Higher Emotional Intelligence Scores Research Articles

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.

Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates

BackgroundPrevious research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates.MethodsThis descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis.ResultsFemales had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with ‘Examination Results’.ConclusionsHigher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate better coping during professional life in the future.

Association Between Dental Students’ Emotional Intelligence and Academic Performance: A Study at Six Dental Colleges in India

Since the role of emotional intelligence (EI) in achieving academic excellence requires further research, the aims of this cross-sectional study were to assess EI and its associated factors and to determine any association between EI and academic performance among final-year dental students in Bengaluru, India. In 2015, 208 dental students from six dental colleges in Bengaluru were invited to participate in the study. Their demographic and lifestyle data were collected, and EI was assessed with the 30-item Emotional Quotient Self-Assessment Checklist developed by Sterrett. Academic performance was assessed using grades obtained in the final-year undergraduate examination. The response rate was 96% (N=200). Overall, 54.5% of the participants had high EI scores (≥120), although only 51 (25.5%) had a high EI score in all the domains (≥20). EI was significantly greater in females than males. Gender, sleep, meeting friends, physical exercise, recreational activities, and academic performance were significantly associated with EI and accounted for 42% variance in hierarchical regression analysis. EI was also positively associated with academic performance. Gender and healthy lifestyle habits were positively associated with EI, which in turn influenced these students' academic performance. These findings suggest a possible need for attention to developing dental students' EI.

Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions.

The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain “somatic marker circuitry” (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific.

Understanding The Mediating Role of Quality of Work Life on the Relationship between Emotional Intelligence and Organizational Citizenship Behaviors

Organizational citizenship behaviors are not directly rewarded by organizations. However, they seem to contribute to excellent performance at work. The aim of this study is to test quality of working life's (QoWL) mediating role in the relationship between emotional intelligence (EI) and organizational citizenship behaviors (OCB). 203 French adults working regularly in teams completed validated self-report measures corresponding to each construct. The collected data showed that in the studied sample, a high quality of working life was associated with Sportsmanship behaviors. However, mediation was not observed for the other OCB subscales: Altruism, Helping, or Civic virtues. These behaviors tend to occur in individuals with high emotional intelligence scores, unrelated to their quality of working life. Theoretical background, practical implications, and limitations of the study are discussed.

Emotional intelligence and internet addiction among nursing interns

Nursing graduates, during the internship period, carry a lot of duties and responsibilities which obligates them to use proficient emotional abilities. Emotional intelligence (EI) is the aptitude to manage emotions intelligently which includes a group of emotional and cognitive competencies. There are multiple factors that affect EI. One of them is internet addiction (IA). The aims of this study are to determine the EI and IA levels among nursing interns and to investigate the relationship between them. Hence, the research employed a descriptive, correlative survey which was conducted on all nursing interns who enrolled at the Faculty of Nursing, Ain Shams University, Egypt. The survey instrument included the Trait EI Questionnaire Short Form (TEIQue SF) and the Problematic Internet Use Questionnaire (PIUQ). In addition, sociodemographic assessment was involved. According to the findings of this study, the majority of nursing interns have high EI scores concerning, well being, self control, emotionality and sociability. Also, a greater number of nursing interns have low scores pertaining to obsession, neglect and self control of IA components. There is a statistically significant relation between participants’ socio-demographic characteristics and EI scores and IA scores. Additionally, there is an evidence of negative or inverse correlation between IA and EI among nursing interns. Conclusion and recommendations: EI and IA are negatively correlated among graduate nursing interns. These two important concepts should be investigated and integrated into the nursing curriculum. As well, nursing interns should be trained on how to develop EI skills and use of the internet in a proper way.

The relationship between psychological reactance and emotional intelligence

Psychological reactance is a motivational force that may arise when ones freedom is threatened (Brehm, 1966). Emotional intelligence (EI) is the ability to label and control emotions. The purpose of this study is to explore relationships between reactance and emotional intelligence. A total of 298 undergraduate students (54.4% male) completed a measure of psychological reactance and EI. Results show that males with low behavioral reactance have significantly higher EI subscale scores on well-being, self-control, and emotionality. For females there is no significant difference between high and low behavioral reactance, and any of the EI subscales. However, for verbal reactance males with higher reactance scores have higher EI scores on self-control, well-being, emotionality, and sociability. Females with higher verbal reactance scores have higher EI scores on emotionality and sociability. These findings suggest that the relationship between reactance and EI is somewhat gender dependent and that overall emotionality is highly associated with reactance in both genders.

