Level Of Emotional Intelligence Research Articles

Mindfulness and Emotional Intelligence: A Study on Millennials on Hospitality

This study investigates the relationship between mindfulness, emotional intelligence, and well-being among millennials in the hospitality industry. As this generation increasingly dominates the workforce, understanding their psychological dynamics becomes paramount. Mindfulness, the practice of being present and aware, and emotional intelligence, the ability to recognize, understand, and manage emotions, are two critical constructs influencing workplace behaviour and outcomes. In the context of hospitality, where employees often face high stress and emotional demands, exploring these factors becomes particularly relevant. This research employs a mixed-methods approach, utilizing surveys and interviews to gather data from millennials employed in various roles within the hospitality sector. The study aims to assess the levels of mindfulness and emotional intelligence among participants and examine their impact on job performance, job satisfaction, and overall well-being. By analysing the interplay between these variables, the study seeks to uncover potential pathways through which mindfulness and emotional intelligence contribute to the well-being of millennial employees in the hospitality industry. The findings of this study have implications for both practitioners and policymakers in the hospitality sector. Understanding the role of mindfulness and emotional intelligence in shaping workplace experiences can inform the development of interventions and policies aimed at promoting employee well-being and enhancing organizational effectiveness. Moreover, by shedding light on the psychological needs of millennials in the workplace, this research contributes to a deeper understanding of generational dynamics and offers insights into fostering a more supportive and engaging work environment in the hospitality industry. Keywords: Mindfulness, Emotional Intelligence, Millennials, Hospitality Industry, Job Performance, Job Satisfaction, Well-being, Workplace Dynamics, Employee Engagement, Mixed-Methods Study.

Emotional agents enabled bilateral negotiation: Persuasion strategies generated by agents' affect infusion and preference

Agents with emotional intelligence can enhance negotiation outcomes by improving interaction and better understanding of human opponents in human–machine negotiation. This paper proposes a novel method to improve agents' emotional intelligence level by modeling emotion and preferences in negotiation. Emotion is modeled to reflect an agent’s enduring emotional state and its dynamically instantaneous response to the opponent’s proposals. Emotion-driven rules are subsequently constructed to generate persuasion strategies. Then, a two-step issue updating model which integrates persuasion strategies, attribute preference, and altruistic preference is established to generate optimal issue values using the simulated annealing algorithm. After that, the proposed model is validated by agent-agent experiments and human-agent experiments. The experimental results show that (1) the introduction of emotion and persuasion strategies enhances negotiation success, with joint utility rising by 11%, utility difference decreasing by 28%, and negotiation speed rising by 24%.; (2) the inclusion of preference reduce the utility difference and improve the negotiation fairness, with attribute preference and altruistic preference reducing utility difference by 12% and 18%, respectively; (3) the proposed model outperforms competing models in negotiation speed and joint utility, and ensures larger joint utility and minimizing differences even when opponent's preferences are unknown. The results imply that the proposed model is conducive to achieving a win–win human-agent negotiation outcome.

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.

Leveraging Technology Enhancement: The Well-Being Emotional Intelligence, Security Keys to the University Students’ Readiness in Digital Learning Ecosystem

The principle of the digital learning ecosystem is the application of the educational process through digital learning environment platforms that help users learn more effectively. Educational institutions, teachers and students must evolve to adapt and be ready for the new world of learning. The individual’s emotional quality can influence their readiness in the digital learning ecosystem. This study aimed to examine whether there is a significant relationship between students’ readiness in the digital learning ecosystem and their emotional intelligence levels. This study utilized a correlational research method and multiple linear regression analysis. For data collection, the primary tools used were Trait Emotional Intelligence Scale-Short Form (TEIS-SF) and the Online Learning Readiness Scale (OLRS). The questionnaires were administered to 103 students enrolled in seven different higher institutions in Brunei. The results of the research showed that there was a link between students’ online learning readiness levels and their emotional intelligence levels. This study found that students with a high well-being sub-dimension of emotional intelligence had high online learning readiness levels.

