Higher Emotional Intelligence Scores Research Articles

Emotional intelligence and self-esteem among Saudi Arabian and Indian nursing students: findings from two countries

IntroductionUnderstanding the emotional intelligence (EI) and self-esteem of Indian and Saudi nursing students is important because their future nurse–patient relationships may be influenced by factors related to their unique cultural contexts. Hence, this study sought to investigate the EI and self-esteem of nursing students in Saudi Arabia and India.MethodsA descriptive–comparative research design was used to compare 660 nursing students from Saudi Arabia and India who were enrolled in the study from September 2022 to January 2023. Nursing students were recruited from University A in Riyadh and University B in Abha, Saudi Arabia, and from University C in India.ResultsThe study found significant differences in EI scores based on year of study (p < .011), age (p < .024), residence (p < .005), and academic performance (p < .008). Students in later years, over 20 years old, from urban areas, and with good grades, had higher EI scores. Conversely, only age showed a significant difference in the self-esteem scores (p < .002). The year of study (p > .670), residence (p > .430), and academic performance (p > .526) did not significantly affect self-esteem. Finally, urban residence and good academic performance were significant predictors of EI (p < .005), while none of the demographics predicted self-esteem (p > .005).ConclusionHigher emotional intelligence among nursing students can be associated with several variables, such as being in the higher years of study, older age, residing in an urban area, and good academic performance, whereas self-esteem appears to be hardly affected by these indicators but probably influenced by other aspects that were not measured. This implies that educators in relation to self-esteem should know the relationship between emotional intelligence and nursing practice besides healthcare establishments; they need to enhance their teaching methods so that learners can have more resilient attitudes towards work, provide quality patient care, and promote a better learning environment for nurses who will become stronger professionally in the future.

Self-reported emotional intelligence levels by dentists in the Nigerian residency programme.

Introduction: Emotional intelligence (EI) aids in the management of emotions. It is presumed to be important in maintaining well-being and organizational structure in stressful environments like the dental residency program. This study assessed self-reported emotional intelligence skills among consenting Nigerian dentists in the residency training program.Materials and Methods: Eligible respondents were surveyed electronically to determine levels and patterns of EI as defined by Goleman, using the EI Inventory (www.ysmsolutions.co.uk). Variables were described as frequencies and percentages. Means were compared with t-test or ANOVA. Correlations were performed as appropriate. The level of statistical significance was set at p≤0.05. Results: Ninety residents with a mean age of 35.6 ± 4.8 years and 62(68.9%) males and 28(31.1%) females participated in the study. There were 57(63.3%) junior residents and 33(36.7%) senior residents who had spent between 1 and 12 years in the program.The mean overall EI score was 187.4±21.4. EI scores were highest for Self-Awareness (40.7±5.1) and lowest for Managing Emotions (33.3±5.7). Males outperformed females in social skills (p&lt;0.001). Conclusion: Participants had high EI scores in self-awareness and low scores for managing emotions. Overall, EI scores were good.

Relationship of Emotional Intelligence with academic scores and gender in students of Masters in Health Professions Education (MHPE) at a Public Sector University.

To determine the correlation between Emotional Intelligence (EI) scores and academic scores and identify other factors that have a relationship with EI. Cross-sectional analytical study was conducted in the year 2021 on 52 students enrolled in three batches of the MHPE program of a public sector university in Karachi. Data was collected by using Sterrett's Emotional Quotient Self-Assessment Checklist along with a self-constructed form for obtaining demographic profile information. Descriptive analysis was done by calculating percentage, mean and standard deviation. The correlation was done by using Spearman rho and association was tested by Chi-square. Data from forty-one participants showed that the majority need to improve their EI. Females and married participants had higher EI scores. There was a significant positive correlation between EI scores and academic performance but no significant association was found between EI and gender of the participants. The study showed that EI competencies have a strong positive correlation with the academic performance of MHPE students. Hence, it emphasizes the need for including development of EI in the outcomes and curricula of the existing MHPE program.

The impact of periodic social events on personal emotional intelligence: Radiologists' experience at an Egyptian teaching hospital.

