Emotions In Oneself Research Articles

The Value of Emotional Intelligence in Midwifery: Enhancing Care and Outcomes for Mothers and Infants through Sustainable Development Goals and Leadership

Emotional Intelligence (EI), the ability to recognise, understand, and manage emotions in oneself and others, plays a crucial role in the field of midwifery. This article explores the value of EI in midwifery practice, highlighting its impact on maternal and infant outcomes, professional relationships, and job satisfaction among midwives. Through a comprehensive literature review and case studies, the article demonstrates how high levels of EI contribute to effective communication, empathy, and stress management, leading to improved care experiences for mothers and infants. The discussion includes practical strategies for developing EI skills among midwives and recommendations for integrating EI training into midwifery education and professional development programs. The article also connects the value of EI in midwifery to the Sustainable Development Goals (SDGs), emphasising its importance in achieving gender equality, health, and well-being. Furthermore, the role of leadership in fostering a culture of EI within midwifery practice is examined. The findings underscore the importance of EI as a key competency in midwifery, essential for fostering a supportive and responsive care environment aligned with global development goals.

Affective processing in aphantasia and potential overlaps with alexithymia: Mental imagery facilitates the recognition of emotions in oneself and others

We investigated affective processing in aphantasia (= absent or reduced vividness of mental imagery), considering a possible overlap with alexithymia (= deficits in identifying and describing emotions), as reduced vividness of mental imagery is also reported in alexithymia. Study 1 assessed physiological reactions and self-reported sympathy in n = 30 individuals with aphantasia and n = 75 controls when confronted to visual and verbal material showing people in distress. Results demonstrated that individuals with aphantasia show reduced emotional responses, especially to verbal stimuli. This is of particular importance given the higher prevalence of alexithymic symptoms in aphantasic participants, notably in externally-oriented thinking and difficulties in describing feelings. An additional mediation analysis confirmed that vividness of visual imagery mediated the association between alexithymia and self-reported sympathy. Study 2 extended our exploration to the recognition of emotions in others using the same sample. Despite accurate recognition of emotions, individuals with aphantasia exhibited significantly slower response times, suggesting less efficient strategies that do not involve mental imagery. Our findings highlight the crucial role of mental imagery in the interplay of cognitive functions and affective processes, demonstrating how conditions such as aphantasia and alexithymia can affect sympathy and, more generally, emotions.

Health Workers Need More Than Emotional Intelligence to Regulate Stress During Health Crises

The covid-19 pandemic is a recent health crisis worldwide. Stress in health workers concerns their crucial role in providing health care in the referral hospital for Covid-19. The stressors were sourced from work settings but also combined with a higher risk of infecting others in daily interactions. One of the effective buffers for stress is understanding emotions in oneself and others, formulated as emotional intelligence. However, little to no evidence of emotional intelligence prevents stress among health workers in health crisis settings. This study examined the association between emotional intelligence and stress among health workers working in referral hospitals for Covid-19. A quantitative design using simple random sampling to select six hospitals participated in this study. Ninety-two health workers completed two questionnaires between December 2021 and March 2022, including Schutte Emotional Intelligence (SEIS) and Depression Anxiety Stress Scale 21 (DASS-21). A simple linear regression analysis was applied, and the results showed no significant association of emotional intelligence toward general stress levels among health workers in the referral hospital for Covid-19. Health workers may have mediating or moderating socio-cognitive factors to cope with stress in health crises, such as self-esteem, self-compassion, and social support.
 Keywords: Covid-19 pandemic, emotional intelligence, health crisis, health worker, stress

Alexithymia in the Narratization of Romantic Relationships: The Mediating Role of Fear of Intimacy.

