Emotional Quotient Research Articles

Emotional intelligence and knowledge sharing as key factors in business management – evidence from Slovak SMEs

ABSTRACT. Over the last decades, researchers have been increasingly studying the field of emotional intelligence and knowledge management. However, the interaction between these two important factors has not received sufficient attention thus far, therefore this paper aims to assess it. The goal of this article is to assess the impact of emotional intelligence on the willingness of knowledge transfer and examine additional factors (such as gender and generation group). The research sample (N=508) consisted of employees of Slovak SMEs. The study was conducted in June-August of 2022. A two-way variance analysis and a binomial logistic regression were applied. In the case of Hypotheses 1 and 2, Emotional Quotient (EQ) figured as an independent variable, while gender and generation group were independent categorical variables. In the case of Hypotheses 3, 4 and 5, a model was set up using logistic regression, where the EQ, gender and generation group were all independent variables. The results show that gender has a real impact on the level of EQ. The willingness of knowledge transfer is influenced by both the level of EQ and gender. The importance of emotional intelligence in connection to knowledge transfer was examined during the crisis caused by COVID-19 and the Russia-Ukraine war, thus expanding the knowledge related to human resources. Previous research on the topic is quite limited and the present study is unique in considering the issue in the context of SMEs and the CEE countries.

Translation and adaptation of youth version of the Bar-On emotional quotient: short (EQi: Short-RU): testing internal consistency, convergent validity, and test-retest reliability

This article presents the results of the translation and adaptation of the youth version of the Bar-On short test of emotional intelligence EQi: Short-RU. The Bar-On Emotional Intelligence Questionnaire is by far the most popular and widely used method for assessing emotional intelligence. The main goal of our work was to expand the tools for assessing emotional intelligence in Russian with its further adapta-tion to the Kazakh language. As part of the adaptation of the methodology, the internal consistency of the scales was tested using the Cronbach alpha method, convergent validity was tested using the emo-tional intelligence test by D.V. Lyusin (EmIn) and a shortened version of the big five TIPI-RU on student youth of the University of International Business in Almaty. The test was found to be internally consistent when measuring intrapersonal emotional intelligence, stress tolerance and adaptation (Cronbach's alpha above 0.7) and inconsistent in interpersonal emotional intelligence and general mood (Cronbach's alpha below 0.7), which may be due to the generalized nature of the definition of these scales and cultural characteristics of the perception of Kazakhstani youth of certain statements regarding the understanding and awareness of emotional states in interpersonal contact. The Pearson correlation test for measuring convergent validity shows significant correlations between the main scales of emotional intelligence EQi: Short-RU and Lyusin’s EmIn at a significance level of p<0.01, as well as with the main personality traits according to the TIPI-RU. Based on our results, we recommend EQi:Short-RU as a reliable diag-nostic tool for the emotional intelligence of young people aged 16 to 29. Key words: emotional intelligence, adaptation, internal consistency, validity, reliability.

Evaluation of student emotional intelligence at various points in a pharmacy curriculum

IntroductionThe purpose of this study is to evaluate emotional intelligence in doctor of pharmacy (PharmD) students at various points in the curriculum. MethodsThis was a cross-sectional, single site, observational study that included first- through fourth-year PharmD students, conducted from December 2021 to April 2022. The study used the Emotional Quotient Inventory, version 2.0 (EQ-i 2.0) to obtain student emotional intelligence scores. A survey in QualtricsSM (SAP) was used to obtain baseline characteristics. The primary endpoint was the mean total EQ-i 2.0 scores comparing professional years. Secondary endpoints included mean EQ-i 2.0 scores in the composite scales of self-perception, self-expression, interpersonal, decision-making and stress-management. Change in EQ-i 2.0 scores was evaluated using descriptive statistics and analysis of variance. Multivariable regression analysis identified associations between baseline characteristics and EQ-i 2.0 scores. ResultsA total of 137 (137/485, 28.2%) students completed the EQ-i 2.0 assessment. The mean (SD) total EQ-i 2.0 scores were 98.1 (15.5), 92.2 (15.9), 92.4 (12.9), and 103.5 (13.1), for first-, second- (P2), third- (P3), and fourth-year (P4) students, respectively. A statistically significant increase in total EQ-i 2.0 scores was noted in P4 students compared to P2 and P3 students. Work experience and leadership roles within student organizations may be associated with an increase in total EQ-i 2.0 scores. ConclusionsEmotional intelligence varied among students in different years of the pharmacy curriculum. P4 students were found to have the highest average emotional intelligence. The effect of curricular and co-curricular components on emotional intelligence development warrants further exploration.

