High Level Of Emotional Intelligence Research Articles

Crafting Optimal Digital Learning Experiences: An Inquiry into Emotion-Infused Web-Based Instructional Design and Its Influence on Student Satisfaction

This study was designed to investigate the effectiveness of emotionally infused web-based instruction on students’ satisfaction in learning English grammar. The sample population for this study involved 185 Form Three students from a secondary school of Peninsular Malaysia. Data were collected using the End-User Computing Satisfaction (EUSC). The research design for this study is a Quasi-experimental design. This study consists of one independent variable (instructional strategies) with two types of treatment condition (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe) and one moderator variable (level of emotional intelligence) with two levels (high and low level of emotional intelligence). A 2𝑥2 factorial design was used. The results revealed that students in WBIe performed better than students in WBIwe based on satisfaction level, students in both WBIe and WBIwe have a similar score. The results further indicated that emotional intelligence level affects students’ satisfaction in WBIe and WBIwe. Students with high levels of emotional intelligence had a higher score than those with low levels of emotional intelligence in terms of satisfaction level. Given the findings of this study confirming the instructional impact of emotionally sound web-based instruction, it is important for an instructional designer to clearly understand how emotions influence the learning process. This helps to figure out how to channel their emotions to make them learn more effectively.

The Relationship Between Emotional Intelligence Level and Conflict Management Strategies for Female Practicing Nurses with Dual Roles in the Inpatient Room of RSUD Sumedang

The nursing environment is unique and has the potential for conflicts to arise. Effective conflict management is crucial for redirecting disputes in a constructive direction. Emotional intelligence , as an internal personality characteristic, significantly influences conflict management. This research aims to determine the relationship between emotional intelligence and conflict management strategies. A quantitative methodology was employed, utilizing Spearman Rho correlation analysis to analyze the data. The sample in this study consisted of 107 female practicing nurses with multiple roles in the inpatient ward of RSUD Sumedang, selected using the proportional random sampling technique. The alternative hypothesis (Ha) is accepted, indicating a significant relationship between the level of emotional intelligence and the conflict management strategies of competing, collaborating, compromising, avoiding, and accommodating, with significance levels and correlation coefficients, namely <.001 (-0.510), <.001 (0.614), 0.038 (0.201), <.001 (-0.757), and <.001 (0.688), respectively. Based on these results, it can be concluded that the level of emotional intelligence is positively correlated with conflict management strategies such as collaborating, compromising, and accommodating. Meanwhile, conflict management strategies involving avoiding and competing show a negative correlation. This demonstrates that selecting a constructive conflict management strategy requires a high level of emotional intelligence . Conversely, nurses possessing elevated emotional intelligence may lean towards avoiding or refraining from aggressive competition in conflict situations to preserve positive relationships among colleagues. Hence, there is a need for comprehensive development of emotional intelligence and conflict management training.

Personal and Professional Attributes, Emotional Intelligence, and Leadership Effectiveness of Industrial Education Leaders In Region I

This research investigates the dynamics between the attributes (both personal and professional), emotional intelligence, and the leadership effectiveness of leaders in industrial education at higher education institutions in Region I, using a descriptive-correlational approach. By employing standardized tools for data collection and a scoring system that mitigates bias through reverse coding and random distribution of items, the study aims to uncover correlations between various aspects of leadership in industrial education. Specifically, it evaluates the interrelations among leaders’ attributes, emotional intelligence, and perceived leadership effectiveness from the perspectives of both the leaders themselves and their faculty members. The analysis, leveraging statistical methods like frequency counts, percentages, and correlation coefficients, unveils that the majority of industrial education leaders and faculty members possess distinctive demographic and professional profiles. The findings indicate high levels of emotional intelligence and leadership effectiveness among leaders but suggest that their personal or professional attributes do not significantly influence these aspects. Furthermore, faculty members’ perceptions of leadership effectiveness are significantly shaped by their academic rank and their institutions’ program accreditation status, whereas the impact of leaders’ emotional intelligence on their leadership effectiveness is not pronounced. Keywords: industrial education, emotional intelligence, leadership effectiveness, descriptive-correlational, Philippines