The purpose of the study was to verify the hypothesis concerning the relationship between alexithymia and selected indicators used to describe emotional events, specifically romantic relationships. Alexithymia, due to significant distortions in cognitive processing of emotional content, is demonstrated by poor recognition of emotions in oneself and others and, as a result, by deficits in empathy, avoidance of social relationships, and deficits in the ability to mentalize. Differences in narrations were tested by alexithymia levels (high vs. low) and the relation between specific narration features and individual alexithymia factors, i.e., difficulties in identifying emotions, difficulties in verbalising emotions, and externally oriented thinking. A total of 356 people who had been in a romantic relationship for at least six months participated in the study. The TAS-20 was applied to measure alexithymia, and the FIS questionnaire was used to investigate anxiety in close relationships. Participants were asked to freely describe the romantic relationship they were in at that moment. The Linguistic Inquiry Word Count (LIWCLIWC2015 v1.6-unlimited duration academic licence) software was used for content analysis. The study was conducted online. On the basis of the analyses conducted, high levels of alexithymia were found to be significantly associated with a lower total number of words used in narrative, a lower number relating to positive emotions, a lower number relating to causation and insight, and a higher number relating to negative emotions. Various results were obtained for individual dimensions of alexithymia in relation to the LIWC categories and the mediating role of fear of intimacy. For the difficulty identifying feelings (DIF), a significant mediating effect was observed only for words associated with negative emotions, whereas for the difficulty describing feelings (DDF), significant mediating effects were found for words relating to negative emotions and causality. In the case of externally oriented thinking (EOT), significant mediating effects were obtained for all analysed categories from LIWC.

Development and validation of the Mentalizing Emotions Questionnaire: A self-report measure for mentalizing emotions of the self and other.

Mentalizing describes the ability to imagine mental states underlying behavior. Furthermore, mentalizing allows one to identify, reflect on, and make sense of one's emotional state as well as to communicate one's emotions to oneself and others. In existing self-report measures, the process of mentalizing emotions in oneself and others was not captured. Therefore, the Mentalizing Emotions Questionnaire (MEQ; current version in German) was developed. In Study 1 (N = 510), we explored the factor structure of the MEQ with an Exploratory Factor Analysis. The factor analysis identified one principal (R2 = .65) and three subfactors: the overall factor was mentalizing emotions, the three subdimensions were self, communicating and other. In Study 2 (N = 509), we tested and confirmed the factor structure of the 16-items MEQ in a Confirmatory Factor Analysis (CFI = .959, RMSEA = .078, SRMR = .04) and evaluated its psychometric properties, which showed excellent internal consistency (α = .92 - .95) and good validity. The MEQ is a valid and reliable instrument which assesses the ability to mentalize emotions provides incremental validity to related constructs such as empathy that goes beyond other mentalization questionnaires.

Emotional Intelligence in the Digital Age: Harnessing AI for Students’ Inner Development

Artificial Intelligence (AI) presents both opportunities and challenges in fostering emotional intelligence (EI) in students. EI, vital for personal, academic, and professional success, involves recognising and regulating emotions in oneself and others. This opinion piece explores AI's potential and challenges in enhancing EI. AI's role in higher education and its various applications, including assessment and prediction, are discussed. The article also addresses the recent proliferation of Generative AI (GenAI) tools, which generate diverse content types and have sparked debates in education. AI's potential in developing each component of Goleman's EI model (1998) is examined, focusing on empathy, social skills, self-awareness, self-regulation, and motivation. AI-driven applications, such as those aiding individuals in recognising and managing emotions, practising empathy, and tailoring educational content to foster motivation, are highlighted. The piece also acknowledges concerns, such as ethical and privacy considerations in data collection, potential biases in AI algorithms, and the risk of overreliance on AI. In conclusion, we advocate for a balanced approach that combines AI tools with traditional teaching methods and human interactions to cultivate EI effectively whilst managing associated risks.

May I know my EQ? Factors to automate EQ prediction using technology

Emotional intelligence (EI) involves recognizing, regulating, and understanding emotions in oneself and others, enabling effective relationship management. Emotional Intelligence acts as a differentiator in both personal and professional lives. Nevertheless, many people lack the ability of conveying and interpreting human emotions efficiently due to which they fall short in their social and professional lives. However, this can be improved if people know their Emotional Quotient (EQ) score and work towards improving it by implementing certain skills. Although traditional methods for measuring EQ exist, majority of them are manual and are built on self-efficacy based questionnaire which are often susceptible to faking. In order to overcome these lacuna, this paper proposes a digital approach that can be used for an automatic evaluation of EQ of a person via audio visual signal input. The paper devises four major factors self-awareness, self-regulation, self-motivation and social relationships with their weightages that can be utilised for automatic evaluation through the use of technology. The paper also proposes quantifiable parameters for measuring these factors. The proposed criteria were developed with the emergence of deep learning and its applicability in assessing a person's EQ in mind.

New Tactics for the Rapidly Changing Business Environment: How Cognitive Flexibility Can Help Small Business Withstand the Next Storm

Emotional intelligence is often touted as one of the most important leadership skills, and with good reason. According to Goleman, emotional intelligence refers to the ability to identify, understand, and manage emotions in oneself and others. Researchers John Mayer and Peter Salovey initially coined the term “emotional intelligence” in 1990 (Salovey & Mayer, 1990) but became popularized later in 2005 by psychologist Daniel Goleman (Goleman, 2005). Researchers today define emotional intelligence as the ability to understand and manage your own emotions, as well as recognize and influence the emotions of those around you. Research, however, increasingly points to the importance of cognitive flexibility during rapidly changing conditions, such as the COVID-19 pandemic. Cognitive flexibility provides us with the ability to adapt our behavior to achieve goals under new environmental conditions. In this paper, the authors introduce cognitive flexibility as a critical business skill and offer ways to implement cognitive flexibility in your business or organization.

Changes of stressful life events, coping strategies and mental health among youths in the pre- and post-coronavirus 2019 pandemic era: A cross-sectional study.

In the pandemic era, stressful life events (StressLEv) aggravated the impact on mental health. However, youths exhibited different responses to StressLEv because of diverse coping strategies, social support, and emotional intelligence before and after the pandemic. To explore the changes in StressLEv and coping strategies before and after the coronavirus 2019 pandemic, as well as report the associations among mental health and related factors in a sample of Chinese youths experiencing the post-pandemic era. A cross-sectional study using convenience sampling was conducted from July 1 to August 30, 2022, covering 3,038 youths aged 14 to 25 in China. Multiple logistic regression was conducted for crude odds ratios (ORs) and adjusted ORs. The relationships between lasso-selected variables was examined using structural equation modeling. More StressLEv and limited coping strategies were reported after the pandemic. In the post-pandemic era, BSI-positive youths (youths diagnosed as considered case by Brief Symptom Inventory, BSI) reported more StressLEv (BSI-positive: mean = 75.47; BSI-negative: mean = 28.69), less social support (BSI-positive: mean = 31.81; BSI-negative: mean = 39.22), and lower emotional intelligence (BSI-positive: mean = 75.34; BSI-negative: mean = 89.42). The willingness to engage in mental health counseling (OR: no vs. yes: 1.89; uncertain vs. yes: 4.42), being punished (OR: 1.27), adaptation problems (OR: 1.06), task-oriented coping (OR: 0.95), social diversion coping (OR: 0.90), objective support (OR: 0.90), utilization of social support (OR: 0.81), and regulation of emotion in oneself (OR: 0.94) were associated with mental health. Structural equation modeling supported our theoretical framework. Pandemic-induced mental health problems should not be ignored. The proposed response mechanisms could guide the development of effective interventions, which can help youths better cope with StressLEv and maintain good mental health.

Unleash the power of Emotional Intelligence: Order Fulfillment impact on Sales Performance in the Automobile Industry

The automobile industry is a highly competitive sector that demands effective sales performance to drive revenue and maintain market share. Emotional intelligence, the ability to recognize and manage emotions in oneself and others, plays a crucial role in establishing rapport with customers and understanding their needs. Order fulfillment, the process of delivering products to customers in a timely and accurate manner, is vital for customer satisfaction. This research aims to explore the relationship between emotional intelligence, order fulfillment, and sales performance in the automobile industry. By analyzing these factors, organizations can gain insights into strategies and practices that contribute to enhanced sales performance and customer satisfaction. The findings of this study will provide actionable recommendations for optimizing sales processes and achieving sustainable growth in the highly competitive automobile industry.

Interpersonal Emotion Regulation and Emotional Intelligence: A Review

In recent years, research on the connection between interpersonal emotion regulation and emotional intelligence has expanded. Both ideas have significant consequences for how people perform in a range of situations. While emotional intelligence refers to the capacity to comprehend and regulate emotions in oneself and others, interpersonal emotion regulation refers to the ability to control one's own and other's emotions during social interactions. This study analyses the most recent research on the connection between emotional intelligence and interpersonal emotion regulation, concentrating on the effects these abilities have on relationships, health, and the workplace. According to the findings of the research we analysed, people with high emotional intelligence are better able to control their emotions in social situations, which leads to better outcomes for stress management, conflict resolution, and relationship satisfaction. The way in which a person can enhance their emotional intelligence and interpersonal emotion regulation is through mindfulness techniques, training in emotional awareness, cognitive behavioural training, training in emotional regulation as well as social support

EMOTIONAL INTELLIGENCE AND INSTRUCTORS’ PERFORMANCE IN LEBANESE PRIVATE UNIVERSITIES

The conducted research aims to measure and explain the influence of emotional intelligence on their job performance within the education sector in Lebanon specifically in Lebanese universities. To reach this objective, the model of Golemanwas chosen to answer the research question.This model is based on emotional and social skills grouped into five dimensionsinclude self-awareness, self-motivation, empathy, social skills, and self-regulation. EI is the ability to understand and reason with emotions, perceive and express emotions, and integrate emotions to facilitate thinking and regulating emotions in oneself and others.
 The quantitative approach allows testing hypotheses on representative samples. A quantitative method was chosen because it is a question of measuring the level of emotional intelligence of academic staff of Lebanese universities on the one hand, and, on the other hand, evaluating their job performance and the influence of emotional intelligence on job performance. The analysis of primary data and results obtained from the questionnaire are analyzed using the SPSS V25. However, the thematic analysis of the theory was done using NVIVO 12.The results mainly showed two positive correlations between EI dimensions and achievement and job performance.Emotionally intelligent teachers create effective learning environments. They can motivate their students by understanding their behavioral and psychological well-being.

Modifiable Factors Influencing Emotional Intelligence Among Medical Interns

AimsEmotional intelligence is crucial for medical professionals. Medical interns are expected to have a high degree of emotional intelligence to face their professional career challenges. Emotional intelligence, often measured as an emotional quotient (EQ), is the capacity to recognize and regulate emotion in oneself. It enables one to monitor own feelings and emotions and others; and guide decisions and actions, and is crucial to ensure a successful work-related outcome or good performance. A higher EQ enhances physician and patient well-being, increases patient safety and augments healthcare teamwork. However, studies about EQ among medical interns are lacking. Therefore, this study intended to determine the level of EQ among medical interns in Malaysia and its associated factors.MethodsThis nationwide cross-sectional study recruited new medical interns reporting to 17 randomly selected Malaysian hospitals accredited for medical intern training from January to April 2020. They were invited to answer an online questionnaire incorporating USMEQ-i to measure EQ, Connor-Davidson Resilience Scale-10 items (CD-RISC-10) for resilience, Brief-Cope to assess coping styles, PHPQ to assess internship preparedness, DUREL for religiosity, and questions related to sociodemographic and undergraduate training.ResultsA total of 524 from 619 medical interns responded. Mean (SD) EQ score was 3.08(0.58). Significant factors positively associated with EQ include resilience score (adjusted b = 0.65, 95% CI 0.58, 0.72, p <0.001), preparedness for internship (adjusted b = 0.11, 95% CI 0.09, 0.13, p < 0.001), approach-style coping (adjusted b = 0.17, 95% CI 0.11, 0.24, p <0.001), and religiosity (adjusted b = 0.09, 95% CI 0.01, 0.17, p <0.001). In contrast, avoidant-style coping (adjusted b=−0.19, 95% CI –0.28, 0.11, p <0.001) is negatively associated with EQ. Adjusted R2 of 67.6% substantiated the goodness of fit of the regression model.ConclusionThis study showed that there are a few modifiable factors that significantly influence EQ among medical interns; namely resilience, coping style, preparedness for internship, and religiosity. There is a positive association between EQ and approach coping style, and a negative relationship with avoidant coping. Approach coping encapsulates constructive responses to stress such as positive reframing, acceptance, seeking helpful information, and reaching for emotional support, while avoidant coping includes self-distraction, denial, venting, substance abuse, behavioural disengagement, and self-blame. These significant factors in this study such as coping and resilience can be learned and taught as a skill. These findings will aid medical schools to design programmes and improve the medical education to increase EQ among medical students who will become better medical interns and doctors in the future.

"Hindrance" and "Love" Pay Attention to the Theme Poster Design of Alexithymia

In social life, people's emotional communication lies in communication. Loss of communication ability will make people's emotional indifference, and make more people suffer from the difficulties caused by alexithymia. Aexithymia is characterized by the inability to identify, distinguish, and express certain emotions of oneself or others. The emergence of this disease will affect people's lives. Therefore, through the design of the theme posters, more people can pay attention to alexithymia and call on people to increase emotional communication. So that people can live healthier lives in their social lives.

Emotional Intelligence and Good Medical Practice: Is There a Relationship?