Unlocking the Potential of Second Grade Students : Emotional Quotient as a Catalyst for Early Reading Skills Development

This study aims to analyze the Emotional Quotient level, reading achievement level, and emotional quotient's effect on reading achievement in grade II students. This method of research was ex-post facto with a quantitative approach. The instrument used to measure students' emotional quotient levels was a questionnaire; meanwhile, the instrument used to measure students' reading achievement levels was documentation. Furthermore, the data analysis technique was descriptive analysis, then proceeded with the prerequisite analysis test, starting from the normality and linearity tests. Finally, the research hypothesis was tested using a simple linear regression test and the F test. The result was that most students have a relatively low EQ, so their reading achievement was relatively low too. The results of a straightforward regression analysis yield the equation Y = 45.788 + 0.406X, which showed that an increase in the reading performance score of 0.406 would occur for every additional unit of emotional quotient score. Thus, a significant positive relationship existed between kids' EQ and reading achievement. Self-awareness, mood management, self-motivation, empathy, and relationship management were essential considerations when increasing students' emotional quotient (EQ). While age, teaching strategies, the environment in which students learn, and parental and educational support for encouraging and assisting students in learning to read were among the elements that influence students' reading achievement.

The Effect of Emotional Intelligence, Self-Efficacy and Multiple Role Conflict on the Performance of UPTD Employees at the Martapura Health Center, OKU Timur Regency

This study aims to determine the effect Emotional quotient, Slef-efficacy and Work family conflicton employee perpormance at UPTD Puskesmas Martapura Kabupaten OKU Timur. Based one the result of a partial analysis emotional quotient influences the employees performance at UPTD Puskesmas Martapura Kabupaten OKU Timur with a t-count value of 6.882. Slef-efficacy influences the employees performance at UPTD Puskesmas Martapura Kabupaten OKU Timur with a t-count value of 3.839. and Work family conflict influences the employees performance at UPTD Puskesmas Martapura Kabupaten OKU Timur with a t-count value of 2.952.

The Relationship Between Emotional Quotient (Eq) and Academic Achievement of Biology Education Students During The Pandemic Time of Covid-19

This research was motivated by the presence of online learning in the era of the Covid-19 pandemic, which left various kinds of problems, one of which was the academic achievements obtained by students during online learning. Academic achievement is a measure of success in learning for students. Many factors influence academic achievement, one of which is Emotional Quotient (EQ). The purpose of this study was to find out 1) The level of emotional intelligence of Biology Education students during the Covid-19 pandemic. 2) The level of academic achievement of Biology Education students during the Covid-19 pandemic. 3) The relationship between emotional intelligence and academic achievement of Biology Education students during the Covid-19 pandemic. This type of research is descriptive quantitative. The population in this study were Active Biology Education Students, totaling 273 students, with a sample of 68 students taken by purposive sampling technique

Factor Structure of the Bar-On Emotional Quotient Inventory in Youth on the Autism Spectrum

Examination of emotional intelligence (EI) of autistic individuals has gained popularity. These efforts have included the BarOn Emotional Quotient Inventory, Youth Version (BarOn EQ-i YV); however, this measure was not standardized with this population and so its utility and the accuracy of its factor structure for this population is questionable. This study examined how well the factor structure as represented by a sample of autistic children and youth aligns with that described in the measure’s technical manual to clarify considerations for use. Results indicate poor metrics of model fit. Some factors were significantly correlated, though this was attenuated somewhat upon correction for multiple analyses. Two items from the interpersonal factor were negatively loaded, suggesting they should be subtracted from other items in that factor (in contrast to the standardized model). Implications for EI construct validity, understanding of EI in autism, and use of EI measures for this population are discussed.

