Influence Of Emotional Intelligence Research Articles

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

In recent years, there has been increasing interest in the role of emotional and motivational intelligence in educational settings. Studies have shown that these factors can significantly impact students' academic performance. However, little attention has been given to the influence of emotional and motivational intelligence on writing performance, especially in relation to gender differences. This study aims to examine the relationship between emotional and motivational intelligence and writing performance among Ethiopian high school learners, while considering potential variations based on gender. To achieve this, a sample of 176 Ethiopian high school learners (69 male and 107 female, aged between 17 and 24) was selected using a stratified random sampling technique. The participants completed self-reported questionnaires to assess their emotional and motivational intelligence, and their writing performance was evaluated based on a set of predetermined writing rubrics. The collected data was analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Pearson's correlation coefficient, and path coefficients to determine any significant relationships or gender differences. The results showed a statistically significant relationship between emotional intelligence dimensions and writing performance. However, there was no statistically significant difference in writing performance and writing motivation based on gender. These findings provide valuable insights into the influence of emotional and motivational intelligence on writing performance among Ethiopian high school learners. Emotional intelligence, including the ability to understand and manage one's own and others' emotions, positively affected writing performance. This study contributes to the existing literature on the role of emotional and motivational intelligence in educational settings, specifically focusing on writing performance among Ethiopian high school learners. Overall, this research sheds light on the importance of considering emotional and motivational factors in educational practices to foster improved academic outcomes.

The Influence of Organizational Culture, Situational Leadership and Emotional Intelligence on Organizational Commitment through Job Satisfaction at PDAM Tirta Ardhia Rinjani, Central Lombok Regency

This research aims to analyze the influence of organizational culture, situational leadership and emotional intelligence on job satisfaction, analyze the influence of organizational culture, situational leadership and emotional intelligence on organizational commitment, analyze the influence of job satisfaction on organizational commitment, and analyze the influence of organizational culture, situational leadership and intelligence emotional impact on organizational commitment through job satisfaction. The sample in this research was 50 employees. The analysis technique uses path analysis. The results of the analysis show that Organizational Culture, Situational Leadership and Emotional Intelligence influence Job Satisfaction. Organizational culture and emotional intelligence influence organizational commitment. Transformational leadership has no effect on organizational commitment. Job satisfaction influences organizational commitment. Job satisfaction mediates the influence of organizational culture and emotional intelligence on organizational commitment. Job satisfaction does not mediate situational leadership on organizational commitment.

Mental Health in Institutionalized Older Adults: Influence of Emotional Intelligence on Psychological Well-Being

The present research work is grounded in the question: "Is there a significant relationship between emotional intelligence and psychological well-being in older adults?" In response to this, the hypothesis posits the existence of a significant relationship between emotional intelligence and psychological well-being in older adults. Consequently, the general objective of this study was to determine if there is a significant relationship between emotional intelligence and psychological well-being in older adults residing in a nursing home. This was accomplished through a Quantitative Correlational research design, using a sample of 85 older adults, encompassing both men and women, aged 60 years and older, residing in a nursing home. The assessment tools employed included Emily Sterret's Self-Assessment Test of Emotional Intelligence, which was adapted for use in Peru by Lorena Valdez in 2018, and Ryff's Psychological Well-Being Scale, originally created in the United States in 1995 and subsequently adapted for use in Peru by Madelinne Pérez-Basilio in 2017. The results revealed that in the realm of emotional intelligence, the predominant level was "optimal," accounting for 51%, followed by "outstanding," at 49%. Concerning psychological well-being, there was a predominance of the "high" level, comprising 61%, with 39% falling into the "medium" category. In conclusion, there was a strong correlation coefficient between emotional intelligence and psychological well-being, with r = 0.831** and significance at p < 0.01. This implies that higher emotional intelligence corresponds to greater psychological well-being among older adults residing in a nursing home. Received: 7 September 2023 / Accepted: 9 April 2024 / Published: 5 May 2024

Analysis of Intellectual Intelligence (IQ) and Emotional Intelligence (EQ) on Employee Performance with Spiritual Intelligence (SQ) as a mediating variable