The impact of emotional intelligence on coping strategies for psychological trauma

The aim is to determine the impact of emotional intelligence on coping strategies for psychological trauma. Methods: The research was conducted using survey and testing based on diagnostic methods: Primary Care PTSD Screen, WCQ, EQ-test. Statistical methods were used: ANOVA, descriptive statistics, regression analysis. Two hundred seventy internally displaced persons (IDPs) aged 23 to 48 participated in the study. The study found that subjects with PTSD signs have low emotional intelligence (M=32.31±14.88) and confrontation (M=12.68±4.08), distancing (M=12.74±4.62), avoidance (M=13.85±4.97) coping strategies. Regression analysis established that a low level of emotional intelligence promotes confrontation (β=-1.926±0.296) and distancing (β=-1.198±0.386) coping, and a high level of emotional intelligence develops a problem-solving strategy (β=1.277±0.298). The results make it possible to expand the range of providing psychological assistance in overcoming psychological trauma through the formation of emotional intelligence. This will ensure the assimilation of constructive coping as elements of conscious overcoming of life's difficulties. Increasing the level of emotional intelligence and adaptive behavior strategies will help reduce feelings of stress due to trauma. The obtained results open opportunities to study the impact of emotional intelligence on individuals who experienced traumatic events. Studying external and internal factors contributes to emotional intelligence development. Identifying individual and socio-cultural aspects of coping strategies enhances psychological support methods. Understanding emotional intelligence's influence helps design programs to develop it and overcome psychological trauma, including telepsychology.

566 Burn Camp Volunteers Exhibit High Levels of Emotional Intelligence; Attributes to Consider for Volunteer Recruitment

566 Burn Camp Volunteers Exhibit High Levels of Emotional Intelligence; Attributes to Consider for Volunteer Recruitment

The mediating role of emotional intelligence on nursing students' coping strategies and anxiety during the COVID-19 pandemic.

Anxiety among nursing students documented during the COVID-19 pandemic reflected their fear of contracting infections, adhering to the mandatory use of masks in public, engaging in the new experience of distance learning, having financial problems, and so on. The purpose of this study was to examine the mediating role of emotional intelligence (EI) on nursing students' coping strategies and anxiety during the pandemic. This cross-sectional correlational study was conducted in a university in Jordan. An online survey was used to obtain data from a sample of 282 nursing students who had returned to on-campus learning during the summer semester of 2019/2020. The survey held four parts: (a) questions about sociodemographics, (b) the General Anxiety Disorder-7 (GAD-7) scale, (c) the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), and (d) the Brief-Coping Behavior Questionnaire (Brief-COPE). The results showed that EI had a fully mediating role in the relationship between problem-focused coping strategies and anxiety, and it partially mediated the emotion-focused and avoidant/dysfunctional coping strategies and anxiety relationships. Nursing students who used the problem-focused coping strategies had high levels of EI, and with increasing levels of EI, anxiety levels decreased. Promoting the development of EI among nursing students would enable them to manage their emotions effectively and control their anxiety, particularly in new circumstances such as those that occurred during the COVID 19 pandemic.

A Model of Connections Between Positive Characteristics: Emotional Intelligence Links Mindfulness to Positive Characteristics with Emotion Elements

AbstractThis research examined a model positing that mindfulness is a foundation for the development of emotional intelligence and other positive characteristics with emotional elements; these characteristics include self-compassion, gratitude, empathy, resilience, and forgiveness. The model further postulates that adaptive emotional processing, as operationalised by emotional intelligence, may connect mindfulness to positive characteristics with emotion elements. Participants completed trait-level measures of mindfulness, emotional intelligence, self-compassion, gratitude, empathy, resilience, and forgiveness. Greater trait mindfulness was significantly associated with higher levels of emotional intelligence as well as more compassion, gratitude, resilience, and forgiveness. Higher levels of emotional intelligence were significantly associated with more self-compassion, gratitude, empathy, resilience, and forgiveness. Emotional intelligence significantly mediated, or connected, the relationship of mindfulness with gratitude, empathy, resilience, and forgiveness. The results overall support a theoretical model that proposes that mindfulness and emotional intelligence may be foundational for the development of positive characteristics with emotion elements.

