Low Emotional Intelligence Research Articles

Association between alexithymia and non-suicidal self-injury in psychiatric patients: the mediating role of self-esteem and the moderating role of emotional intelligence

BackgroundRaffagnato's theory claims that if people have no words to express their emotions (alexithymia), they express themselves by venting or through non-suicidal self-injury (NSSI). However, these associations have not been confirmed in psychiatric patients. This study explored the relationship between alexithymia and NSSI in psychiatric patients and the potential underlying psychological mechanisms. MethodsThis retrospective study involved face-to-face interviews with 449 outpatients consecutively recruited from West China Hospital. Alexithymia, self-esteem, NSSI, and emotional intelligence (EI) were measured. The moderating role of EI and the mediating role of self-esteem between alexithymia and NSSI were also explored. Logistic regressions were used to examine whether sociodemographic, clinical variables and alexithymia were independently associated with NSSI. ResultsThe DSM-5 NSSI disorder and alexithymia prevalences were found to be 32.5% and 45.2%. When the other covariables were controlled for, the alexithymic patients were found to be at increased odds (OR 2.76) of engaging in NSSI behaviors. These results confirmed the strong associations between alexithymia, low self-esteem, and NSSI risk. Lower EI was found to be related to the connections between alexithymia and NSSI. Except for the lower risk in anxiety patients, the risk of NSSI was similar for patients with other mental disorders, ConclusionThis study revealed the psychological mechanisms through which alexithymia increases the risk of NSSI. Therefore, to reduce NSSI risk, screening for alexithymia should be emphasized. Self-esteem as a targeted psychological intervention could also assist in mitigating the process from alexithymia to NSSI behaviors, and EI training for psychiatric patients could weaken the relationship between alexithymia and NSSI.

BIMBINGAN PRIBADI-SOSIAL DENGAN MENGGUNAKAN ZOOM MEETING UNTUK MENINGKATKAN KECERDASAN EMOSIONAL SISWA DI SMPN 2 CISARUA

This study aims to improve students' emotional intelligence. The method used by researchers is a qualitative descriptive method. The research was conducted at SMPN 2 Cisarua. Data collection techniques are carried out by observation, interviews and supported by documentation. The guidance counselor and students were observed and interviewed by asking a number of questions which had to be answered supported by documentation for evidence of reporting. The results of this study are: 1) the general profile of students' emotional intelligence 2) the personal-social guidance program using zoom meetings is effective for increasing emotional intelligence. Therefore the results obtained were that the three students at SMPN 2 Cisarua had low emotional intelligence which was categorized as medium.Keywords: personal-social guidance, emotional intelligence, zoom meetings, student

Exploring self-regulation theory as a mechanism of the effects of psychological contract fulfillment: The role of emotional intelligence.

As self-regulation theory has increasingly been used as a theoretical lens to explain the effects of psychological contract evaluations and employee outcomes, we test whether emotional intelligence (an ability for self-regulation) is a potential moderator of these relationships. More concretely, using a multiple times survey design in an education-based organization with 247 participants, we examined whether emotional intelligence moderates the mediation effect of emotional exhaustion on the relationship between psychological contract fulfillment and turnover intentions. Using a structural equations model (SEM) framework, our results support our hypotheses that individuals with low emotional intelligence do not experience the benefits of having fulfilled psychological contracts. Psychological contract fulfillment significantly reduces the likelihood of emotional exhaustion but only for individuals with high emotional intelligence. Consequently, turnover intentions are lower for emotionally intelligent individuals who experience the fulfillment of psychological contracts. Theoretical and practical implications are discussed. We conclude our study by suggesting that emotional intelligence should be considered as a relevant individual difference in future psychological contract research.