This research starts from the problem of whether Intellectual Intelligence (IQ) and Emotional Intelligence (EQ) affect employee performance with Spiritual Intelligence (SQ) as a mediating variable. This research aims to determine and analyze the influence of Intellectual Intelligence (IQ) and Emotional Intelligence (EQ) on employee performance with Spiritual Intelligence (SQ) as a mediating variable. This type of research is quantitative research with correlational problem construction. This quantitative research takes the form of numbers and is analyzed using statistics. The population in this study were employees of the distribution department of PT Saribumi Sriguna Putra, Palembang City, PT Sriguna Patra Niaga, and PT Graha Patra Saribumi in 2023, totaling 105 people. The sample in this study was taken using a saturated sampling technique, namely a sample determination technique when all members are used as samples. Thus, the sample in this study was taken equal to the population, namely 105 people. The data analysis technique in this research uses the SPSS application. factors such as intellectual intelligence, emotional intelligence and spiritual intelligence affect the creation of employee performance, and spiritual intelligence is able to mediate between intellectual intelligence factors, emotional intelligence and employee performance. the findings in this study are that this research is expected to be a view for company owners to pay more attention to factors to improve maximum employee performance.

Does Emotional, Intellectual, Spiritual Intelligence Influence the Level of Accounting Understanding of Accounting Students?

This research aims to examine the influence of emotional intelligence, intellectual intelligence, and spiritual intelligence on the level of understanding of accounting among several classes of students majoring in Accounting at private campuses in the East Jakarta area. This type of research is quantitative. The data collection technique uses a survey method using a questionnaire via Google Forms. The total sample obtained was 284 students as respondents. The criteria used in this research were accounting study program students class 2018-2022. Based on the discussion of research results, it shows that partially the emotional intelligence variable has no effect on the level of accounting understanding, while intellectual intelligence and spiritual intelligence have a positive and significant effect on the level of accounting understanding. The results of this research provide an implication for every teacher to pay attention to students' emotional intelligence so that they do not feel bored and fed up quickly in studying accounting and are lazy to try again if they fail in accounting courses. This means that if a student often feels quickly bored, fed up and does not want to try to learn from failures that occur, it is certain that the student's understanding of accounting lessons will not develop.

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.

Teachers' Emotional Intelligence and Organizational Commitment: A Moderated Mediation Model of Teachers' Psychological Well-Being and Principal Transformational Leadership.

Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers' organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers' emotional intelligence on their organizational commitment, with a specific inquiry into the mediating role of teachers' psychological well-being and the moderating role of principal transformational leadership, as informed by the broaden-and-build theory of positive emotions and the trait activation theory. We verified this study's hypotheses based on 768 valid questionnaires collected from Chinese primary and secondary school teachers. The results reveal that teachers' emotional intelligence can predict their organizational commitment both directly and indirectly through the mediating role of psychological well-being. Additionally, principal transformational leadership amplifies the positive effect of teachers' emotional intelligence on psychological well-being and, subsequently, organizational commitment. These findings theoretically deepen our understanding of the psychological pathways and the boundary conditions linking teachers' emotional intelligence to their organizational commitment, while also offering valuable practical implications for building a stable and effective teaching workforce.

The Effect of Emotional Intelligence and Work-Life Balance on Organizational Citizenship Behavior Mediated by Job Satisfaction in PT. PLN (Persero) UP2D South and Central Kalimantan, Indonesia

Emotional intelligence and work-life balance are important factors that can influence employee organizational citizenship behavior (OCB). OCB refers to voluntary employee behavior that is not required in the job description but is beneficial to the organization. Job satisfaction is also believed to be a mediator that connects these variables. This research uses a quantitative design with survey methods. A total of 60 employees of PT. PLN (Persero) UP2D South and Central Kalimantan was the research respondent. Data was collected via a Likert questionnaire and analyzed using SmartPLS 3.0. The research results show that emotional intelligence has a significant positive effect on OCB. Work-life balance does not have a significant effect on OCB. Job satisfaction does not have a significant effect on OCB. Emotional intelligence has a significant positive effect on job satisfaction. Work-life balance does not have a significant effect on job satisfaction. Job satisfaction does not mediate the influence of emotional intelligence and work-life balance on OCB. In conclusion, emotional intelligence has a positive influence on OCB and job satisfaction, while work-life balance and job satisfaction do not show a significant influence. Job satisfaction was not proven to be a mediator in this study.