“Whose safeguarding is it anyway?” service user engagement in safeguarding processes

Purpose In 2014, the Health Service Executive (HSE) in Ireland published its Safeguarding National Policy and Procedures (HSE, 2014). Under this policy, all agencies providing services through the social care directorate must ensure a robust culture of safeguarding is in place. Concurrent to this has been a move in social policy, practice and research to include the voice of the service user, both in terms of planning and reviewing services. (e.g. HIQA, 2012; Flanagan, 2020) This article examines whether service users with intellectual disabilities want to be involved in safeguarding plans and, if so, how that can be supported. Using focus groups service users demonstrated their knowledge of safeguarding as a concept, how they felt about the issues raised, and, crucially what they felt they would like to see happen next in addressing a safeguarding incident or concern. The focus groups took place in a large organisation providing residential services, day services, independent living supports and clinical supports. Engaging service users in planning and responding to safeguarding concerns is a fundamental principle of human rights legislation, both nationally and internationally. This study aims to highlight that it is both possible and desirable to engage fully with service users using a range of simple communication tools. For this to be implemented as routine practice in services providing support for people with intellectual disabilities, authentic leadership is required. Services will need to devote time, human resources and will need champions to get on board with the necessary culture shift. Design/methodology/approach Qualitative research examined peoples’ “lived experiences” and knowledge of safeguarding. Focus groups were used with thematic analysis highlighting common themes throughout, as guided by Braun and Clarke (2006). There were two objectives: Objective 1: measuring participant’s understanding of the safeguarding process. Objective 2: compare the potential differences between safeguarding plans devised by the participants in the focus groups, versus plans devised by trained designated officers responsible for safeguarding within the service. Findings Four principal themes emerged – 1. participants understanding of safeguarding; 2. restorative justice; 3. consent; and 4. high levels of emotional intelligence and compassion. Participants demonstrated that they could and did want to be involved in safeguarding planning and showed little variation in the plans compared to those completed by trained staff. Research limitations/implications The study was completed with a small sample size in a single service in one area. It may not represent the lived experiences and knowledge of safeguarding in other services and indeed other countries. The video may have led to some priming; for instance, the Gardai in the footage being called may have resulted in the participants stating that contacting Gardai should be part of the plan. After the video was shown, there was a heightened awareness of safeguarding. This may indicate that participants are aware of safeguarding but unsure of the terminology or how to discuss it out of context. Practical implications For this to be implemented as routine practice in services providing support for people with intellectual disabilities, authentic leadership is required. Services will need to devote time and human resources and will need champions in the safeguarding arena to get on board with the shift in culture required. Social implications While there did not appear to be many barriers to listening to participants, to progress this as a standard practice a very real shift in culture will be needed. It is important for practitioners to ask: Is the vulnerable person aware that this concern has been raised? What is known of the vulnerable person’s wishes in relation to the concern? To truly engage with service users in safeguarding plans these questions need to be more than a “tick box” exercise. This process needs to be fully embedded into a culture that promotes a person-centred, rights-based, inclusive approach as a standard rather than a one-off project. Some structural changes will be needed regarding the time given to designated officers, and what resources they can access (such as speech and language therapy). However, the real difference will be made by services operating authentic leadership that champions engagement on this scale, to fully answer the question posed by the researchers at the beginning of this report, “Whose safeguarding is it anyway?” Originality/value There appears to be little evidence of service user engagement in terms of planning and processing safeguarding responses, either in research or anecdotally.

