intelligence (p-value &lt; 0.001) and emotional intelligence (p-value &lt; 0.001) had a positive and significant effect on the Physical Education learning outcomes of fifth-grade elementary school students. Conclusions. It can be concluded that interpersonal intelligence and emotional intelligence affect the learning outcomes of Physical Education in Class V students in elementary schools, by 40.60%. The researcher’s suggestion for educators is to design learning that not only focuses on knowledge and skills factors, but also improves interpersonal skills and emotional intelligence of students, because interpersonal skills and emotional intelligence are one of the determinants of one’s success.

THE ROLE OF EMOTIONAL INTELLIGENCE IN CRISIS LEADERSHIP: EFFECTS ON EMPLOYEE MORALE AND ORGANIZATIONAL RESILIENCE

This research paper examines the role of emotional intelligence (EI) in crisis leadership and its influence on employee morale and organizational resilience. By analyzing theoretical frameworks such as Golemans Emotional Intelligence Model, Transformational Leadership Theory, and Crisis Management Theories, the study establishes the significance of EI as a critical asset for leaders navigating crises. The paper delves into how emotionally intelligent leaders-who demonstrate empathy, self-awareness, and effective communication-enhance employee morale, create a supportive work environment, and build trust during times of uncertainty. Key findings indicate that leaders with high EI can mitigate the negative emotional impacts of crises, thereby preserving morale, fostering a sense of security, and promoting collective resilience. Furthermore, the research reveals that emotionally intelligent leadership not only addresses the immediate emotional needs of employees but also contributes to long-term organizational resilience by fostering a culture of psychological safety and adaptability. Through real-world case studies, the paper contrasts the outcomes of EI-driven leadership with those of low EI leadership, highlighting the far-reaching impact on employee engagement, productivity, and overall organizational stability. The implications suggest that developing emotional intelligence in leaders is essential for maintaining a motivated and resilient workforce capable of navigating complex and unpredictable business environments. Ultimately, the research underscores the strategic importance of integrating emotional intelligence into crisis leadership to ensure sustainable organizational success and employee well-being.

The influence of physical activity, interpersonal intelligence, emotional intelligence on physical education academic achievement of elementary school students

Background and Study Aim. Physical Education not only develops physical aspects but also critical thinking, reasoning skills, and affective aspects, including social skills and personal traits like caring and cooperation. The study aims to examine the effect of physical activity, interpersonal intelligence, and emotional intelligence on the academic achievement of Physical Education Elementary School Students. Materials and Methods. The research uses a quantitative, correlational approach. The study population consisted of 102 elementary school students aged 9-12 years (54 males, 48 females). The physical activity instrument used was the Physical Activity Questionnaire for Children (PAQ-C). The interpersonal intelligence instrument was adapted from the Anderson Social Insight, Social Sensitivity, and Social Communication dimensions. The emotional intelligence instrument was the “Emotional Quotient Inventory: Young Version (EQ-i: YV). The statistical analysis was conducted using SPSS (Statistical Package for Social Science) version 21 software. The level of statistical significance was set at p-value &lt;0.05. Results. The results showed that: (1) physical activity has a significant effect on the physical education academic achievement of elementary school students (p-value 0.006 &lt;0.05). (2) Interpersonal intelligence has a significant effect on the academic achievement of physical education elementary school students, (p-value 0.000 &lt;0.05). (3) Emotional Intelligence has a significant effect on physical education academic achievement of elementary school students, (p-value 0.005 &lt; 0.05). Conclusions. In particular, learners who exercise show greater intrapersonal and emotional intelligence, adaptability, and mood compared to those who do not exercise in an organized way. Physical education teachers are expected to assign physical activities for students to complete at home under parental supervision, with the results reported to the teacher for an additional assignment grade.

Factors Affecting Emotion Intelligence among Adolescents: Literature Review 2024-25

Abstract Adolescence is a stage marked by physical, hormonal, and psycho social changes. It is a transaction period in a person’s life between childhood and adulthood. An adolescent experience different feeling, sometimes negative emotions and in certain situations react more promptly. Their reactions are more strong to the situations emitting emotions. According to Peter Salovey and John Mayer (1997) “Emotional intelligence is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behaviour". In today’s world educator’s emphasis, more on social-emotional learning among children. In India the new National Education Policy 2020 is been framed keeping in mind the social emotional development of children ensuring holistic development. It states that major goal of our education system must be to “develop good human beings capable of rational thought and action, possessing compassion and empathy”. This article will help to realize the value and significance of emotional intelligence in adolescents. Also, various factors affecting the emotional intelligence of adolescents though literature review. It was observed and analysis that variation of emotions is more in adolescents than children but need to learn how to regulate and manage their emotions effectively. Hence, emotional regulation skills need to be developed among adolescents. Further researches are recommended in the field of emotional intelligence identifying the Emotional Quotient of adolescents and factors affecting it. Major factors indicated in most of the studies are personality, lifestyle, environmental factors, digital world, social and parental style. In this competitive world adolescent may have good Intelligent Quotient but lack in Emotional Quotient. The article suggests that there is strong need to enhance the emotional quotient of young people and work on the factors affecting it.

The Role of Emotional Intelligence in Social Media Usage and interpersonal interactions: A Survey-Based Analysis.