The Impact of College Students’ Emotional Intelligence and Achievement Motivation on Test Anxiety: A Case of 3 Colleges at Chongqing

Test anxiety is a special psychological reaction characterized by worry and tension under the excitation of test situations. In the environment of China's test-oriented education, there is a common phenomenon of test anxiety among students. Test anxiety is particularly acute in the context of the current coronavirus pandemic. It not only affects students' learning, but also has an important impact on their mental health, so the problem of test anxiety cannot be ignored. This study starts from the factors that affect test anxiety, explores the relationship between emotional intelligence, achievement motivation, and test anxiety of college students under the current background of the new coronavirus epidemic, and on this basis, discusses the influence of emotional intelligence and achievement motivation on test anxiety. In this study, the Emotional Intelligence Scale (EIS), Test Anxiety Scale (TAS) and Achievement Motivation Scale (AMS) were used to survey college students in 3 Chongqing universities through questionnaires, and descriptive statistics, variance analysis, correlation analysis, regression Analysis and other methods were used to explore the relationship and influence of college students' emotional intelligence and achievement motivation on test anxiety, and to analyze the influence mechanism of college students' emotional intelligence and achievement motivation on test anxiety.

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

The Influence of Emotional Intelligence on Nurse Loyalty at RS. Sukmul Sisma Medika, North Jakarta

Sukmul Sisma Medika Hospital is a private hospital and is a Class C hospital located in the Jakarta City area. The results of nurses' performance achievements over the last two years show that performance achievements have not met management targets. Regarding the problem of nurse loyalty at the Sukmul Sisma Medika Hospital, nurses were found to be nurses who did not prioritize patient satisfaction. This study aims to analyze the influence of emotional intelligence and organizational commitment on nurse loyalty with motivation as an intervening variable in hospitals. Sukmul Sisma Medika, North Jakarta. This research uses a quantitative analysis method with a cross sectional research design, the analysis tool used is SEM PLS. The sample calculation using purposive sampling was 86. The variables in this research were emotional intelligence, organizational commitment, nurse loyalty and motivation. The research uses a questionnaire as a research instrument with a 5-level Likert scale measurement. Data analyzed using the SEM PLS data processing application shows that there is a direct and indirect influence of emotional intelligence and organizational commitment on nurse loyalty with motivation as an intervening variable in hospitals. Sukmul Sisma Medika, North Jakarta.

The Influence of Emotional Intelligence and Spiritual Intelligence on Teacher Professionalism at Madrasah Aliyah Attahiriyah Jakarta

This study aims to determine and analyze the effect of emotional intelligence and spiritual intelligence on the professionalism of teachers at Madrasah Aliyah Attahiriyah. This research used quantitative research methods with survey techniques to answer the hypothesis test that has been formulated. Respondents amounted to 160 female respondents selected through random sampling. Questionnaires of Emotional Intelligence, Spiritual Intelligence, and Teacher Professionalism were validated using the Product Moment correlation formula, reliability was measured with the Cronbach Alpha formula. Hypothesis was tested using the PLS SEM analysis application. It is shown that emotional intelligence has a direct and significant effect on teacher professionalism, while spiritual intelligence has a direct positive and significant effect on teacher professionalism. Emotional intelligence has a direct and significant influence on spiritual intelligence. So that in an effort to improve the professionalism of teachers can be done by increasing the effectiveness of emotional intelligence and spiritual intelligence. It concludes that emotional intelligence has a direct and significant effect on teacher professionalism, spiritual intelligence has a direct positive and significant effect on teacher professionalism, and emotional intelligence has a direct and significant effect on spiritual intelligence.