EXPLORING THE LEVELS OF CULTURAL INTELLIGENCE AND EMOTIONAL INTELLIGENCE AMONG ASIAN INTERNATIONAL STUDENTS

Cultural intelligence and emotional intelligence have gained substantial attention as integral components of the intercultural adaptation process. Despite their significance, there exists a research gap in examining the specific levels of these competencies within homogeneous cohorts of international students. Therefore, the main purpose of this study was to address this gap by assessing the levels of cultural intelligence and emotional intelligence among Asian international students enrolled in Chinese universities and their associated with sociodemographic variables. The study comprised 228 student participants. Participants completed self-report questionnaires measuring their cultural intelligence and emotional intelligence. The findings reveal that a significant proportion of Asian international students exhibit moderate to high levels of both cultural intelligence and emotional intelligence. Additionally, the research highlights a positive correlation between cultural intelligence and emotional intelligence. Among sociodemographic variables, prior travel experiences and international students’ friendships with local students displayed significant relationships with their cultural intelligence and emotional intelligence. However, gender, age, and educational level were not significantly related to cultural and emotional intelligence competencies. The study might offer valuable insights into the extensive body of cross-cultural literature on international students and can also serve as a practical guide for university communities seeking to implement measures that enhance the cultural and emotional intelligence of international students.

Emotional Intelligence: Catalyst for enhanced human resource management performance

This study investigates the pivotal role of emotional intelligence (EI) in optimizing human resource management (HRM) outcomes. Through a mixed-method approach combining quantitative surveys and qualitative interviews, the research explores the correlation between EI competencies and various HRM effectiveness metrics. Findings reveal a significant positive relationship between EI levels among HR professionals and key performance indicators such as employee engagement, leadership effectiveness, and conflict resolution. Furthermore, qualitative insights underscore the nuanced ways in which EI influences HRM practices, emphasizing its role in fostering empathetic communication, facilitating constructive feedback, and mitigating workplace tensions. These results have profound implications for organizational HR strategies, suggesting the integration of EI development programs into HRM training initiatives. By cultivating EI competencies among HR practitioners, organizations can enhance their capacity to nurture a positive work environment, foster stronger employee relationships, and ultimately achieve greater organizational success.

The Effect of Self Esteem and Learning Motivation on Learning Achievement Mediated by Emotional Intelligence

This study aims to investigate the effect of self esteem and learning motivation on learning achievement with the mediator of emotional intelligence in students at SMAN 39 Jakarta. The sample of this study consisted of students at SMAN 39 Jakarta. Data were collected through questionnaires that measured the level of self esteem, learning motivation, emotional intelligence, and learning achievement. Data analysis was conducted using path analysis method with mediation approach. The results showed that there is a relationship between Self Esteem has a positive effect of 0.23 and a significant t value = 2.27 on Learning Achievement. Learning motivation has a positive effect of 0.27 and a significant t value = 4.51 on Emotional Intelligence. Emotional Intelligence has a negative effect of -0.22 and a value of t = -2.10 which means significant to Learning Achievement. Self Esteem has more influence on Emotional Intelligence than Learning Achievement, Learning motivation has more influence on Learning Achievement than Emotional Intelligence. The results of this study provide further understanding of the factors that influence student achievement, as well as the importance of the role of emotional intelligence as a mediator in the relationship between self esteem and learning motivation with learning achievement. This research has important implications in the context of education, especially in efforts to improve student achievement. The results of this study can be used as a basis for developing programs and interventions that aim to improve students' self esteem, learning motivation, and emotional intelligence.

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

An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement

This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

Emotional Intelligence of Elementary School Age Children in Low and High Classes

Children's emotional intelligence plays an important role in their success at school. The emergence of cases resulting from a low ability to manage emotions, such as violence and bullying, has a negative impact both physically and psychologically. Tthem research aims to determine the level and development of emotional intelligence in elementary school children. The research method used is qualitative with a case study approach. The research was conducted at State Elementary School 02 Tuban Karanganyar, involving students based on class levels, namely low and high class. Data was collected through questionnaires, interviews, and observations. Data validity with data triangulation and techniques. Data analysis uses interactive analysis. The research results show that the characteristics of students' emotional intelligence vary. Low-class emotional intelligence focuses on recognizing one's own and others' emotions, while high-class emotional intelligence focuses on managing emotions, motivating oneself, and building relationships. However, a high-class student experienced delays in emotional intelligence development due to trauma from physical bullying. It is crucial to help children manage emotions healthily and build self-control skills to prevent delays in emotional intelligence development. Developing emotional intelligence from low to high is essential for overall well-being.

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.

Emotional Intelligence in Hemodialysis Patients: The Impact of an Intradialytic Exercise Training Program.

The current study aimed to investigate whether there is a relationship between emotional intelligence (EI), functional capacity, fatigue, cognitive function, and quality of life (QoL) in HD patients and to assess the effect of a 9-month intradialytic exercise training program on EI levels. Seventy-eight dialysis patients (50 M/28 F, 60.6 ± 17.2 years) participated in the cross-sectional study. Afterward, a subgroup of 18 patients (15 M/3 F, 56.7 ± 12.3 years) completed a 9-month supervised intradialytic exercise training program (three times weekly). EI was assessed by the Schutte Self Report Emotional Intelligence Test (SSEIT) and the Wong and Law Emotional Intelligence Scale (WLEIS). Functional capacity was assessed by a battery of tests. Sleep quality, depression levels, and daily sleepiness were assessed via validated questionnaires. All assessments were carried out before and after the intervention. A significant positive correlation was found between the WLEIS scores and the physical component summary of the QoL questionnaire. In contrast, the WLEIS scores were negatively associated with general and physical fatigue. The SSEIT scores were positively associated with cognitive function. After nine months of exercise training, only the group with low WLEIS scores improved their EI score significantly compared to the baseline values (98.7 ± 7.0 vs. 73.0 ± 4.0, p = 0.020), while no changes were observed in the medium or high EI groups. In conclusion, patients with higher levels of EI showed increased quality of life and lower levels of fatigue. Patients with low levels of EI are more likely to benefit from an exercise training program compared to their medium- and high-level counterparts.

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 impact of mindfulness training on the attention to facial expressions among undergraduates

AbstractThe improvements in attention by mindfulness training have been proved. However, the effects of mindfulness training on attention to emotional stimuli were mixed. We employed a randomized, controlled design to investigate the effects of mindfulness training on attention to emotional expressions, and investigated whether baseline levels of dispositional mindfulness and emotional intelligence would moderate the intervention effects. Forty participants received 8‐week mindfulness training, and another forty participants attended two lectures about mindfulness. All participants completed the visual search task, the Five Facet Mindfulness Questionnaire, and the Emotional Intelligence Scale at both pre‐training and post‐training. The results showed that the improvements in search efficiencies were larger in the mindfulness group than those in the control group for sad and angry faces, but not for happy faces. In addition, baseline emotional intelligence but not dispositional mindfulness played a significant moderating role in the relationship between mindfulness training and emotional attention to sadness and anger. The search efficiencies of negative emotions (i.e., anger and sadness) but not positive emotions (i.e., happiness) were significantly improved by mindfulness training. Individuals with a high level of baseline emotional intelligence showed significant improvement in search efficiencies relative to those with a low level of emotional intelligence.

Self-Efficacy and Emotional Intelligence as Predictors of Work Engagement in Peruvian Health Personnel