Association Between Personality Traits and Procrastination and the Mediating Effect of Emotional Intelligence in Lebanese Medical Students

Objective: To investigate the relationship between personality traits and procrastination and the mediating role of emotional intelligence (EI) among a sample of Lebanese medical students.Methods: This cross-sectional study was conducted between June and December 2019. A total of 296 students filled out a questionnaire that consisted of sociodemographic characteristics and the following scales: Procrastination Assessment Scale for Students, Big Five Personality Test, and Quick Emotional Intelligence Self-Assessment Scale.Results: Since no bivariate associations were found between sociodemographic variables, they were not included in the mediation analysis. EI mediated the association between neuroticism and procrastination. Neuroticism was significantly associated with lower EI (P < .01) and lower procrastination (P < .001), whereas higher EI was significantly associated with lower procrastination (P < .001). EI mediated the association between openness to experience and procrastination. Openness to experience was significantly associated with higher EI and higher procrastination (P < .001), whereas higher EI was significantly associated with lower procrastination (P < .001).Conclusions: The results emphasize the role of EI in personality and procrastination and highlight its importance in clinical settings. It is important for clinicians, especially school and university counselors, to identify risk factors beyond low levels of adaptive personality traits such as EI within the clinical setting to reduce irrational procrastination and improve academic performance.

A study to explore the emotional intelligence and stress coping strategies among nursing students in selected colleges at Namakkal District- Hermeneutic phenomenological circle approach

Background: Emotional intelligence of nursing students helps them to adopt a healthy life style during stress.Coping is one of the wise choices of avoiding frustration which is the end product of stress and burnout. If individual want to handle the stress with effective and appropriate coping he or she should be an emotionally competent with high emotional intelligence. Methods: Participants were selected based on trait exhibited by particular group of interest. So adopted purposive homogenous sampling method for this study. After receiving informed oral consent students at Dhanvantri College of Nursing, Namakkal were adopted as participants for this study .With 5 participant’s data saturation point has been reached and preceded for the analysis. As this study aimed to explore the phenomenon of EI on coping strategy and to provide wide knowledge regarding the phenomenon there was a need to fuse individual’s subjective experience with the hermeneutic circle. So as this study design was Qualitative hermeneutic Phenomenological circle. Age and Birth order of the participants were demographic variable. To understand the concept of EI semi structured questions were framed on the basis of EI domains, all the verbatim reports were analysed by following interpretative phenomenological analysis and coping strategy of participants were expressed by the parent of the participants through mobile phone were recorded and analysed. Results:Participants with high emotional intelligence always deals the stress with their route cause and handle it easily in a problem focused style. Whereas Participants with low emotional intelligence deals stress with emotional focused strategy. And one more new concept (serendipity) were identified that birth order of the participants has greater influence on coping that is those born as second and fourth child shown problem focused coping strategy than the participant who born as first child.

The Evaluation of Emotional Intelligence by the Analysis of Heart Rate Variability

Emotional intelligence (EI) is a critical social intelligence skill that refers to an individual's ability to assess their own emotions and those of others. While EI has been shown to predict an individual's productivity, personal success, and ability to maintain positive relationships, its assessment has primarily relied on subjective reports, which are vulnerable to response distortion and limit the validity of the assessment. To address this limitation, we propose a novel method for assessing EI based on physiological responses-specifically heart rate variability (HRV) and dynamics. We conducted four experiments to develop this method. First, we designed, analyzed, and selected photos to evaluate the ability to recognize emotions. Second, we produced and selected facial expression stimuli (i.e., avatars) that were standardized based on a two-dimensional model. Third, we obtained physiological response data (HRV and dynamics) from participants as they viewed the photos and avatars. Finally, we analyzed HRV measures to produce an evaluation criterion for assessing EI. Results showed that participants' low and high EI could be discriminated based on the number of HRV indices that were statistically different between the two groups. Specifically, 14 HRV indices, including HF (high-frequency power), lnHF (the natural logarithm of HF), and RSA (respiratory sinus arrhythmia), were significant markers for discerning between low and high EI groups. Our method has implications for improving the validity of EI assessment by providing objective and quantifiable measures that are less vulnerable to response distortion.

Application of Learning Strategies and Emotional Intelligence on Learning Outcomes of Music Art Students of Tebing Tinggi Public 2 Senior High School

This study aims to compare students ’art learning outcomes through the application of accelerated learning strategies with expository learning strategies, emotional relationship intelligence with students’ learning outcomes of music art. This research is an experiment (experiment) and treatment (treatment). The study population was all students of SMA Negeri 2 and 3 Tebing Tinggi. The sample was determined by cluster random sampling technique. This study used a quasi-experimental research method. The results of the study are differences in the learning outcomes of students who learn with accelerated learning strategies both in groups of students who have high emotional intelligence and students who have low emotional intelligence. Higher learning outcomes for students who are taught the art of music with accelerated learning strategies from the expository. The high emotional intelligence learning outcomes taught with accelerated learning strategies were better than students who studied expository learning, while the learning outcomes of students who had low emotional intelligence who were taught with accelerated learning strategies were better than students taught expository learning strategies. These results indicate that the acceleration learning strategy is more effectively applied in students’ learning of the art of music in order to improve learning outcomes of high emotional intelligence.&#x0D; Keywords: expository learning strategies; music art; emotional intelligence