The Role of Emotional Intelligence in Making Successful Financial Decisions

Emotional intelligence (EI) as the ability for self-analysis, self-motivation, and self-regulation is necessary in the process of financial activity. It ensures informed decision-making, considering consequences and perspectives. The aim is to identify the influence of emotional intelligence on the effectiveness of decision-making by financiers. The following tests were used: EQ (Emotional/Empathy Quotient) test, Melbourne Decision Making Questionnaire, the Rathus Assertiveness Schedule, the Schubert Risk Propensity Test. Statistical processing of the results included the use of descriptive analysis, ANOVA, and regression analysis. The study found that financial workers with a high level of emotional intelligence have a pronounced “vigilance” decision-making style (F=113.4, p≤0.01), high assertiveness (F=103.3, p≤0.01), and risk propensity (F=137.3, p≤0.01). It was proved that emotional intelligence explains the “vigilance” decision-making style (β=0.943, R²=0.572), risk propensity (β=0.896, R²=0.424) and explains 48% of assertiveness (β=0.945, R²=0.483). It was confirmed that emotional intelligence is a predictor of successful financial decisions, it determines high assertiveness, vigilance, and risk propensity. Such results are useful for the development of training and retraining programmes for financiers. At the same time, including the development of assertiveness and risk propensity in professional and corporate training in parallel with the development of EI will give greater chances for the success of financial decisions. The obtained results are important for the financial and economic sphere, as they prove the effectiveness of EI in decision-making. This contributes to the improvement of the system of training competitive financiers and allows to expand aspects of the study of financial success.

‘Doing’ is never enough, if ‘being’ is neglected. Exploring midwives’ perspectives on the influence of an emotional intelligence education programme, a qualitative study

BackgroundThe role of the midwife is emotionally demanding with many midwives experiencing high levels of stress and burnout, and a great number considering leaving the profession. This has serious implications for the delivery of high-quality, safe maternity care. One of the major factors leading to job dissatisfaction is the conflict between midwives’ aspiration of truly ‘being’ with the woman and the institutional expectations of the role which focuses on the ‘doing’ aspects of the job. ‘Being’ present to a woman’s psychological needs, whilst meeting the institutional demands, requires high levels of emotional intelligence (EI) in the midwife. Therefore, enhancing midwives’ EI could be beneficial. EI education programmeAn EI programme was made available to midwives with the intention to promote their emotional intelligence and enable them to utilise relaxation techniques for those in their care. AimTo explore midwives’ perspectives on the influence of the EI education programme on their emotional wellbeing and experiences of practice. MethodThe study took a descriptive qualitative approach. Thirteen midwives participated in focus group interviews. The data were analysed using thematic analysis. FindingsThe overarching theme of ‘The Ripple Effect’ included three themes of ‘Me and my relationships’, ‘A different approach to practice’ and ‘Confidence and empowerment’. The programme was seen to create a positive ripple effect, influencing midwives personally, their approach to practice, and feelings of confidence in their role. ConclusionEI education can reduce emotional stress in midwives, enhance their empathy and feelings of confidence, thus, improving the quality of care they provide.

STRESS PROFILE FOR TEACHERS AND EMOTIONAL INTELLIGENCE: A PREDICTION MODEL ON WORK-LIFE BALANCE

<p>The purpose of this study was to determine the stress profile for teachers, emotional intelligence: a prediction model of work-life balance. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents who are public elementary schools in Cateel, 1 and 2, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a moderate level of stress profile. There is a high level of emotional intelligence and work-life balance. Also, results revealed that there is a significant relationship between stress profile and work-life balance and a significant relationship between emotional intelligence and work-life balance. Further, stress profile and emotional intelligence significantly predict work-life balance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0458/a.php" alt="Hit counter" /></p>

Emotional intelligence and perceived social support as predictors of psychological well-being among nurses in hospitals in metro manila: Basis for psychological wellness program