This study explores the relationship between Social Media usage and Emotional Intelligence (EI) among individuals aged 11 to 58. By employing a Survey-Based approach, we examine how different social media platforms influence emotional well-being and the extent to which EI moderates these effects. The results suggest that while social media can significantly affect emotions, interpersonal interactions have an even greater impact. The findings underscore the importance of emotional regulation and conscious social media consumption. Future research directions and implications for enhancing EI are discussed.

Emotional awareness, child maltreatment and child exposed to intimate partner violence: A systematic review of their relationship with symptoms and protective factors

AbstractThis systematic review studies the emotional awareness (EA) in children exposed to intimate partner violence (IPV) and other child maltreatment (CM), and their relationship with externalizing and internalizing symptoms and protective factors. The search was performed using the PubMed, PsycINFO and Google Scholar databases. The search was based on scientific studies using the follow terms: (“emotional awareness” OR “emotional intelligence”) AND (child OR adolescent OR children OR teenager) AND (abuse OR neglect OR maltreatment OR “presence of domestic violence” OR “domestic violence” OR “intimate partner violence”). Seventeen empirical studies were included, presenting a low risk of bias (82%). Four studies have explored the relationship between EA and exposition to IPV, four with sexual abuse, five with neglect, five with psychological abuse and three with physical abuse. A total of 13 articles have assessed the relationship between EA and externalizing and internalizing symptoms: three with suicidal ideation (SI), three with post‐traumatic stress symptoms (PTSD), two focused on addictions, three on affective symptoms, one with total externalizing symptoms, one with borderline personality disorder (BDP), one with non‐suicidal self‐injury (NSSI) and one with disordered eating behaviours and attitudes (DEBA). Studies show that abused children have lower EA and that the lower EA, the greater the presence of symptoms. A total of 10 articles have assessed the relationship between EA and protective factors such as mental health in parents, six with coping skills, one with self‐stem and one with quality of life. The main results suggest that EA could be a mediator between children exposed to IPV and other CM and internalizing and externalizing symptoms as well as protective factors.

THE IMPACT OF THE COVID-19 PANDEMIC ON FORMING NEW RELATIONSHIPS: IMPLICATIONS FOR EMOTIONAL INTELLIGENCE, THEORY OF MIND, EMPATHY AND SOCIAL MEDIA

As a fallout of the emergence of the COVID-19 pandemic, the whole world was put into isolation. During this period, social media saw a record influx of users who used the technology to stay connected. However, the long-lasting effects of the pandemic on interpersonal relationships and mental health remain a burning topic. Thus, the study aims to examine how the pandemic affected our ability to build new interpersonal relationships in connection to aspects of emotional intelligence such as empathy and Theory of Mind (ToM). Furthermore, the study also examines how the use of social media for communication changed after the pandemic. In total, N = 464 subjects (Age: M = 27.07; 47%, F = 25,9; 53%) participated in the study. Empathy, ToM, social media use for communication before and after the pandemic, and the ability to form new relationships before and after the pandemic were assessed. A compelling finding of the study indicates a statistically significant positive relationship between empathy and the ability to form new relationships before and after the pandemic, suggesting that empathy outweighs both emotional intelligence and social media usage in building new relationships. However, no significant relation was found between ToM and the ability to form new relationships before and after the pandemic. Lastly, no relation was found between ToM, empathy, and the use of social media for communication before and after the pandemic. Future studies should examine how the pandemic may have affected other facets of relationship formation and social interaction dynamics in connection with other aspects of emotional intelligence that have not been covered.

The Effects of Coaching Competency on College Students' Career Preparation Behaviors: The Mediating Effect of Emotional Intelligence

The Effects of Coaching Competency on College Students' Career Preparation Behaviors: The Mediating Effect of Emotional Intelligence

대학생 대상 감성지능을 활용한 교양교과목 운영의 효과

The purpose of this study is to analyze the effectiveness of emotional intelligence-based liberal arts subjects for college students. The subjects of the study were 20 college students attending S University located in Chungcheongbuk-do who took the liberal arts elective class “Relationships and Communication” in the first semester of the 24th year. Analysis was done with T-test using SPSS 25.0. Looking at the research results, as a result of the effectiveness analysis, understanding of one's own emotions, understanding of others' emotions, use of emotions, student-student relationship, self-efficacy, and emotion regulation were significantly improved, indicating the effectiveness of an emotional intelligence-based liberal arts subject. This study showed that university liberal arts courses need to be evaluated in accordance with the needs of the students, the horizontal relationship between the instructor and the students, and the characteristics of the course. It is suggested that various studies be conducted in the future on the application of emotional intelligence in university liberal arts courses.

The art of leadership: holistically leading and engaging post-pandemic visual arts education

ABSTRACT Within the post-pandemic landscape of education across the United States, educators have found themselves floundering and rallying to navigate teaching and learning, amidst the personal and collective need to cope and survive. In response, with particular attention to visual arts education, our undergraduate and graduate art education programs are providing transformative professional development for our pre-service and in-service Artist Educator students, through contemplative practices that focus on the heart in order to discover and promote holistic leadership in visual arts education. This conceptual essay examines specific tenets for embracing holistic leadership for Post-Pandemic Visual Arts Education, through the deconstruction of a contemplative model containing three essential components that are integrated practices: (1) Know Thyself: Being Authentic, (2) Hone Emotional Intelligence: Cultivating Empathy and Compassion, and (3) Think and Act Creatively: Engaging Reflectively and Reflexively.