Pelaksanaan Teknik Problem Solving untuk Meningkatkan Kecerdasan Emosional Siswa SMP Negeri 4 Padang Panjang

This research departs from the phenomenon that there are students who have low emotional intelligence, in which students often utter harsh words and mock each other between one student and another so that it can be said that students have not been able to control or regulate their emotions in learning and socializing and students also not being able to build good relationships with friends around him and Shiva also doesn't know how to improve his emotional intelligence.The goal to be achieved in this study is to find out whether there is a significant difference or improvement between before and after being given problem solving techniques to improve the emotional intelligence of SMPN 4 Padang Panjang students. This research is a pre-experimental study using the One Group Pretest and Posttest Design model. The population is grade 8.2 students of SMPN 4 Padang Panjang, while the sample is 11 students who are indicated to have emotional intelligence problems based on the purposive sampling technique and the results of the pretest. The instrument that the authors use in data collection is the Likert scale. The data analysis technique used the Wilcoxon test, while the data analysis requirements used hypothesis testing with the help of SPSS version 25.The results of research that have been known from the results of the Z test (Wilcoxon) show that there is a difference between the pretest and posttest values. From the results of the Wilcoxon test calculation, a significant p-value of 0.003 was obtained. Based on the applicable regulations, it is known that the results of the Wilcoxon Sig test are p-value of 0.003 &lt;α (α = 0.05), which means that Ha is accepted and Ho is rejected. From the results of the Wilcoxon test calculations, it can be concluded that students' emotional intelligence has increased after being given treatment using problem solving techniques.

Emotional intelligence subdimensions as moderators in the association between body dissatisfaction and symptoms of eating disorders among female Mexican adolescents.

Strong empirical research has shown a relationship between body dissatisfaction and symptoms of eating disorders (ED) and the direct and combined influence of emotional factors and dimensions of emotional intelligence (EI) on ED symptoms. However, whether these emotional variables and competencies moderate the well-established relationship between body dissatisfaction and ED symptomatology has not yet been tested. Neither have studies of this nature been performed among high at-risk populations such as Mexican female adolescents. Thus, this research aimed to explore the moderator role of EI subdimensions in the relationship between body dissatisfaction and ED symptoms among female adolescents from Sinaloa, Mexico. A total of 485 female adolescents aged 14-19 years old (M =16.81, SD=1.33) who were students in middle school, high school, and college completed questionnaires about body dissatisfaction, ED symptomatology, and EI. We conducted moderating analyses. Subdimensions of EI significantly moderated the relationship between body dissatisfaction and symptoms of ED. For participants high in body dissatisfaction, lower levels in stress management ability and higher levels in the interpersonal EI and Adaptability EI dimensions were associated with higher levels of ED symptomatology. Subdimensions of EI have an important role in moderating the association between body dissatisfaction and symptoms of ED. The findings of this study contribute to improving the knowledge about the role of emotional competencies in ED. Proposals for future research and to improve preventative approaches are discussed. This study shows the moderating role of EI dimensions in the well-established relationship between body dissatisfaction and ED symptomatology. The research was conducted with a population at high risk of ED: female adolescents in the northwest of Mexico. Results showed that low Stress management EI, high Adaptability EI, and high Interpersonal EI were associated with higher levels of ED symptomatology among participants with high (but not low) body dissatisfaction. These insightful results have theoretical and practical implications.

Crafting Personal territory in a political world: A human agency approach to organizational politics

AbstractTo examine human agency in organizational politics, this study investigates how employees take action to craft their working environments in response to their perception of organizational politics (POP). In Study 1, we manipulated POP using video materials in an experiment. Results from 209 participants show that POP triggered the intention to engage in both relational crafting and task crafting behaviours. In Study 2, we collected survey data from 176 supervisor–subordinate dyads. Our results replicate the findings of Study 1. Furthermore, we found significant indirect relationships between POP and two outcome variables (i.e., task performance and opportunistic behaviour) through relational crafting. The two indirect relationships were stronger for employees with lower emotional intelligence. Meanwhile, significant indirect relationships existed between POP and two outcome variables (i.e., opportunistic behaviour and turnover intention) through task crafting and these indirect relationships were stronger for employees with higher emotional intelligence. Both theoretical and managerial implications are discussed.

군 간부의 직무 스트레스가 소진에 미치는 영향: 인지적 정서조절전략을 통한 정서지능의 매개된 조절효과

Objectives This study aimed to investigate the mediated moderation effect to confirm whether emotional intelligence moderates the effect of job stress on burnout among military officers by mediating effect of cognitive emotion regulation strategies.&#x0D; Methods The Job Stress Scale, Exhaustion Scale, Cognitive Emotional Control Strategy Scale, and Emotional Intelligence Scale were all surveyed in this study. The data collected from 359 military executives was analyzed. SPSS/WIN 25.0 was used for basic statistical processing such as descriptive statistics and correlation analysis. And the statistical results of Hayes' (2018) model 15 analysis using SPSS PROCESS MACRO V3.4 were examined using a step-by-step approach suggested by Muller et al. (2005) to verify the mediated moderating effect.&#x0D; Results In the relationship between job stress and burnout, the mediated moderating effect of emotional intelligence through the cognitive emotion regulation strategy was found to be significant. The moderating effect of emotional intelligence, in particular, was significant in the positive relationship between job stress and burnout. This moderating effect was confirmed through the mediation of cognitive emotion regulation strategies.&#x0D; Conclusions These findings explain why there is a relatively weak link between job stress and burnout in the group with high emotional intelligence because cognitive emotion regulation mechanisms are employed. In other words, the employment of positive emotion management techniques lessens the impact of work stress under circumstances of high emotional intelligence. Burnout results from not using the proper emotion regulation mechanisms for job stress in low emotional intelligence environments. This implies that improving emotional intelligence through the use of adaptive cognitive emotion regulation mechanisms is required to lessen burnout among military officers brought on by job stress.

Analysis of Mathematics Problem-Solving Ability of Junior High School Students in Emotional Intelligence

This study aims to describe the problem-solving skills that students learn from emotional intelligence. This type of research is descriptive and qualitative. The instruments used are questionnaires, tests, and interviews. The questionnaire instrument was used to measure students' emotional intelligence. The test instrument was used to measure problem-solving skills, and interviews were conducted to learn more about problem-solving skills. The subjects of this study were 5 of 15 students from class VIII who were taken as a sample and then given an ability test and analysis based on Krulik and Rudnick's problem-solving steps. Subjects with high emotional intelligence can understand the context of the problem and represent the problem with pictures. Students can link between information, use appropriate strategies or steps, and relevant answers and conclusions. The subject with medium emotional intelligence is rewriting information on the problem using mathematical models and their language. Subjects can relate information, but not all students' answers are correct. Subjects with low emotional intelligence do not make representations or use clear problem-solving strategies. Subjects cannot relate information, so they do wrong calculations and only guess the answer.

The double-edged sword effect of employee impression management and counterproductive work behavior: From the perspective of self-control resource theory.

Why do people who seem to be doing well in the workplace occasionally behave badly? Because these employees may be using impression management tactics to create an image. Existing studies have focused on comparing the differences in the use of impression management among different individuals, but cannot explain why a well-behaved individual sometimes behaves badly. Based on the theory of self-control resources, we adopts the survey method of job logs and collects the data of 121 employees. The results show that: (1) the use of self-promotion tactics and ingratiation tactics will promote the depletion of self-control resources. (2) The depletion of self-control resources will encourage employees to engage in counterproductive work behaviors. (3) The effect of self-promotion tactic and ingratiation tactic on the depletion of self-control resources was moderated by emotional intelligence. In the case of high emotional intelligence, this effect is attenuated. And vice versa. (4) Under high emotional intelligence and low emotional intelligence, the indirect effects of self-promotion tactic and ingratiation tactic on employees' counterproductive work behaviors are significantly different. Our research breaks through the between-individual perspective and illustrates the double-edged sword effect of self-promotion tactic and ingratiation tactic on employee counterproductive work behavior and its mechanism from the internal perspective, which is highly innovative.

A Cross-Sectional Survey of Emotional Intelligence Relating to Binge Eating Disorder in Unemployed Population

Aim: To examine the associations between emotional intelligence (EI) and Binge Eating Disorder (BED) with a mediating role played by post-traumatic stress disorder (PTSD) in the unemployed population, thus performance in an integrated manner. Study design: A Cross-sectional study Place and duration of Study: Rural and urban areas of Punjab, Pakistan during the months of December 2020-2021 Methodology: For this purpose, Wong and Law Emotional Intelligence Scale, Binge Eating Scale and PTSD Check List–Civilian Version was used to measure EI, BED, and PTSD score, respectively. The assumptions were tested using non-linear regression-based partial least squares path modelling (PLS-SEM). Results: The results revealed that unemployed individuals are at enhanced risk to develop BED. High levels of EI help to cope the stress of unemployment and overcome BED and vice versa. In this study, PTSD, a cause of unemployment, was found to be negatively related to EI and positively related to BED. However, no mediation of PTSD between EI and BED was observed. Conclusions: Our findings suggest that enhanced emotional abilities are directly associated with lower levels of work-related stress and BED. However, a diagnostic study is needed to validate the findings and establish BED diagnosis in individuals with low EI. This study helps in validation of emotional intelligence as a factor in the development of binge eating disorder. It helps in the development of programs based on prevention of binge eating disorder in unemployed population on the basis of emotional intelligence level understanding. Keywords: Unemployment, eating behaviour, emotional stability, stress disorder, mediation analysis

The Dynamic Interplay of Affective, Cognitive and Contextual Resources on Children’s Creative Potential: The Modulatory Role of Trait Emotional Intelligence

In the present work we explored in two separate studies the modulatory role of trait emotional intelligence (EI) over the effect exerted on children's creative potential by two other key elements defining creativity, namely cognitive resources (here explored through basic executive functions, Study 1) and contextual-environmental factors (that is, teachers' implicit conceptions of the factors influencing children's creativity, Study 2). Confirming previous research, executive functions (particularly interference control and working memory) emerged as main predictors of children's creative performance; however, their positive effect arose especially when associated with a high trait EI level. In the same vein, teachers' implicit conception about children's creative potential and about their efficacy in teaching creativity emerged to exert a facilitatory effect on children' creative potential. This effect occurred particularly when associated with low trait EI levels, affecting differently girls and boys. Trait EI emerged from these studies as an important individual resource to consider in order to understand the potential benefit of other (cognitive and contextual-environmental) resources on children's creative potential. The implications on the role of trait EI as a constitutional element of children's creativity, capable of promoting the expression of their creative potential, are discussed.

Emotional Intelligence and Coping in Patients with Borderline Personality Disorder

Individuals with Borderline Personality Disorder struggle with emotion regulation and difficulty in accurately understanding facial expressions of others. This difficulty in regulating emotions can manifest as inappropriate anger, impulsiveness, and frequent mood swings. These behaviors may push others away and make it challenging to maintain loving and lasting relationships. Surprisingly, very little research has been carried out to explore the inter-relationships and interactions of coping and emotional intelligence in patients with borderline personality disorder. Aim: To study coping and emotional intelligence in patients with borderline personality disorder. Material and Methods: Cross sectional hospital based study, fifty patients with borderline personality disorder diagnosed as per DSM-V were selected by purposive sampling. 50 healthy matched subjects constituted the control group. Assessment was done using General Health Questionnaire, Brief COPE Questionnaire and Indian Adaptation of Emotional Intelligence Scale. Descriptive statistics were used to summarize and describe the characteristics of the data, including measures of central tendency (mean, median, mode) and measures of variability (standard deviation, range). Inferential statistics were used to make inferences about the population based on the sample data, including hypothesis testing (t-tests) and correlation analysis. The results of the analysis were presented in tables to facilitate interpretation and communication of the findings. Results: Significant differences were seen in Coping scores and Emotional Intelligence scores between the patients with borderline personality disorder group and normal control group. The patients with borderline personality disorder groups scored significantly low on coping and emotional intelligence in comparison with control group. Further, relationship between coping and emotional intelligence was found to be positively correlated. Conclusion: These findings suggest an association between low coping, emotional intelligence and borderline personality disorder. Present findings have implications for planning better intervention and prevention in this vulnerable population.

ОСОБЕННОСТИ ВОСПРИЯТИЯ ПРИВЛЕКАТЕЛЬНОСТИ ЛИЦА ПРИ РАЗНОМ УРОВНЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА

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

Emotional Intelligence from Gender Perspective during Mid to Late Adolescence in an Indian Context.

Emotional Intelligence (EI) contributes to overall success in life. Our objectives are to explore EI among adolescents and its gender differences as per some parameters of social environments. Present cross-sectional study was conducted in secondary schools in one of municipal corporations in western Maharashtra EI of adolescents studying in tenth standard in randomly selected secondary schools, was assessed by Schutte's Self-Reported Emotional Intelligence Test with collection of relevant sociodemographic information maintaining confidentiality. Data were analyzed by SPSS 20 software. Total 1060 adolescents in 14-16 years of age participated in the study. Socio-economic status affected EI of adolescent girls more adversely than adolescent boys (P = 0.003, P = 0.036 respectively). Co-educational type of school favored lower EI than gender specific schools (P < 0.001). After gender wise stratification, EI did not differ significantly among boys (P = 0.154) with respect to type of schooling, but differed significantly (P = 0.001) among girls. Apart from continued efforts directed to for improvement in SES, mental health component of school health services needs to take a step forward for assessment and improvement of towards mental health parameters including EI of adolescents. EI training programs commenced in school activities based on gender, socio-economic status and other issues relevant to the situation shall prove beneficial in long run.

THE INFLUENCE OF PARENTAL GUIDANCE AND LEARNING MOTIVATION ON STUDENT MATHEMATICS LEARNING OUTCOMES BASED ON STUDENT EMOTIONAL INTELLIGENCE

The emotional intelligence of students is an essential aspect in achieving learning results, particularly in mathematics. This study intends to identify the impact of parental supervision and learning motivation on mathematics learning outcomes at Wahid Hasyim 8 Waru Middle School in terms of high, medium, and low emotional intelligence. This research utilizes quantitative research methods by doing ex-post facto. In collecting data, the researcher uses surveys and documentation. The questionnaire instrument contains three questionnaires, including a parent guidance questionnaire, a learning motivation questionnaire, and an emotional intelligence assessment. While documentation is used to collect statistics on student learning outcomes, it also serves as a means of communication between instructors and students. The results of hypothesis testing from the results of parental guidance and learning motivation on student learning outcomes are reviewed in terms of high emotional intelligence with an F count of 40,661 and an F sig of 0.024, moderate emotional intelligence with an F value of 5.288, and an F count of 0.010, and emotional intelligence with an F value of 7.073 and an F sig of 0.049. The association between mathematical learning results, parental supervision, and learning motivation in terms of emotional intelligence might be described as good and significant.

Emotional Intelligence And Polite Character Of Elementary School Students: A Correlation Studies

The moral and mental degradation of students indicates low emotional intelligence in various countries, including Indonesia, with indicators of loss of manners, bad language, bullying, brawling, etc. This study aimed to determine the influence of students’ emotional intelligence levels on the manners character of 5th-grade students of Madrasah Ibtidaiyah al-Islam Balesari, Magelang, Indonesia. The study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. Sampling was done by a random sampling technique with a purposive sampling type. Data were collected through observation, questionnaires, and documentation with simple linear regression analysis assisted by SPSS 16 software for Windows. The results show that the average value of emotional intelligence in the experimental class is 79.4% (high-level category), while the control class is 72% (medium-level). On the other hand, the character of manners in the experimental class is 79% (very good category), and in the control class is 72% (sufficient category). The results indicate that there is an influence of students’ emotional intelligence on their manners and characters. The results of a simple regression test in the experimental class are Y = 11.354.–0.861 with a significant value of 0.00. The significance value is &lt;0.05 (0.00&lt;0.05), then Ha is accepted and Ho is rejected. The results of a simple regression test in the control class are Y = 17,323- 0.760 with a significant value of 0.00, the significance value &lt;0.05 (0.00 &lt;0.05), then Ha is accepted and Ho is rejected. The research findings concluded that the higher the level of emotional intelligence, the higher the manners of character, and vice versa. Further research needs to be conducted to explore the influence of emotional intelligence on the students’ character as a whole