Background: The crucial role of nurses within the global healthcare system is undeniable, especially considering the high demand and significant stress that characterizes their professional field. From an administrative and human resource management perspective in healthcare, the importance of emotional well-being, along with emotional intelligence and self-efficacy, has emerged as a primary focus of interest in recent research, particularly highlighted in the Peruvian nursing scenario. Objective: This study aimed to understand the relationship between self-efficacy, emotional intelligence, and work engagement among Peruvian nurses, and how these factors might influence the quality of care provided and staff retention in the healthcare sector. Methods: A quantitative analysis was conducted, based on structured surveys that measured levels of self-efficacy, emotional intelligence, and work engagement. The participants were registered nurses in Peru, and the sample was stratified according to different regions and levels of experience. Results: The findings confirmed a positive relationship between self-efficacy and work engagement, corroborating previous research. Furthermore, the positive association between emotional intelligence and work engagement in this professional group was validated. It was evidenced that nurses with higher emotional intelligence and self-efficacy tend to have a greater work engagement, positively affecting the quality of care and their retention in the healthcare sector. Conclusions: Emotional intelligence and self-efficacy are fundamental for the work engagement of Peruvian nurses. These factors not only impact the academic realm but also have essential practical significance in the healthcare sector. The promotion and training in these areas could be crucial to ensure quality care and the emotional well-being of nursing staff.

Study of Level of Emotional Intelligence

Study of Level of Emotional Intelligence

A STUDY OF EMOTIONAL INTELLIGENCE OF TENNIS PLAYERS AND SUBSEQUENT GENDER COMPARISON

This research work was undertaken to study and compare the emotional intelligence of male and female tennis players from Delhi, NCR, India. The emotional Intelligence Scale (EIS- SANS) by Dr. Arun Kumar Singh and Dr. Shruti Narain was used as a tool in the present study. 70 state and national level tennis players (38 males and 32 females) in the age group of 16 to 21 years from various sports academies and schools in Delhi, NCR, India were randomly selected. Upon gender analysis, the study revealed that subjects showed the same level of emotional intelligence for both genders (p > .05). However, there seemed to be a difference between the male and female tennis players on understanding motivation (p < .05). partial correlation showed that there was no significant relationship between emotional intelligence and body mass index of tennis players while controlling for their age, r(67) = -.132, N = 70, p > .05.

Emotional Intelligence and Self-esteem among B.Ed. Students

The present study is investigated about the emotional intelligence and self-esteem among B.Ed. students. The study was conducted through descriptive survey method. The researcher took self-esteem as dependent variable and emotional intelligence as independent variable. Also, the researcher adopted random sampling technique by taking 100 B.Ed. students from three teacher education institutions which are under Utkal University. Emotional intelligence inventory developed by S.K. Mangal and self-esteem inventory developed by Karunanidhi used as tools for the collection of data. The data collected were analysed using simple statistical devices like mean and standard deviation. The major findings revealed that most of the B.Ed. students have average level of emotional intelligence and have average self-esteem. There is positive relationship between emotional intelligence and self-esteem of B.Ed. students.

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.

The problems of preserving the emotional well-being of students in the context of digitalization of education

In the conditions of modern society, the problems of emotional well-being of students are becoming particularly relevant. This is due to the challenges of the digital society, which include constant updating of information, multitasking activities, continuous stay of users in the digital environment, and others. These risk factors contribute to the emotional distress of the individual, which manifests itself in insufficient formation of emotional intelligence, increased anxiety, and behavioral disorders of students. Prolonged emotional distress in the future can lead to disharmonious personal development of a person and difficulties in his social functioning. Therefore, the formation of emotional well-being is an urgent task of pedagogy and psychology of childhood. The aim of the study is to determine the level of emotional well-being of students in the context of digitalization of education. The diagnosis of problems of emotional well-being was carried out according to the following criteria: the manifestation of emotional intelligence (the method of observation according to M.Y. Mikhailina and Ya.K. Nelyubina); the level of anxiety (G.V. Rezapkina’s testing method «Determining the level of anxiety»); the severity of aggressive behavior (M.A. Panfilova’s projective Cactus technique). The analysis of the data obtained allowed us to identify the following problems of preserving the emotional well-being of students: insufficient level of emotional intelligence, increased anxiety, high degree of aggressive behavior. Based on the identified results, methodological recommendations were developed for teachers and parents to solve these problems. The value of the conducted research consists in determining pedagogical approaches to the formation of emotional well-being of students in the context of digitalization of education, which will ensure the optimization of the introduction of information technologies into the modern educational space. This will lead to the preservation of the emotional well-being of all participants in the educational process.