Pengaruh Gaya Kepemimpinan Transformasional, Budaya Organisasi dan Kecerdasan Emosional terhadap Kepuasan Kerja pada Karyawan Toserba Mayga Kabupaten Brebes

This research aims to determine the influence of transformational leadership style, organizational culture and emotional intelligence on employee job satisfaction. This research was conducted at the Mayga Department Store, Brebes Regency, using a purposive sampling technique. The sample in this study consisted of 100 respondents obtained from distributing questionnaires. This testing stage consists of instrument testing consisting of validity and reliability tests, model testing and hypothesis testing using IBM SPSS 23. Based on the research results, it shows that transformational leadership style has a positive and significant influence on job satisfaction. Organizational culture also has a positive and significant influence on job satisfaction. However, emotional intelligence has no effect on job satisfaction.

Emotional Intelligence, Perceived Stress and Life Quality Assessment Among Dental Students

ABSTRACT Background: The capacity to grasp and recognize one’s own and human feelings, use cognitive awareness to control actions and behavior, and modify moods in response to difficult situations is known as emotional intelligence (EI). Perceived stress has been linked to higher levels of depression among healthcare students. This study set out to assess EI, perceived stress (PS), and life quality assessment (LQA) among dental undergraduates and to ascertain how these factors are linked to one another. Materials and Methods: The self-reported cross-sectional research was organized among preclinical and clinical years of dental students to examine their emotional intelligence and stress-coping capacity. About 146 students participated in the study, with ages ranging from 19 to 25, irrespective of gender. The students were given the Schutte Emotional Intelligence and Perceived Stress Scale tools (PSS10) by Cohen, and with World Health Organization Quality of Life (WHOQOL-BREF) tool examined the characteristics that contribute to life quality among students. Results: The study included 146 individuals, 38 males (26.02%) and 108 females (73.97%), with an unresponsiveness rate of 2.66%. The correlation revealed statistically high significance among emotional intelligence and perceived stress (P = 0.000), perceived stress and life quality (P = 0.02), and emotional intelligence and life quality (P = 0.008). The statistical analysis of the influence of EI, PS, and LQA on academic year-wise analysis determined non-significant (P > 0.05). Conclusion: Due to the time constraints of their job, dentistry training may be highly stressful, yet regular evaluations of student performance and the accompanying factors would help us to understand how students behave in challenging circumstances.

The Influence of Emotional Intelligence and Stress Management on Teacher Performance at Public Junior High School

The purpose of this research is to determine: (1) The influence of emotional intelligence on the performance of teachers at State Junior High School 35 Percut Sei Tuan; (2) The influence of stress management on the performance of teachers at State Junior High School 35 Percut Sei Tuan; and (3) The combined influence of emotional intelligence and stress management on the performance of teachers at State Junior High School 35 Percut Sei Tuan. The population of this study is all teachers at State Junior High School 35 Percut Sei Tuan, totaling 56 people, with a sample size of 30 people. The research instrument is a questionnaire using the Likert scale model. Assumption tests were conducted to test for normality and linearity. Data analysis techniques used simple and multiple regression at a significance level of α = 0.05. The findings of this research indicate: (1) The influence of emotional intelligence (X1) on the performance of teachers at State Junior High School 35 Percut Sei Tuan (Y) is 94.2% with the equation Ῠ = 6.998 + 0.911 X1; (2) The influence of stress management (X2) on the performance of teachers at State Junior High School 35 Percut Sei Tuan (Y) is 98.2% with the regression equation Ῠ = 0.283 + 1.043 X2; and (3) The combined influence of emotional intelligence (X1) and stress management (X2) on the performance of teachers at State Junior High School 35 Percut Sei Tuan (Y) is 98.3% with the regression equation Ῠ = 1.223 + 0.148 X1 + 1.206 X2. This regression line equation explains that if emotional intelligence and stress management factors increase by one unit, teacher performance will also increase by 2.557 units.