An important factor related to psychological well-being is emotional intelligence and perceived social support. Nurses are exposed to different stressors that are triggered by failing to meet personal needs, taking care of patients, heavy workloads, being exposed to dying patients, fear of committing errors in practice, and experiences of discrimination. Literature suggests that emotional intelligence and perceived social support are associated with psychological well-being. This study aimed to test whether emotional intelligence and perceived social support significantly predict psychological well-being among nurses working in hospitals in Metro Manila through multiple regression analysis. The result shows a high level of emotional intelligence and perceived social support among the respondents. Furthermore, it was also found that nurses have an average level of psychological well-being. There is also a positive relationship between the domains of emotional intelligence, perceived social support, and psychological well-being. Lastly, the results show that the domains of emotional intelligence and perceived social support significantly predict psychological well-being among nurses.

إسهام كلٍّ من سمات الشخصية والذّكاء العاطفي في التنبّؤ بأنماط التسويف الأكاديمي لدى عيّنة من طالبات جامعة الملك عبد العزيز بجدّة

The study aimed to investigate the impact of personality traits and emotional intelligence on predicting academic procrastination patterns among a sample of female students at King Abdulaziz University in Jeddah. The researcher employed a descriptive correlational methodology to achieve the study objectives. The study sample consisted of 250 female students from various scientific, administrative, humanitarian, and health disciplines at King Abdulaziz University, selected randomly. The researcher utilized Abu Qouidar's (2022) Personality Traits Scale, Ben Amr's (2017) Emotional Intelligence Scale, and Faisal and Saleh's (2018) Academic Procrastination Patterns Scale in the study. The results revealed the most prevalent personality traits among the study sample, with the trait of agreeableness emerging as the most common. The findings also indicated a high level of emotional intelligence among the students. The most common academic procrastination pattern among the study sample was perfectionist procrastination. The results further demonstrated a correlation between personality traits and emotional intelligence. However, no significant correlation was found between personality traits and academic procrastination patterns, except for agreeableness, which exhibited a positive correlation with procrastination patterns. Dedication, on the other hand, showed a negative correlation with academic procrastination patterns. The remaining dimensions of personality traits were not correlated with academic procrastination patterns. Additionally, the results showed an inverse relationship between emotional intelligence and academic procrastination patterns. The findings suggested that certain personality traits (agreeableness, dedication) and emotional intelligence significantly contribute to predicting academic procrastination patterns among female students at King Abdulaziz University in Jeddah.

A Study on Emotional Intelligence and Employee Engagement in IT Sector During Covid-19 at Chennai

Emotional intelligence in a workplace setting refers to individuals' capacity to effectively recognize, comprehend, and handle both their own emotions and those of others while navigating work-related scenarios. This paper focuses on emotional intelligence and employee engagement of IT employees in Chennai. Data were collected from 45 employees working in the IT sector within Chennai using questionnaire. The sample was selected using a simple random sampling method. Findings revealed that majority of employees are satisfied on human resources policies. They stated that the environment is more supportive to engage into their work. Majority of employees are able to manage emotions fully in workplace and believes that favorable working environment is the cause for increasing employee engagement. The COVID-19 pandemic has underscored the importance of emotional intelligence among employees. Those who possess a high level of emotional intelligence can navigate the challenges brought about by the pandemic more effectively, fostering a positive work environment, supporting their colleagues, and contributing to the overall resilience and success of the organization.