Radiologists need to learn more about the management of their emotions and their impact on individual well-being as well as proper communication within the radiology realm. This cross-sectional study was conducted to assess the relationship between joining social events organized by the radiology department of Al-Ahrar Teaching Hospital and the emotional intelligence of radiologists. A questionnaire-based survey was conducted on 82 radiologists at the Radiology Department of Al-Ahrar Teaching Hospital, Sharkia Governorate, Egypt. This was preceded by a pilot study among radiologists, and modification of the questionnaire items to be more precise. The questionnaire consisted of three sections: it assessed sociodemographic, personnel, and workplace characteristics of the participants; social events' related factors, and emotional intelligence of radiologists. 52.4% of radiologists had moderate emotional intelligence scores, and 24.4% had high emotional intelligence scores. High emotional intelligence scores were significantly associated and positively correlated with the increased participants' years of work experience and frequency of attending social events, and the overall impression of the events. The radiologists' overall impression of the social events was the only significant independent predictor of a high emotional intelligence score. The majority of the participants in this study had moderate to high emotional intelligence scores. The social events that were organized by the radiology department succeeded in crossing-over the gaps in communication and workflow knowledge that take place due to significant personnel turnover and should be considered for improving team preparedness and communication in similar workplaces.

ОСОБЕННОСТИ ВОСПРИЯТИЯ ПРИВЛЕКАТЕЛЬНОСТИ ЛИЦА ПРИ РАЗНОМ УРОВНЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА

Background. Many studies have been devoted to the relationship between the perception of facial expression and emotional intelligence (EI). As a rule, the study of this issue involved the tasks of expression recognition with stimuli expressing strong basic emotions. However, diX erences in the success of expression recognition in groups with diX erent levels of EI are not always signiY cantly pronounced. Z is may be connected to the fact, that the recognition of basic expressions is too easy for subjects with both high and low EI scores. In order to conduct a more effective study of this issue, it is necessary to complicate the task of facial expressions recognition. To this end, one of the conY gurational eX ects of E. Brunswick stating that neutral faces with diX erent conY gurations of facial features are perceived as emotionally colored, can be used. Under these conditions, a more adequate task is not to assess the success of expression recognition, but to assess the attractiveness of the face, which is closely related to the perceived facial expression. Z us, faces with positive expressions are more o[ en rated as attractive, and vice versa. It is assumed that the study of the perception of neutral faces will reveal the features of the relationship between the perception of facial expression and EI. Objective. Z e study is meant to explore the relationship between the perception of facial attractiveness and EI. It was assumed that subjects with diX erent levels of EI would evaluate the attractiveness of neutral faces diX erently. Sample. Z e experiment involved 49 people (20 men and 29 women, in the age range of 18–35 years). Methods. Images of faces were presented on a monitor screen. Eye movements were recorded during stimuli presentation. Z e level of EI was assessed based on the results of the “Test of emotional intelligence” (TEI) (Sergienko et al., 2019). We calculated indicators of TEI for all branches of EI (the abilities to recognize, understand, manage, and use emotions), as well as the total score of EI. An analysis of face attractiveness scores as well as eye movement parametres (duration and number of Y xations, duration of saccades) was carried out for two groups of subjects with high and low EI scores.

English Teachers in Vietnam and the Relationship Between their Resilience and Emotional Intelligence

Various studies have demonstrated the importance of emotional intelligence (EI) and resilience as abilities that teachers should possess in order to be effective. It has even been shown that there is a significant positive connection between EI and resilience. This study aimed to investigate the levels of emotional intelligence and resilience of English teachers in Vietnam. It further sought to confirm the connection between EI and resilience. Through snowball sampling, 11 Filipino and 16 Vietnamese English teachers were selected to be the respondents of this study. The Schutte emotional intelligence test was used to measure the respondents’ EI while the Brief Resiliency Scale was utilized to measure their resilience. The findings showed that 40.74% of all the respondents had moderate EI scores while 59.26% had high EI scores. In addition, the results found that the Vietnamese, the females and those without a romantic partner had higher EI. However, these differences were not statistically significant. In terms of resilience, 7.4% of all the respondents had low resilience scores, 70.27% had moderate resilience scores while 22.22% had high resilience scores. The results showed further that the Vietnamese, the males and the respondents with a romantic partner had higher resilience. However, these differences were not statistically significant. A low positive relationship between the respondents’ EI and resilience scale scores was found but this relationship was not statistically significant. The findings of this study were unable to confirm the connection between EI and resilience among the respondents.