The Influence of Emotional Intelligence and Career Development on Employee Performance

This research is motivated by the low performance results shown by permanent lecturers at "B" Accredited Private Universities in Bandung City, especially in the field of research with the obligation for each lecturer to publish their scientific work in national or international journals. The aim of this research is to analyze the influence of Emotional Intelligence and Career Development on Employee Performance. This research is included in quantitative research which is used to test hypotheses with the results in the form of the significance of the relationship between the variables studied. The population of this study was all permanent lecturers at a "B" accredited private university in the city of Bandung, totaling 1009 people and with a sample size of 286 respondents. And the sampling technique used in this research is cluster sampling. Meanwhile, the data analysis used in this research is in the form of multiple regression analysis calculated using the SPSS 23.00 program. The research results show that Emotional Intelligence and Career Development, both partially and simultaneously, show a significant influence on Employee Performance.

The Influence of Emotional Intelligence on Professors’ Performance in The New Normal

This study investigates the influence of emotional intelligence (EI) on professors' performance according to their gender, age, and field. The study sampled 35 professors specialized in humanities-related fields such as Economics, Law, and Information Technology ‘IT,’ and 15 professors specialized in scientific fields like medicine and pharmaceutical studies. All 50 professors were given a questionnaire consisting of 5 items within 20 sub-items designed to investigate professors’ performances based on their EI levels. The findings indicate that EI highly influences professors’ performance, which means that the optimism item has the highest influence on performance. At the same time, the other items, such as employment of emotions, regulation, and assessment of own emotions, got less in their results on performance. Moreover, age does not affect EI performances since there were different ages of professors with various backgrounds. While gender and field do, females are better at expressing their emotions due to their nature of the emotional side. In addition, the field of the humanities is better in (EI) than the science faculties. The study recommends applying the questionnaire to different populations to increase the chance of generalization.

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.

THE IMPACT OF EMOTIONAL INTELLIGENCE ON LANGUAGE LEARNING ACHIEVEMENTS IN UNIVERSITY EFL STUDENTS

Language learning is not merely a cognitive endeavour but a complex interplay of emotions, perceptions, and social dynamics. This article explores the relationship between emotional intelligence (EI) and language learning outcomes in university English as a Foreign Language (EFL) students. The study investigates the potential moderating influences of gender, field of study, and language background on this relationship. The research uses the Emotional Quotient Inventory (EQ-I) to assess emotional intelligence levels and correlates them with English language learning achievements. The study finds that, on a broad scale, emotional intelligence does not have a statistically significant impact on language learning achievements, suggesting that language proficiency is influenced by various cognitive and non-cognitive factors. However, the results suggest that the influence of emotional intelligence on language learning may be subtler and context-dependent. Specific components of EI, such as intrapersonal and interpersonal skills, may have nuanced effects on distinct language skills. This study enhances our understanding of the complex interplay between emotional intelligence and language learning outcomes among university EFL students, debunking simplistic assumptions about the direct impact of EI on language proficiency.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0708/a.php" alt="Hit counter" /></p>

Relationship between Mediterranean diet, physical activity and emotional intelligence in Spanish undergraduates

Levels of adherence to the Mediterranean diet in Spanish university students need to be verified. It is necessary to go deeper into what these are and what factors determine them. This is useful to design effective diet promotion proposals in this population. The objectives are: 1) To classify Spanish university students of Education Degrees according to their levels of Mediterranean diet, physical activity and emotional intelligence; 2) To analyse the influence of physical activity and emotional intelligence as determinants of Mediterranean diet according to lifestyle profiles. A cross-sectional study was designed with the participation of a representative sample of university students of education degrees. Participants ranged in age from 18 to 43 years (20.84±2.90). Men represented 30.2% of the sample (n=125) and women 69.8% (n=289). An online questionnaire was administered comprising the following: PREDIMED, IPAQ-SF and TMMS-24. The regression model obtained for the whole sample was: Mediterranean diet= 2.536+0.001*physical activity+0.029*emotional intelligence. The two-stage cluster classification (Ward and k-means) was validated with the MANOVA test (Pillai trace: F (6, 820) = 159.101; p ≤ 0.001; f = 1.00). It is concluded that 8% of university students' adherence to the Mediterranean diet is predicted by moderate-vigorous physical activity and emotional intelligence. Adherence to the diet is positively related to physical activity and emotional intelligence. Keywords: lifestyles; moderate-vigorous physical activity; Spain; cluster analysis; regression model.