Correlación de inteligencia emocional con bienestar psicológico y rendimiento académico en alumnos de licenciatura

IntroductionThere are numerous studies highlighting the existing relationship between emotional intelligence and academic performance; however, most of the tools used to measure emotional intelligence have been conceived and validated for different Mexican populations. So far, there are no studies correlating Psychological Well-Being scale with the Emotional Intelligence profile conceived in Mexico, and having a probable relationship with the academic performance of bachelor degree students. Objectiveto determine the level of correlation between the emotional intelligence and psychological well-being scales and, if there is any, to determine if it can predict student academic performance within the bachelor's degree. MethodA cross-sectional, descriptive and observational study was conducted on 90 undergraduate students. The correlations between the scales were calculated using Pearson's «r» or Spearman's rho, as appropriate, and the differences between the means of the scales within the academic performance were compared using the analysis of variance or with the Kruskal-Wallis test. ResultsEmotional intelligence scale yielded a coefficient of alpha reliability of Cronbach 0.82 (95% CI; 0.77-0.87, P=.0001) and psychological well-being of 0.716 (P=.09). A higher emotional intelligence score was associated with a higher score in subjective psychological well-being and in material psychological well-being. In general, findings revealed that a lower subjective psychological well-being had higher mean scores in academic performance (rho=−0.220, P=.03). ConclusionsIt was found that emotional intelligence and well-being psychological scales are strongly correlated, especially within optimism dimensions, achievement and self-esteem regarding the subjective psychological well-being dimension of the psychological well-being. However, it was interesting to note that an increase in academic performance does not appear to be necessarily associated to a higher general emotional intelligence.

Social support mediates the impact of emotional intelligence on mental distress and life satisfaction in Chinese young adults

In this study, the pivotal role of social support and emotional intelligence (EI) in mental distress and life satisfaction in a sample of Chinese young adults was investigated. The participants were 678 Chinese adults with an age range of 18–35years. Data were collected by using the Wong Law Emotional Intelligence Scale, the Multi-Dimensional Scale of Perceived Social Support, the Satisfaction with Life Scale, and the General Health Questionnaire. Path analysis showed that social support partially mediated the relationship between EI and life satisfaction as well as that between EI and mental distress. Furthermore, a multi-group analysis found that the males with high EI scores are more likely to gain greater social support from others than the female counterparts. Implications for future research and limitations of the present findings are discussed.

Emotional intelligence of Pedodontics and Preventive Dentistry postgraduate students in India

Whilst the corporate world seems to have embraced the concept of emotional intelligence (EI) as a predictor of worker success, its role in the dental profession needs to be explored; this study provides an Indian context. Hence, the EI of postgraduate (PG) students of Paedodontics and Preventive Dentistry was assessed. To measure EI amongst Paedodontics PG students in India, to assess any gender differences in EI and associated dimensions amongst them. A total of 300 PG students from various dental institutions across India participating in their specialty national conference at I.T.S. Centre for Dental Studies and Research, Muradnagar, were included. EI was measured by the inventory developed by Singh (2004), based on Goleman's model (1998). Overall, 240 questionnaires (80% response rate) were completed by 142 male and 98 female PG students and analysed. Results showed that 19% and 58% of the respondents had very high and high EI scores, respectively. None of the students had poor or very poor scores. Results indicated that both males and females had high EI scores of 230.4 (± 10.38) and 222.6 (± 12.04), respectively. However, males had higher scores for dimensions of self-awareness (P<0.01), social awareness (P<0.01) and social skills (P<0.001) than their female counterparts. Both male and female paedodontic postgraduate students in India had high EI scores. This study provides valuable baseline information on EI in an Indian context.

Effect of emotional intelligence on patient-physician interaction scores of clinical performance examination.

The patient-physician interaction (PPI) is a critical part of the clinical encounter. Recent studies have emphasized the importance of the emotional intelligence (EI) of physician in the PPI. Despite emphasizing the EI, previous studies offer limited evidence regarding the effect of a student's EI on the PPI. The purpose of this study is to explore the differences in EI depending on the demographics of medical students and the correlation between EI and PPI scores. The sample was 85 fourth-grade medical students. Prior to taking a 12-station clinical performance examination, the students completed questionnaires on their own perception of the EI, which included 5 domains and 50 items. The tool that was used to assess the level of EI was Moon's modified version of the EI test for adults. We investigated differences in EI depending on the demographics of medical students by ANOVA and noted a correlation between EI and PPI scores by stepwise multiple regression analysis. This study found that females or graduate entry students have higher EI scores and that 25 to 30-year-old students have higher EI scores than aged under 25 years. The PPI scores correlated positively with total EI scores (r=0.32) and 2 subdomains (perception and expression of emotion, r=0.26; empathy, r=0.33). Two subdomains were the best predictors of PPI score (R2=0.171). EI correlates significantly with PPI score and affects it. We conclude that EI is a key influence of the PPI. Further research is required to explore whether this is a consistent effect.