A Comparative Study to Assess Emotional Intelligence between boys and girls nursing students of selected Nursing Colleges at Latur

Background of The Study: A man’s life is normally divided into five stages namely: infancy, childhood, adolescence, adulthood and old age. Every stage has its significance in terms of biological and psychological transition which in-turn influences the behavior, among these stages the pivotal transformation occurs between childhood to adolescence, which is also termed as biological stress. Hormone for the first time appear and change the internal environment and in- turn influence psychological composure of an individual, this influence can be in positive or in negative way. Aim: Aim of study is to assess and compare emotional intelligence between boys and girls nursing students form selected nursing colleges of latur. Method: In the study 60 samples were chosen using non probability convenient sampling, structured Emotional intelligence scale was administered to assess emotional intelligence among boys and girls of nursing college. Result: The findings of the present study, revealed that among Boys the highest percentage (86%) had high emotional intelligence and remaining (13.33%) had low Emotional intelligence scores. While In case of Girls, Highest percentage (95%) had high emotional intelligence scores and remaining (5%) had low emotional intelligence scores. To find the significance of difference in mean emotional intelligence scores between Boys and Girls Nursing students, Independent ‘t’-test was computed obtained value of Independent ‘t’(58)= 6.553 , which was found to be significant at 0.05 level of significance. Hence Null hypothesis is rejected interpreting Girls had significantly higher emotional intelligence compared to Boys. To find association with level of Emotional intelligence and their selected personal demographical variables Chi-Square was computed, results reveal that no personal variables of samples were found to be statistically significant at 0.05 level of significance. Conclusion: The study revealed the emotional intelligence is having a profound impact on boys and girls Nursing students and it further revels that girls had higher emotionally intelligence in comparison to boys. The result demonstrated that the Questionnaire was effective for comparing the emotional maturity in between boys and girls among the nursing student M.I.N.S college latur.

The impact of maternal emotional intelligence on young children’s motor development

ABSTRACT This study examined the relationship between the mother’s emotional intelligence (EI) and children’s motor development. Iranian preschool children (N = 148) in the range of 4–6 years were selected from daycare centres using a multi-stage cluster sampling. The BarOn Emotional Quotient Inventory and Bruininks-Oseretsky Test of Motor Proficiency 2 Short-Form were used to assess EI and child motor development. Results indicated a significant relationship between family income, mother’s education, mother’s EI, and child motor development. Structural equation modelling (SEM) revealed a reliable goodness of fit for the relation between EI and motor development. Also, there was statistically significant association between EI and motor development with an effect size of 45%, thus suggesting that the mother’s EI could predict motor development. Whereas all EI dimensions had some positive influence on the child’s motor development, interpersonal skills highlighted the overall impact. Among the four scales of motor proficiency, the highest effect of EI was with fine-motor skills (55%). Overall, and arguably the most profound finding was that higher EI scores were significantly associated with higher child motor skill scores. In conclusion, these findings support the notion that a mother’s EI could have a significant impact on a child’s motor development.

An Analysis of Emotional Intelligence and Academic Performance of Four- Year Integrated B.Ed. Trainees

Emotional intelligence plays a vital role in accomplishing the determined objectives of mankind and promoting learning outcomes. For the first time psychologists, Mayer and Salovey coined and used the term “Emotional Intelligence” and defined it as the capacity or ability of an individual for perceiving, processing, knowing and regulating emotional information accurately in an effective manner involving Intra and inter abilities to guide one’s thinking to make certain changes in others. The objectives of the study were to investigate the emotional intelligence scores of four-year integrated B.Ed. Trainees, to compare the emotional intelligence scores of four-year integrated B.Ed. Trainees, in terms of their sex, to compare the academic performance scores of students having high and low emotional intelligence scores and to investigate the relationship between the emotional intelligence scores and academic performance scores of students. To accomplish the objectives of the present study, descriptive survey cum comparative cum correlational methods were used to accomplish the objectives. In the present study, 50 four-year integrated B.Ed. trainees were taken randomly, so the study sample consisted of 150 four-year integrated trainees of Gangadhar Meher University as a whole. To collect data from the sample groups Emotional Intelligence Scale developed by Nicola S. Schutte, John M. Malouff and Navjot Bhullar in 2008 was used, which consists of 33 items in a five-point scale having Cronbach’s alpha reliability of .90 and the test-retest reliability of .78. Along with that, academic performance scores of the last semester of students were taken. The findings of the study revealed that about 6% of students had high emotional intelligence scores and 94% had above-average emotional intelligence scores. The study revealed no significant difference between the emotional intelligence scores of boys and girls. It was also found that the academic achievement scores of students having high emotional intelligence scores were more as compared to the students having low emotional intelligence scores. The study also reported a significant positive correlation between emotional intelligence and the academic performance of students.