Learning agility quotient and work readiness of graduating accounting students: embracing the dynamics of IR4.0

ABSTRACT This study examines if the learning agility quotient (LAQ) is an important determinant for the work readiness of graduating accounting students in the Fourth Industrial Revolution (IR4.0) environment. Using a questionnaire survey involving 275 respondents, we find that those with higher intelligence quotient (IQ) and emotional quotient (EQ) have higher LAQ. We also find that LAQ mediates the positive impact of IQ and EQ on their work readiness. Our findings implicate accounting education as they highlight the significant role of LAQ in relation to IQ, EQ, and work readiness. Further research is needed to determine if educational and work environment factors can effectively support and enhance learning agility.

PREDICTORS OF THE PERFORMANCE OF ATHLETES IN STATE COLLEGES AND UNIVERSITIES

This research examined the performance of athletes both in regional and national competitions using the descriptive correlation design method. A total of 155 participants, which include student-athletes and trainers, participated in the study. The participants include 100 athletes and 55 trainers from the seven states universities and colleges in the National Capital Region (NCR). Frequency, mean, and standard deviation were calculated using descriptive statistics while multiple regression coefficients were computed using inferential statistics. Based on the results, most of the athletes are within a height index of 5ft. to 5.92ft, a weight range of 51kg to 60 kg, belonged to the 15-10 years of age bracket, males, and academically ranked as ‘Superior’. Most of the athletes had attended a series of group training and most were engaged in 4 or more training a month. In addition, the majority of the trainers were females, with less than 1 year of training experience, attended 3-5 seminars, and have an average emotional quotient. The administrative support was perceived to be ‘very adequate’ by athletes in terms of sport budget as congruent to the trainers’ perception. Furthermore, both the athletes and trainers perceived sport facilities as ‘very adequate’. The perception of athletes about sport incentives was ‘very adequate’ as same with the trainers. Results show that the predictors of athletes’ regional performance are trainers’ length of teaching experiences, frequency of training, and body built. On the other hand, the predictors of athletes’ national performance are frequency of training, age, incentive, and administrative support. For the athletes’ and trainers’ overall total performance, the predators include the athletes’ frequency of training, athletes’ body built, and trainers’ number of seminars. These findings suggest that the profile of the athletes and trainers predicts the performance of athletes in states colleges and universities in higher athletic competitions as well as the administrative support given to them.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0007/a.php" alt="Hit counter" /></p>

Vuca World: The Commitment of Teacher Organization and Student Outcome in Malaysian Primary School

Education is a process for individual development in the physical, emotional, spiritual, intellectual, and social aspects that can yield happiness, benefits, and progress in life for oneself, one nation, and religion. The primary-level formal education in Malaysia has two phases namely preschool and primary education is the foreground to the development and expansion of the student’s cognitive, affective, and psychomotor domains consistent with the National Education Philosophy (NEP). The sustainability of 21st-century education has emphasized a range of universal noble value-oriented practices. The mainstay of 21st-century learning is the United Nations Educational, Scientific and Cultural Organization (UNESCO) namely Intelligent Quotient (IQ) Emotional Quotient (EQ), and Spiritual Quotient (SQ), and they must be implemented in balance to fulfill the intention and goals of the NEP. That said, the world turmoil has spawned a volatile, vague even complex phenomenon. Whether it is realized or not, the VUCA crisis (volatility, uncertainty, complexity, ambiguity) has already lingered in the lives of the local community for the past two decades. The findings from past studies explained about the education sector experiencing a remarkable impact from the turmoil caused by VUCA. The challenge of holistic education has become greater owing to the unpredictability of the technological gap in forming the student outcome, especially for students in primary schools. This conceptual paper discusses the commitment of teacher organization and primary school student outcomes in the era of VUCA. Even though the direct relationship between the organization, the commitment of teacher organization, and students is not always easy, it is a significant indirect variable for student achievement. To ensure that our country can compete on the international stage, the quality of our education in this VUCA era needs to be given the main focus, especially at the primary level, involving various stages of implementers.

Emotional intelligence and perfectionism among gifted and non-identified students

The current study comparatively examines the emotional intelligence and perfectionism of gifted and non-identified students. A total of 857 students participated in the study. Data were collected through the Positive and Negative Perfectionism Scale, which measures students’ perfectionism levels and the Bar-On Emotional Quotient Inventory Youth Version EQ-i:YV, which measures students’ emotional intelligence. Our findings indicate that gifted students' scores in the intrapersonal and adaptability subdimensions of emotional intelligence and their overall scores in emotional intelligence are higher than those of non-identified students; while non-identified students’ average score of positive perfectionism is higher than that of the gifted students. Additionally, we found a negative correlation between positive impression and negative perfectionism in the non-identified group, while the correlation between these variables was positive amongst the gifted participants. Our findings may help design successful educational and guidance programmes for the gifted and their non-identified peers and in-service programmes for their teachers and counsellors. Keywords: Giftedness, gifted, emotional intelligence, perfectionism, comparative

Validity and reliability of Spanish version of the EQ-i: YV[S] in Colombian children and youth.

Validity and reliability evaluations of the Emotional Quotient Inventory: Youth Version (EQ-i: YV[S]) with children and adolescents from different countries have shown variations in the structural model proposed by Bar-On. To examine the psychometric properties of EQ-i: YV[S] with a Colombian' sample. We randomly selected a sample of 1355 children and adolescents between 8 and 14 years old (Mage = 10.80; SD = 1.41). We conducted exploratory (n1 = 416) and confirmatory (n2 = 939) factor analyses (EFA, CFA), reliability, internal consistency, and predictive validity. The EFA explained 27.6% of the variance. The AFC indicated a multidimensional structure with four factors and 21 items obtained the best fit (χ2 = 334.358; df = 183; RMSEA=0.030; CFI=.951; TLI=944; NFI=.899) with acceptable internal consistency (ω = .57,.75). EQ-i: YV[S] factors explain 18.5% of the observed variance in problem-centered coping scores. The psychometric fit of the inventory supports evidence of its usefulness for screening processes in clinical or educational assessment.

The Development of Emotional Quotient Evaluation for Thai University Students

In this study, we designed an evaluation form to assess the emotional quotient of Thai university students. The indicators and components of the evaluation were developed from theories and principles regarding emotional intelligence. After the process of content validity assessment, the evaluation consists of 80 indicators in 5 components of Self-awareness, Self-regulation, Self-Motivation, Recognizing Emotions in Others, and Social Skills. In detail, the evaluation was found to have an index of congruence (IOC) of 0.50-1.00, discrimination of 0.472-0.817, and reliability of 0.991. It was later tested for construct validity with 200 Thai university students selected by stratified sampling method. The method of confirmatory factor analysis was employed. The results of the study indicate the evaluation construct validity as the goodness of fit indices passed the criteria and the evaluation model fits the empirical data. Chi – Square = 87.436, df = 73, Chi-Square /df = 1.197, p-value = 0.119, CFI = 0.997, TLI = 0.995, RMSEA = 0.031, and SRMR = 0.021.

A study on EQ, IQ and SQ

This creative and innovative strategic technique was developed and optimized to enable the implementation of new and better solutions. The uniqueness offered by this research paper being the service not only focus on a single type of intelligence but combines IQ, EQ and SQ, deeming them all equally important and essential for human character growth and development. Intelligence Quotient is the measure of one’s level of comprehension. You need IQ to solve mathematics, memorize things, and recall lessons. Emotional Quotient is the measure of one’s ability to maintain peace with others, keep to time, be responsible, be honest, respect boundaries, be humble, genuine and considerate. Lastly, Social Quotient is the measure of one’s ability to build a network of friends and maintain it over a long period of time. People that have higher EQ and SQ tend to go further in life than those with a high IQ but low EQ and SQ. This research paper focuses on the challenges faced by students where most schools capitalize on improving IQ levels while EQ and SQ are played down. A man of high IQ can end up being employed by a man of high EQ and SQ even though he has an average IQ. This is why as a step out of the box the research paper provides the users with academic centres equipped with highly skilled professional that focus on building ones IQ EQ and SQ respectively. A student’s intellectual capability, mental capacity and social receptivity is analysed by our teachers who in turn curate personalized academic patterns or syllabus for the student that will help them grow in an environment personally made by them rather than being subjected to a learning method that is monotonous and standardized for all the children in a classroom. A structured questionnaire was used to gather data from a sample of 150 respondents who identified as the student community of Bangalore who are subjected to standardized classroom learning. In conclusion, this way a student is taught using his likes and interests, with a teaching method individualized and customized for them through which no child is left behind in the race of life and all are nurtured based on their individual capabilities rather that recognising every kid in the classroom as likeminded. Keywords: Students, IQ, EQ, SQ, Classroom learning, Academic centres.

Conflict resolution styles and skills and variation among medical students

BackgroundConflict is inevitable on healthcare teams, yet few professional school curricula teach or assess conflict resolution skills. Little is known about the variation in conflict resolution styles across medical students and how these styles might impact conflict resolution skills.MethodsThis is a prospective, single blinded, group randomized quasi experimental trial to assess the impact of knowing one’s own conflict resolution style on conflict resolution skills in a simulated encounter. Graduating medical students completed a mandatory conflict resolution session with standardized patients acting as nurses during a transition to residency course. Coaches reviewed videotapes of the simulation, focusing on students’ skills with negotiation and emotional intelligence. Retrospectively, we assessed the impact of the students knowing their conflict resolution style prior to simulation, student gender, race, and intended field of practice on conflict resolution skills as judged by coaches.ResultsOne hundred and eight students completed the simulated conflict session. Sixty-seven students completed the TKI before the simulated patient (SP) encounter and 41 after. The most common conflict resolution style was accommodating (n = 40). Knowing one’s conflict resolution style in advance of the simulation and one’s identified race/ethnicity did not impact skill as assessed by faculty coaches. Students pursuing diagnosis-based specialties had higher negotiation (p = 0.04) and emotional quotient (p = 0.006) scores than those pursuing procedural specialties. Females had higher emotional quotient scores (p = 0.02).ConclusionsConflict resolution styles vary among medical students. Male gender and future practice in a procedural specialty impacted conflict resolution skills but knowing conflict resolution style did not.

Prediction and Risk Group of Coronavirus Disease 2019 Protection Behaviors in the Community among Juveniles in Northern Region of Thailand

The coronavirus disease 2019 protection behavior in the community of juveniles in the northern region can have an impact on the lifestyles of people in the community if the juveniles ignore or do not follow protective measures against coronavirus disease 2019. The research aims to 1) identify significant predictors and prediction of psychological traits and situations involving the coronavirus disease 2019 protection behavior in the community and 2) investigate risk groups and protective factors. The sample consists of 600 juveniles obtained from the multi-stage quota random sampling. The analytic statistics used to test the hypotheses were the enter and stepwise methods of multiple regression analysis and the three - way analysis of variance.The findings revealed that psychological traits, situations, and psychological states can predict 56.80% of the coronavirus disease 2019 protection behavior in the community. The most significant predictor is a positive attitude towards the coronavirus disease 2019 protection behavior (β=.29), followed by future orientation and self-control regarding the coronavirus disease 2019 protection (β=.27), love-reasoned child rearing practice (β=.22), observance of media on the coronavirus disease 2019 protection behaviors (β=.18), observance of their parents’ coronavirus disease 2019 protection behaviors (β=.13), moral disengagement concerning Covid-19 prevention (β=.10), and emotional quotient (β=.08), respectively. Additionally, it was found that male juveniles and juveniles who lack protective equipment are at high risk and require urgent care. The research recommended protective development guideline to raise awareness of juveniles about the coronavirus disease 2019 protection behavior in the community with the coordination of public and civic sectors in the community.

A STUDY TO ASSESS THE INFLUENCE OF INTELLIGENCE QUOTIENT (IQ), EMOTIONAL QUOTIENT (EQ), ADVERSITY QUOTIENT (AQ), SPIRITUAL QUOTIENT (SQ) ON THE ACADEMIC PERFORMANCE AMONG UNDERGRADUATE STUDENTS

Academic performance is a key criterion use to evaluate the progress of students and it is inuenced by many cognitive and non cognitive factors. The study aims to assess the inuence of Intelligence Quotient (IQ), Emotional Quotient (EQ), Adversity Quotient (AQ) and Spiritual Quotient (SQ) on the academic performance among undergraduate students. A quantitative research approach & non-experimental descriptive survey design was used in the study. Data was collected from 300 students of DMCH College of Nursing, Malakpur, Ludhiana selected by using total enumerative sampling technique. Responses were collected on Test of General Intelligence, The Assessing Emotions Scale, structured Adversity Quotient Scale and Scale for Spiritual Intelligence. Academic performance data was collected from result cards. Data was tabulated and analysis was done by using descriptive & inferential statistics. Results indicated majority of students had average level of IQ, above average level of EQ, were campers, had average level of SQ and belonged to 2nd division. There was statistical signicant positive correlation of intelligence quotient, emotional quotient spiritual quotient with academic performance. No statistical signicant correlation was found between adversity quotient and academic performance.

The Prevalence and Associated Factors of Depression among Residents in Training in a Northern Thailand University: A Cross-sectional Study

OBJECTIVE This study aimed to investigate the prevalence of and factors associated with depression in residents in training at the Faculty of Medicine, Chiang Mai University. METHODS This cross-sectional study was conducted with Faculty of Medicine residents in training from March to July 2020. We used the nine-item Patient Health Questionnaire (PHQ-9) to determine the level of depression. Binary logistic regression was used to evaluate associated factors: loneliness, burnout, sleep quality, emotional quotients (EQ), and perceived social support (PSS). RESULTS About one-fifth of the residents in training exhibited depression (47 of 201), and 6.97% had indications of suicidality. Factors showing a positive correlation with depression included loneliness (aOR: 1.27; 95% CI: 1.15-1.40); burnout scales of depersonalization (aOR: 1.18; 95% CI: 1.10-1.25), and reduced personal accomplishment (aOR: 1.10; 95% CI: 1.05-1.14). Factors showed a negative correlation with depression: perceived social support from significant others (aOR: 0.91; 95% CI: 0.85-0.98). Three subscales of EQ included motivation (aOR: 0.82; 95% CI: 0.68-0.99); life satisfaction (aOR: 0.83; 95% CI: 0.70-0.97); level of peace (aOR: 0.76; 95% CI: 0.66-0.87). CONCLUSIONS The prevalence of depression in residents was 23.40%. Loneliness, low social support, and burnout (depersonalization, reduced personal accomplishment) were all associated with depression. Three EQ factors (motivation, life satisfaction, and peace) appeared to have potential for reducing depression. KEYWORDS depression, resident training, loneliness, emotional intelligence, burnout

STUDI DESKRIPTIF MODEL PEMBELAJARAN ROLE PLAYING BERLANDASKAN TEORI SOCIAL LEARNING BERBASIS PEDAGOGIK KREATIF

The achievement of learning objectives in forming quality educated human beings includes intelligence in cognitive, affective and psychomotor aspects. Intelligence is divided into three pillars namely Intelligence Quotient (IQ), Emotional Quotient (EQ), and Spiritual Quotient (SQ). The pillars certainly have different meanings. Individuals who have a better EQ will be more successful in the world of work later, successful learning is the achievement of national education goals. The reality in the field based on observations and interviews is the use of learning models that are not based on social learning theory, and students' creativity is not visible in learning activities. This research uses a qualitative approach with a descriptive study type with the literature study method. The purpose of this study is to contribute insightful knowledge to educational experts and educational practitioners about the concept and implementation of role playing learning models based on social learning theory

Assessment of Emotional Intelligence in Facilitators of Government and Private Sector Medical College

Aim: To evaluates the EQ level in facilitators of government and private medical colleges of Karachi. Study design: Cross sectional Place and duration: Ziauddin Medical College, January-June 2022 Methodology:Facilitators of government and private sector medical institutes particularly lecturers were targeted population. The calculated sample; (n=35/institute) was recruited by simple random technique. The questionnaire regarding demographic data was self-developed however, emotional quotient was assessed by EQ scale. Chi-square test was applied as test of significance. Results: The maturity scale score of females showed that statistically (p-value=0.011) they are emotionally more mature than males. When sensitivity and maturity score were compared between the two institutes (Government or private) their scores were similar and there was no significant difference between sensitivity and maturity scores of government and private sector employees. According to EQ compatibility scoring system scale ,100% male and 100% female scored in the range of extremely high competency category. Conclusion: The emotional quotient analysis showed that females are more sensitive and mature emotionally than males though the emotional intelligence of male and female participants was equal. Emotional sensitivity, maturity and intelligence scores of Government and private sector employees was comparable to each other. Keywords: Emotional quotient, Medical education system, Facilitators, Government and private sector