Effects on Incidental Memory of Affective Tone in Associated Past and Future Episodes: Influence of Emotional Intelligence

The present study examined the effects of emotion elicited by episodes (past events or expected future events) and the relationship between individual differences in emotional intelligence and memory. Participants' emotional intelligence was assessed on the Japanese version of Emotional Skills and Competence Questionnaire. They rated the pleasantness of episodes they associated with targets, and then performed unexpected free recall tests. When the targets were associated with episodes that were past events, all participants recalled more of the targets associated with pleasant and unpleasant episodes than those associated with neutral episodes. However, when the targets were associated with episodes expected to occur in the future, only participants with higher emotional intelligence scores recalled more of the targets associated with pleasant and unpleasant episodes. The participants with lower emotional intelligence scores recalled the three target types with similar accuracy. These results were interpreted as showing that emotional intelligence is associated with the processing of targets associated with future episodes as retrieval cues.

Emotional intelligence in medical students: does it correlate with selection measures?

Much attention and emphasis are placed on the selection of medical students. Although selection measures have been validated in the literature, it is not yet known whether high scores at selection are indicative of high levels of interpersonal aptitude. Emotional intelligence (EI) is reported to be a predictor of the interpersonal and communications skills medical schools are looking for in applicants. This study describes EI scores in medical students and explores correlations between EI and selection scores at the University of Western Australia. Senior medical students from a 6-year undergraduate curriculum completed the online MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test) survey. Scores for EI were described and correlations between EI and Undergraduate Medicine and Health Sciences Admission Test (UMAT), Interview and Tertiary Entrance Rank (TER) scores were analysed. Mean scores of the 177 respondents (58%) reflected the normal distribution of scores (mean 98, standard deviation [SD] 15.0) in the general population. Males had higher EI scores than females and Asian students demonstrated higher EI Total and branch scores than White students. The highest and lowest EI scores were obtained for the branches Understanding Emotions (mean 110, SD 19.0) and Perceiving Emotions (mean 94, SD 15.6), respectively. No significant correlations were found between EI Total or EI branch scores and any of the selection scores (UMAT, TER and Interview). This study offers information that can be used to compare the EI scores of medical students with those of other health professionals. No relationship was identified between cognition (measured by the UMAT) and skill (measured by the MSCEIT) in the interpersonal domain and EI. Further studies are required to explore whether UMAT Section 2 is measuring EI, if there are associations between EI and academic performance and if EI can be used to predict the performance of junior doctors.

EMOTIONAL INTELLIGENCE OF FOREIGN AND LOCAL UNIVERSITY STUDENTS IN SINGAPORE: IMPLICATIONS FOR MANAGERS

Does intelligence alone explain our achievement at work or in life? Contrary to our belief that academic achievement matters very much in the success we have in working life, Chen et al. (1998) has shown that close to 90% of success in leadership positions is attributable to Emotional Intelligence (EI). Considering that EI can be a potential determinant of our achievement in working life, this study aims to determine if there is any significant difference in the EI of local and foreign undergraduates studying in universities in Singapore. The “Emotional IQ Test” was administered to 100 undergraduates from various fields of studies from the National University of Singapore and Nanyang Technological University, of which 31 had foreign education background. This study showed that foreign undergraduates have a higher EI score than those with local education background. In addition, by examining the relationships between variables such as age, gender, year of study and EI, it was found that males have higher EI scores than that of females. The implication for managers is that staff should be evaluated on their own merits such as their EI rather than on academic results.

Emotional intelligence: for human resource managers

Does intelligence alone explain our achievement at work or in life. Contrary to our belief that academic achievement matters very much in the success we have in working life, Chen, et al. (1998) have shown that close to 90 per cent of success in leadership positions is attributable to Emotional Intelligence (EI). Considering that EI can be a potential determinant of our achievement in working life, this study aims to determine if there is any significant difference in the EI of local and foreign undergraduates studying in universities in Singapore. The “Emotional IQ Test” was administered to 100 undergraduates from various fields of studies from the National University of Singapore and Nanyang Technological University, of which 31 had a foreign education background. This study showed that foreign undergraduates have a higher EI score than those with a local education background. In addition, by examining the relationships between variables such as age, gender, year of study and EI, it was found that males have higher EI scores than females. The implication for managers is that staff should be evaluated on their own merits such as their EI rather than on academic results.

An empirical evaluation of emotional intelligence

This study explored the measurement of emotional intelligence (EI) using a comprehensive scale to tap the construct. Using a sample of 295 undergraduate business majors from a mid‐western university, an exploratory factor analysis was performed to examine the factor structure of the scale. Based on the factor loadings, the scale was reduced to 51 items with five factors emerging. Student demographics revealed that accounting majors rated lower on EI as compared to other majors. Results also indicated that higher EI scores were associated with membership in Greek organizations, and involvement in sports organizations. It was also found that international students rated lower on the EI measure as compared to domestic students. Finally, several of the factors within the scale were shown to have a relationship to both cumulative GPA and university‐specific GPA. Implications for these findings as they relate to management development are discussed.