Critical thinking, emotional intelligence and conflict management styles of medical students: A cross-sectional study

Critical thinking is an essential skill that medical students need to master due to the necessity of making complex judgments in healthcare settings. Examining medical students’ critical thinking and the associated factors can inform educators on how to equip students for effective critical thinking. This research aimed to evaluate critical thinking among medical students, and the correlations of emotional intelligence and five conflict management styles with critical thinking were also investigated. A cross-sectional study of medical students from the Jilin University was conducted using a questionnaire. Data were analysed using t-tests, one-way ANOVA, Pearson correlation analysis, and linear regression analysis. 269 medical undergraduates completed this study. The mean critical thinking score was 281.12 ± 27.40, with139 participants (51.67 %) indicating positive to strong critical thinking tendency. Gender or year of study was not statistically significantly associated with critical thinking. Emotional intelligence was a significant predictor of critical thinking: higher emotional intelligence scores were associated with higher critical thinking scores. Integration, domination, and compliance showed a significant association with critical thinking. The more students used the integration style, the more positive their critical thinking score was. The more students used the domination and compliance styles, the more negative their critical thinking score was. These findings point to a potential link between medical students’ critical thinking, emotional intelligence and conflict management skills, all of which are needed to make critical clinical judgements, manage their own emotions and the emotions of others and to manage workplace conflict. Further investigation to explore these associations and the role of inclusion of these topics in the undergraduate curriculum is required.

A multilevel analysis on the evaluation and promotion of emotional intelligence among Chinese school adolescents

Emotional intelligence (EI) is closely connected with mental health, academic achievement, and social adaptation. The purpose of this cross-sectional study is to evaluate EI and explore its associated factors in Chinese adolescents in school. Self-reported questionnaires were distributed to participants—a total of 2,058 students aged 10 to 18 years and 114 homeroom teachers. A hierarchical linear model was used to test the effects of individual and class level variables on EI, respectively. The study found that the participants exhibited slightly higher EI scores than their Western counterparts and that EI levels varied between classes. Students’ prosocial behaviors, study pressure, left-behind status (at the individual level) as well as the homeroom teachers’ gratitude, job rewards, negative teacher-student relationships, and perceived organizational support (at the class level) were significantly associated with EI. Therefore, the emotional expressions and working situations of homeroom teachers should be promoted to facilitate the development of adolescents.

Do Internal or External Characteristics More Reliably Predict Burnout in Resident Physicians: A Multi-institutional Study

Surgical residents have been shown to experience high rates of burnout. Whether this is influenced predominately by intrinsic characteristics, external factors, or is multifactorial has not been well studied. The aim of this study was to explore the relationship between these elements and burnout. We hypothesized that residents with higher emotional intelligence scores, greater resilience and mindfulness, and better work environments would experience lower rates of burnout. General surgery residents at 7 sites in the US were invited to complete an electronic survey in 2019 that included the 2-item Maslach Burnout Inventory, Brief Emotional Intelligence Scale, Revised Cognitive and Affective Mindfulness Scale, 2-Item Connor-Davidson Resilience Scale, Utrecht Work Engagement Scale, and Job Resources scale of the Job Demands-Resources Questionnaire. Individual constructs were assessed for association with burnout, using multivariable logistic regression models. Residents' scores were evaluated in aggregate, in groups according to demographic characteristics, and by site. Of 284 residents, 164 completed the survey (response rate 58%). A total of 71% of respondents were at high risk for burnout, with sites ranging from 57% to 85% (p = 0.49). Burnout rates demonstrated no significant difference across gender, PGY level, and respondent age. On bivariate model, no demographic variables were found to be associated with burnout, but the internal characteristics of emotional intelligence, resilience and mindfulness, and the external characteristics of work engagement and job resources were each found to be protective against burnout (p < 0.001 for all). However, multivariable models examining internal and external characteristics found that no internal characteristics were associated with burnout, while job resources (coeff. -1.0, p-value <0.001) and work engagement (coeff. -0.76, p-value 0.032) were significantly protective factors. Rates of engagement overall were high, particularly with respect to work "dedication." A majority of residents at multiple institutions were at high risk for burnout during the study period. Improved work engagement and job resources were found to be more strongly associated with decreased burnout rates when compared to internal characteristics. Although surgical residents appear to already be highly engaged in their work, programs should continue to explore ways to increase job resources, and further research should be aimed at elucidating the mediating effect of internal characteristics on these external factors.

Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

Description Of Quality Learning Mathematics Of Students In Class Viewed From Emotional Intelligence In Class XI Transformation Materials In SMA 2 Majene

Achievement of student learning outcomes and activities in learning is one of the things that can describe or is one of the benchmarks determining the quality of student learning. The emotional intelligence factor can affect the quality of learning. Therefore, the formulation of the problem in this study is how the description of the quality of mathematics learning of students is viewed from emotional intelligence on transformation material in SMA Negeri 2 Majene. The purpose of this study was to determine the description of the quality of mathematics learning of students in the classroom in terms of emotional intelligence on transformation material in SMA Negeri 2 Majene. This research is a type of qualitative research. The quality of student learning referred to in this study is the quality of student outcomes and activities. How to choose a subject that is by giving questionnaires to emotional intelligence to students then choose two students who have high emotional intelligence scores, two students with moderate emotional intelligence scores and two students with low emotional intelligence scores. The data collection method uses a combination of test, questionnaire and interview methods. Learning quality data obtained from quality test results and interviews of subject activities in the classroom. The results showed that the quality of the results of subjects with high emotional intelligence classified in the high and low categories, subjects with moderate emotional intelligence were both classified in the low category and subjects with low emotional intelligence classified in the medium and low categories, while for the quality of the process, the two subjects of emotional intelligence the first high and low emotional intelligence subject understands all indicators, whereas the second moderate emotional intelligence subject and the second low emotional intelligence subject do not meet all indicators

Relationship with Emotional Intelligence and General Health among Male Smoker Staff in Urmia University of Medical Sciences

Introduction: One of the important factors in determining success in life is emotional intelligence. It could be considered as a protective factor against health threatening behaviors, including smoking. Considering the effect of emotional intelligence on the health of people and the amount of smoking in smokers, the present study aimed to investigate the relationship between emotional intelligence and general health in the male smokers.Methods: In this descriptive-correlational study, 350 male smokers who were working in Uremia University of Medical Sciences were recruited, using convenience sampling. The instruments used in this study were demographic information questionnaires, Cyberia Shrink standard questionnaire, and 28-Question General Health Questionnaire (GHQ-28).Results: The mean score (SD) of emotional intelligence and the mean score (SD) of general health were 110.26 (16.24) and 23. 60 (13.27), respectively. There was a significant negative relationship between emotional intelligence and general health scores.Conclusion: Individuals with higher emotional intelligence scores had a better physical and mental health status. Therefore, teaching emotional intelligence can increase physical and mental health of the individuals through reducing risky behaviors.

Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions.

Background: This study compares the self-concept of students that have motor disabilities with that of students in the normative group. It also considers whether there are EI (emotional intelligence) profiles based on combinations of EI components (attention, clarity, and mood repair). Finally, it analyzes whether there are statistically significant differences in self-concept based on the EI profiles found. Method: 102 university students with motor disabilities participated. The age range was 19–33 (M = 20.22, SD = 4.36). The Escala de Autoconcepto Forma 5 (Self-Concept Scale Form 5, AF5) and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Results: The scores for self-concept were lower in the sample of students with reduced mobility. The cluster analysis also identified three different EI profiles: one group of young people with high general EI scores, one group with high scores for clarity and mood repair, and a last group of students with low EI scores. Finally, the ANOVA showed better self-concept in the group with high scores in the three EI dimensions. The results suggest that better self-concept is associated with a high EI profile. Conclusions: It would be interesting to provide programs that consider EI in more depth to strengthen these students’ self-concept.