Emotional Intelligence, Teamwork and Knowledge Management: A Causal Model on Public Service Motivation among Healthcare Workers in Region XI


 Purpose: Public service motivation, a pivotal factor in driving healthcare professionals to contribute to societal welfare, faces significant threats (Perry & Vandenabeele, 2015; Perry & Ritz, 2022). Globally, healthcare workers grapple with issues like staff shortages, excessive work hours, and escalating stress levels, culminating in burnout and a potential decline in service quality (Buchan, 2020; Agence France-Presse, 2021; Mendoza, 2021; Irandoost et al., 2022; Vejdani, 2021). It is for this reason that this study is conducted to establish a structural equation model of public service motivation by developing a theoretical framework explaining the relationships between various factors contributing to public service motivation, such as emotional intelligence, teamwork, and knowledge management.
 Materials and Methods: Four hundred forty three healthcare workers were selected through proportional stratified sampling. A validated and approved adapted survey questionnaire was disseminated through google form. This study was a quantitative, descriptive research project using structural equation modeling approach. Understandably, the data analysis used mean and standard deviation, Pearson r, multiple regression analysis, and structural equation modeling techniques to test the proposed theoretical framework and identify the relationships between the different constructs. IBM SPSS was utilized to analyze the data.
 Findings: The healthcare workers have a high level of emotional intelligence, teamwork, knowledge management, and public service motivation. There is a significant correlation between the exogenous and endogenous latent variables. In the context of this study on Public Service Motivation, Model 5 has been designated as the best-fit model based on rigorous statistical validation and theoretical consistency. Under emotional intelligence, Appraisal and Expression in the Self and Regulation of Emotion remained. In Teamwork, Mutual Support and Team Structure remained. In Knowledge Management, Training and Mentoring, Knowledge Capture, Incentives, Leadership, and Policies remained, and under Public Service Motivation, Self-sacrifice, and Commitment to Public Interest remained in the model. Therefore, the findings of the study would be not only for the government health care workers but for the private as well. 
 Recommendations: Healthcare workers must be provided with training programs focused on improving emotional intelligence which can equip them with the skills to understand better and manage their emotions, improving job satisfaction and motivation; regular team-building activities to enhance collaboration, improve communication, and foster a supportive work environment; and create a knowledge-sharing system, promoting continuous learning, and providing regular training updates. In addition, they must be a system to Recognize and reward healthcare professionals for their efforts and promoting a healthy work-life balance, providing mental health resources, and ensuring manageable workloads to help maintain their high motivation levels. In Portugal, it is valuable for healthcare workers to attend to training programs to capacitate them as professionals (Amaral et al., 2022). Finally, policy makers must revisit existing systems and practices on public service motivation to be able to assess what needs to be developed for policy improvement.

The relationship between emotional intelligence and optimism: A meta-analysis.

Optimism involves the general expectation good things will occur and greater optimism is associated with a number of positive life outcomes related to better mental and physical health. These outcomes include reduced likelihood of depression, more effective immune functioning and lower mortality. Emotional intelligence, which consists of adaptive emotional functioning, may be a foundation for optimism. This meta-analysis examined the relationship between emotional intelligence and optimism across 6889 participants from 25 independent samples. Across studies, a higher level of emotional intelligence was associated with greater optimism with a weighted effect size of, r = .35, p < .001. Measurement approach and country of participants moderated the effect size. These results have relevance for the design of positive psychology interventions.

When does knowledge hiding hinder employees’ job performance? The roles of emotional exhaustion and emotional intelligence

ABSTRACT As an emerging novelty, knowledge hiding has received considerable attention in management literature. Extending this research stream, we draw from conservation of resources (COR) theory and social information processing (SIP) theory to investigate the mediating role of emotional exhaustion between employees’ exposure to knowledge hiding and their job performance. Moreover, we examine the buffering role of emotional intelligence, investigating whether employees with higher emotional intelligence can mitigate the harmful effects of resource-depleting episodes of knowledge hiding. The study employed paper-and-pencil surveys to collect multi-source, time-lagged data from 319 employees and their respective supervisors in various service sector organisations. The findings indicate that persistent exposure to knowledge hiding diminishes employees’ job performance through emotional exhaustion. However, this negative relationship is less salient for employees with higher levels of emotional intelligence. This study informs important insights for organisations on why and when employees’ experiences of knowledge hiding curtail their performance-enhancing efforts.

A Study about Head Teachers’ Emotional Intelligence and its Effects on Teachers’ Job Performance

Introduction: This study investigates the influence of head teachers' emotional intelligence on the performance of secondary school teachers (SSTs) in the Gujranwala division of Punjab, Pakistan. Emotional intelligence is increasingly recognized as a critical factor in leadership effectiveness and organizational outcomes. Methodology: A sample of 532 SSTs was selected using multi-stage random sampling. Data were collected through two questionnaires: the Emotional Intelligence Assessment Tool (EIAT) and the Teacher Performance Evaluation Scale (TPES). Quantitative analysis techniques, including frequency analysis, correlation, and regression, were employed to analyze the data. Results/Findings: The study revealed a significant positive correlation between head teachers' emotional intelligence and the job performance of SSTs. Additionally, it was observed that female head teachers demonstrated higher levels of emotional intelligence compared to their male counterparts. Future Direction: This study highlights the importance of emotional intelligence in educational leadership and suggests that head teachers should focus on developing their emotional intelligence to enhance the performance of their teaching staff. Further research could explore additional factors influencing teacher performance and investigate interventions to improve emotional intelligence in educational leadership roles.

A CROSS-SECTIONAL STUDY ON ASSOCIATION BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG NURSING STUDENTS OF SELECTED NURSING COLLEGES IN KATHMANDU

Background: Emotional intelligence incorporates the important aspects of interpersonal and intrapersonal relationships, adaptability, moods and stress management skills, which have a profound effect on the academic performance of students. Methodology: An Analytical Cross-sectional study was carried out with main objective to find out the association between emotional intelligence and academic performance of nursing students from selected nursing colleges. Using non - probability purposive sampling method, PCL Nursing 3rd year students were selected and data was collected using standardized Assessing Emotions Scale to measure Emotional Intelligence and final examination score of the students was considered as academic performance. Collected data was processed and analyzed using SPSS version 24. Results: The findings revealed that majority of the nursing students have high emotional intelligence. There is no any statistically significant correlation between emotional intelligence and academic performance of nursing students. Regarding sub dimensions of Emotional Intelligence, there was no any statistically significant correlation between managing other’s emotion, perception of emotion and utilization of emotion with academic performance, except for managing own emotion which has statistically significant correlation with academic performance. Nursing students from different ethnicity, mother and father’s education background do not defer in EI scores except age and type of family. Conclusion: Majority of the nursing students have higher level of emotional intelligence. Emotional intelligence is not significantly correlated with academic performance. This paper suggests that emotional intelligence is not guaranteed with the highest academic grades of students and that emotional intelligence components may be incorporated into the curriculum.

Identificando el rol de la inteligencia emocional en las emociones de logro y en sus efectos sobre las estrategias de aprendizaje profundo en estudiantes universitarios

Emotional skills have been proposed as distal determinants of achievement emotions. However, the specific role they play in such emotions and their effects on learning has not been defined. The purpose of this comparative study is to provide an ex post facto assessment of emotional intelligence (EI) as a predictor of the enjoyment and anger expressed while studying and as a mediator and/or moderator of its effects on the use of deep learning strategies. A sample comprising 603 university students (85.7% women; Medad=25.16, SDedad=8.42) completed the Trait Meta-Mood State-24 to assess perceived EI, the Achievement Emotions Questionnaire-AEQ for enjoyment and anger, and the Deep Learning Strategies Questionnaire. The stepwise regression, multiple mediation, and moderation analyses conducted showed that EI explains enjoyment and anger, although its different skills predict them differently. Enjoyment increases the use of deep learning strategies, an effect that is partially mediated by emotional repair. In anger there is less use of these strategies, and this effect is partially mediated by high emotional attention with little emotional clarity and repair. Similarly, a medium and high level of EI moderates the negative effect of anger on the use of deep learning strategies. These results show the benefits of being emotionally intelligent since it mitigates the negative consequences of negative emotions, stressing the need to teach emotional skills or promote EI in educational and cognitive contexts.