Emotional intelligence (EI) is defined as the ability to perceive and manage the emotions of oneself and others. Despite being one of the most highly used psychological terms in popular nomenclature, its understanding in the context of clinicians remains poor. There is a dearth of literature on this topic, and this submission examines the relationship between a clinicians’ EI and the key domains of “Good Medical Practice” guidelines from the General Medical Council, United Kingdom. It aims to review and critically analyse the existing literature on EI and Good Medical Practice while attempting to establish a relationship between the two.This submission thus examines the relationship between emotional intelligence and a clinician’s on-the-job performance. The findings demonstrate how emotional intelligence can aid the clinician in all aspects of their working life in the context of practising in line with General Medical Council (GMC) guidance. The authors also recommend exploring the possibility of inclusion of EI within a modern medical curriculum, as it may lead to improved practice in clinicians.

Emotional intelligence in incarcerated sexual offenders with sexual sadism

ABSTRACT Emotional intelligence (EI) is defined by the ability to perceive, manage, and reason about emotions in oneself and others. Studies have reported deficits in EI abilities among certain antisocial populations such as individuals with psychopathy, and enhanced performance among sexual offenders. Despite EI's relevance to offending behaviour, the association between EI and paraphilic offending has been under-studied. We examined the association between EI, sexual offending, and sexual sadism in 80 incarcerated men with sexual offences and 207 incarcerated men with non-sexual offences. EI was assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Sadism was measured using the Severe Sexual Sadism Scale (SeSaS). Results showed that SeSaS scores were positively associated with Strategic EI (the ability to understand and manage emotions), but were not significantly related to Experiential EI. This may reflect core characteristics of sexual sadism including domination and manipulation, challenging the prevalent notion that higher EI is invariably positive. Practice impact statement The study findings suggest that high EI may not always promote prosocial behaviour, which has significant implications for clinical practice. For example, treatment programmes aimed at generally improving EI-related abilities (e.g. emotion regulation) could be refined towards more specific or individualised strategies (e.g. how to effectively and prosocially use EI skills).

Developing emotionally intelligent teaching approaches in online learning

This ‘on the horizon’ paper discusses the evaluation outcomes of a pilot Emotional Intelligence Skills Training (EIST) workshop, intended as a resource to support teachers’ enhancement of student engagement in online learning settings. Sixteen HE teachers participated in a pilot of a new EIST workshop which explored topics including; 1) recognising and managing emotions in oneself; 2) recognising and managing emotions in others’, and 3) using emotion. Evaluation was conducted using focus groups. Feedback revealed that, in addition to raising awareness of the need to better recognise and manage students’ emotions in online environments, participants felt that EIST supported the development of more positive relationships with students and enhanced engagement. EIST could play an important role in supporting academic staff to better engage students in online settings.

Repercussions of Emotional Intelligence on Leaders Behaviour

There are many factors that influence the behaviour of Human Being and so as the behaviour of a Leader. The repercussions of emotional intelligence on the behaviour of the Leader are to be studied. The term Emotional intelligence (EI) is considered as an ability or capacity or skill or self-perceived ability to identify, assess and manage the emotions of oneself, of others, and of groups. It becomes one of the key indicators of employee’s success at workplace. EI matters most than the Intelligent Quotient (IQ) under the premise that some people are academically good but still fail in their social and interpersonal associations. With the right emotional intelligence skills, one can have control over these emotions and be successful at workplaces. Life at workplace can be so much more enjoyable sans this emotional spitefulness. EI helps people to get to more personal and professional relationships and progress further at workplace. It is the ability to identify oneself and analyze and solve problems that enables one’s own development.

Basic techniques and methods of developing emotional intelligence in preschool children

This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.

Rehabilitation treatment of patients with psychosis of the residential structure of the mental health operative unit of Torre Annunziata

Recognizing emotions in oneself and in others is a delicate subject to confront with psychiatric tools, as it refers toa ability that is already compromised and that causes many daily struggles. The proposed year long work consistsof a weekly group project with Intermediate Rehabilitation Structure of ASL Napoli 3 Sud-District 56 participantsand evaluated through the TAS-20 (Toronto Alexitimia Scale) and the ESCQ-45 (Emotional Skills & CompetenceQuestionnaire). The arguments of the study range from the emotional recognition based on mimicking described facialemotions and the sharing of fears and desires, to the recognition of the body parts involved in emotions and meetingsdedicated to managing anger and awareness of one’s reactions. The involved group consists of 10 participants with achronic schizophrenia diagnosis and variable comorbidity with anxiety disorders; the sample is homogeneous by agerange and pharmaceutical dosage.