Scoping review: the emotional intelligence of nurses in the clinical care environment

Introduction: Nurses experience different feelings and emotions in their daily clinical practice. The complexity of the environment of the clinical care requires the development of nurses’ emotional intelligence (EI). Goleman [1,2] establishes a model of EI which became popular as it may be applied in a range of variety of work contexts. Therefore, the aim of this Scoping Review is to map out and analyse the scientific evidence regarding the concept of nurses’ emotional intelligence and the clinical care environment. Methods: From 245 articles identified in the databases, 53 were removed by the analysis of the titles and the abstracts. There were analyzed 12 full papers and were included 6 articles in the Scoping Review of the Literature. The first step was to search at CINAHL and MEDLINE databases with the following keywords: emotional intelligence, work environment, hospitals, nurses. Secondly, a search with all the keywords and index terms previously identified was undertaken across all the databases mentioned above. Additionally (and in order to complete the last step) new studies were identified according to the reference list of all the reports selected. The eligibility criteria included the studies that examined the emotional intelligence of nurses and the clinical care environment. Data extraction and analysis of the studies were based on The Joanna Briggs Institute criteria’s. Results: Three key themes emerged: (1) Nurses’ emotional intelligence: behaviors of emotional competence are desirable for building strong teams and for working in multidisciplinary environment. It was analyzed through self-awareness, emotion management, self-motivation, empathy and relationship management capabilities [1]; (2) EI relationship with the clinical practice environment: higher EI scores in nurses are associated with better performance, commitment, retention, longer career, better care outcomes, work well-being and lower burnout [2–5]; (3) EI development strategies: they were verified by relationship management, development of self-awareness, communication techniques and focus group [1,3,6]. Discussion and conclusions: EI can be applied in the clinical care practice during the interaction with patients and their family, along the management of relationships between colleagues and dealing with ideological and organizational requirements, differences and conflicts [3,6]. EI can be trained, measured and improved in order to promote an environment of respect and care, built by better communication, relationships and professional outcomes [1]. The EI capabilities model can provide leaders and managers with a framework for developing changes in clinical practice and workplace demands innovation [1,4].

Association of sociodemographic factors and emotional intelligence with academic performance in clinical and preclinical dental courses.

The dental graduation program is stressful and challenging as it is essential to master various skills. The emotional intelligence (EI) is reported to help in perceiving, moderating emotions and also play a significant role in academic excellence. The aim of this study was to assess the sociodemographic factors influencing EI and to determine the association of EI in academic performance of clinical and preclinical courses. This cross-sectional study included the 113 dental clinical internship students from five different dental schools at Pakistan. The self-administered questionnaire data included sociodemographic factors, academic performance in preclinical, clinical courses, and San Diego City College MESA Program-based EI responses. The results were analyzed with multiple linear regression and ordinal regression to identify the independent predictor for EI and academic performance. The female participants had marginally higher mean EI score (109.67) in comparison to male counterparts (108.10). The independent predictors among sociodemographic factors for EI were having siblings (P = 0.016), loss of parents (P = 0.002), parents' education (P = 0.022), and relation with parents (P = 0.03). The students enjoy studying dentistry were also associated with higher EI scores (P = 0.002). The mean EI score was an independent predictor of academic performance predominantly in clinical courses [β = -0.041 (95% confidence interval - 0.063 to - 0.020); P = 0.000]. The finding of the study indicates the influence of family and social factors in the development of EI. The dental students' EI is vital for higher academic performance in clinical courses.

The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study

EI involves the ability to relate to and influence others, and may be important for practice nurses. A questionnaire survey was conducted among 96 nurses who had just completed their internship period. The main work pressures experienced by practice nurses were analyzed. To investigate and analyze the main work pressures on clinical practice nurses, and improve their emotional literacy through targeted emotional intelligence (EI) education to support good professional quality and active responses to work stress. In total, 102 new practice nurses were randomly divided into control and experimental groups. Both groups received routine professional skill training. Nurses in the experimental group also received guided EI training. Working pressure and EI level were tested in both groups before and after the internship period. The main work pressures on practice nurses were excessive nursing workloads and poor allocation of work time. The experimental group had higher EI scores and lower pressure scores than the control group. EI education for practice nurses may be particularly important in relieving work pressures.

Cyberbullying Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering Role?

Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed.