Low Level Of Emotional Intelligence Research Articles

Emotinal intelligence, perceived stress, and internet use behaviour among undergraduate medical students - a cross sectional study

Aim: To find the pattern and characteristics of Problematic internet use and to determine the relationship between Internet Addiction, Perceived stress and Emotional Intelligence among medical students. Materials and methods: In this cross-sectional study, using convenience sampling, 368 study participants were selected from the undergraduate medical students of a medical college in North Kerala. After getting written informed consent, socio-demographic data sheet, Internet Addiction Test (IAT), Schutte Self Report Emotional Intelligence Test (SSEIT) and Perceived Stress Scale (PSS) were filled up by the participants. Completed responses were scored and analyzed using SPSS 18.0. Results: Problematic internet use among the participants was 65.7%. In the sample, 42.9% had mild internet addiction, and 22.8% had moderate internet addiction. There was a positive correlation between scores of IAT and PSS and a negative correlation between scores of IAT and SSEIT. A pattern of increased levels of perceived stress and decreased levels of emotional intelligence was noticed with increasing levels of internet addiction scores. Conclusion: Young medical students were found to have mild and moderate levels of internet addiction and were high in perceived stress. Those with an addiction pattern of internet use also showed lower levels of emotional intelligence. It is crucial to identify those with lower levels of emotional intelligence and intervene effectively for stress management to reduce the internet overuse and emotional sequelae of it.

Вплив емоційного інтелекту на саморегуляцію агресивної поведінки підлітків із порушеннями розумового розвитку

The aim of the research is to determine the problem of manifestations of aggression of adolescents with disorders of mental development in the context of the formation and influence of emotional intelligence on the aggressive behavior of these adolescents. The purpose of the research was provided by a step-by-step solution of the main tasks: firstly, to identify the features of aggression of adolescents with intellectual disabilities; secondly, to determine the specific influence of emotional intelligence on self-regulation of aggressive behavior of adolescents with intellectual disabilities; thirdly, to characterize recommendations for the technology of psychological support for the formation of self-regulation of aggressive behavior of adolescents with disorders of mental development in the context of their emotional intelligence. Мethods. The general scientific deductive and inductive methods, the method of psychological diagnostics, conversations and observations were used to solve the outlined tasks and to prove the results and make the conclusions of our research. Psychodiagnostic procedure of the state of aggressive behavior and its emotional self-regulation of adolescents with disorders of mental development was carried out using the method of «Bass and Darcy’s Aggression Questionnaire»; method of «Adapted Leonhard – Shmishek’s Characterological Questionnaire»; Emotional Intellect (by N. Hоll) techniques, conversations and observations. In the course of psychodiagnostics, the necessary instructions and requirements were obtained to have reliable results. The interviews were conducted in the process of studying of adolescents at educational establishments. The behavior of adolescents was monitored in their usual learning environment. For the purpose of providing comparative analysis of the phenomenon of self-regulation of aggressive behavior of adolescence and making reliability of the results, the diagnostics of adolescents with preserved intelligence was carried out, keeping the identical procedures, under equal conditions, which were created for adolescents with disorders of mental development as well. The results of the research. According to the results of the diagnostics, adolescents with disorders of mental development have physical and verbal aggression that exceeds the allowable norm. The diagnostics of adolescents with disorders of mental development made it possible to ascertain the functioning status of the structural components of aggression. The increased level was set up by indicators of negativity and irritability. The results of the diagnostics of adolescents with preserved intellectual state the similarity of the obtained data on the level of expressiveness of the main types of aggression and structural components of the phenomenon in comparison with the results of adolescents with disorders of mental development. The difference is the intensity of the proposed indicators. The adolescents with intellectual disabilities have indicators which are in a great degree displayed in a group of 20–30% than in a group of respondents with preserved intellectual function. It is established that manifestations of aggression and self-regulation of aggressive behavior are determined by personality’s accentuations. In a case of adolescents with disorders of mental development, the following types of combination of accentuation were found to be hypertensive in combination with cyclothymic, hypertensive with unbalanced, hypertensive with exalted. In addition, adolescents with disorders of mental development have a low level of emotional intelligence, emotional awareness, empathy, managing personal emotions and an average level of ability to recognize other people’s emotions. Conclusions. The results of our research suggested that the alexithymic manifestations in the structure of the personality of adolescents with disorders of mental development were mainly due to the inability to verbalize their own emotional states, underdevelopment of the reflexive component of emotions and lack of formation or a low level of emotional intelligence. Taking into account the obtained results, the main aspects of psycho-corrective work with adolescents with disorders of mental development regarding the formation of self-regulation of aggressive behavior were characterized. This psycho-corrective work has the aim to form the ability to develop pupils’ emotions, feelings and experience, to designate them with appropriate verbal symbols, to manage different emotional states, including negative ones, such as aggression and anger.

Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth

This study investigates the protective mental health function of high emotional intelligence (EI), and cognitive skills (CS) among Ghanaian adolescents when exposed to stressful life-events and violence. It examines, first, how exposure to stressful life-events and violent experiences is associated with mental health, indicated by depressive and psychological distress symptoms, and, second, whether EI and CS could serve as possible moderators between stress, violence and mental health problems. Participants were 415 Ghanaian secondary education students. They reported about their depressive symptoms (Bireleson), psychological distress (Strength and Difficult Questionnaire, SDQ), and emotional intelligence (Trait Emotional Intelligence Question-naire, TEIQue), cognitive skills (The Amsterdam Executive Function Inventory). They also reported their stressful life-events and violent experiences. Statistical analyses were conducted using structural equation modeling (SEM). As hypothesized, high level of stressful life events were associated with high levels of depressive symptoms and psychological distress. Yet violent experiences did not associate with mental health problems. Against hypothesis, high levels of EI and CS could not protect adolescents mental health from negative effects of stressful life events or violent experiences. A direct effects were found between low level of EI and CS and high level of mental health problems. The results are discussed in relations to psychological and cultural factors present in EI and CS in adolescence.

Investigating the Effect of Emotional Intelligence Components on Driving Errors

Background: Driving accidents are global challenges, especially in developing countries, that have been introduced by the World Health Organization (WHO) as one of the significant reasons for endangering human health. The most important reasons for driving accidents are the behavior and psychological characteristics of the vehicle driver. Aberrant driving behavior is considered as a major cause of driving accidents. The present study aimed the present study aimed to investigate the effect of emotional intelligence on driving errors. Methods: In the present research, 69 young students aged 20-35 years with a driving license were subjects of the study which had at least one-year driving experience and were assessed with the use of Bar-on emotional intelligence (EQ-i) questionnaire (90 questions) and valid Manchester Driving Behavior Questionnaire (MDBQ). Data analysis was conducted by SPSS version 20, descriptive tables, and Pearson correlation coefficient. Results: Data analysis indicated that the mean score of emotional intelligence of the tested subjects was 329/62, and the maximum rating of individual errors was related to slips with the score of 21/04. Also, the mean score of their driving behavior was 50/97. There was a significant inverse relation between sub-components problem solving, independence and self-actualization, and driving errors. Conclusion: Based on the obtained results of this study, it can be concluded that emotional intelligence and its components affected driving errors. This meant that persons with lower levels of emotional intelligence would be more involved in driving errors.

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND LEADERSHIP QUALITIES IN STUDENTS

In this article, the main approaches concerning the problem of leadership traits formation as studied in both national and foreign literature are viewed. There are given results of research on leadership traits in students at technical specialties and humanities in the course of their training at a higher education institution in their connection with emotive intellect. The peculiarities of leadership traits in the tested groups with different level of emotive intellect, as well as a connection between leadership traits and emotive intellect are determined. The highest indicators according to the results of the research are demonstrated by a group of students of technical specialties with a high level of emotional intelligence, which indicates the ability to manage their emotions and behavior, the ability to solve problems. They demonstrate a high level of organizational skills, ability to work with a group. Their actions are aimed at achieving goals. The lowest rates according to the results of the study were found in a group of students of humanities with a low level of emotional intelligence. In difficult situations, it is difficult for them to find a way out. They do not know how to control the work of their comrades, to find common ground with people. The relationship between emotional intelligence and leadership skills in students of technical and humanities has been studied. A group of technical students with a high level of emotional intelligence found positive correlations between emotional intelligence and all scales of leadership qualities. There are no correlations between emotional intelligence and leadership qualities in the group of humanities students with a low level of emotional intelligence. In other groups of students, certain correlations have been established between emotional intelligence and leadership qualities.

Эмоциональный интеллект и креативность: связь и взаимодействие на примере разных категорий осужденных

The article is devoted to the study of the relationship between emotional intelligence (EI) and antisocial creativity (AC), manifested in deviant and criminal behaviour. The sample consisted of groups of convicted of fraud and mercenary-violent crimes (N = 15) and of convicted of aggressively violent crimes (N = 15). Methods used: the aggression questionnaire, EI, Machiavellianism and the questionnaire “Behavioural features of antisocial creativity”. The tested hypotheses were as follows: 1) the difference in the components manifestation of EI of two groups of convicts, 2) AС is mediated by low level of EI and the aggression components; 3) AC in fraudsters and mercenary-violent criminals is mediated by the interaction of EI and hostility. According to the results EI has an ambiguous effect on criminal behaviour: a low understanding of other people's emotions and low interpersonal intelligence can be realised in fraud and mercenary-violent crimes, while a higher level of interpersonal intelligence - in aggressive-violent crime. The anger and the understanding of one's own emotions are of great importance in antisocial creativity in the subgroup with AC indicators above the averages for both samples. A low level of understanding of their own emotions and hostility are the predictors for fraudsters and convicts for mercenary-violent crimes. All ratios are statistically significant. Further research directions and practice-oriented recommendations are provided.

The Impact of Work-family Conflict and Emotional Intelligence on Nurse’s Performance at Dr. Pirngadi Hospital

A hospital is one of the healthcare facilities for society. The success of a hospital is indicated by the quality service of the Nurse. A good performance of the nurse is expected to give the best treatment for the patients. A profession as a nurse is not easy for a married woman with children because she has a double function, as a housewife and a nurse. Both functions may impact on the performance of nursing. The study was to identify the impact of work-family conflict (WFC) and emotional intelligence (EI) on the performance of nurses at Dr. Pirngadi Hospital Medan. Quantitative correlation descriptive with a cross-sectional design was applied in this study. The population of the research is 115 nurses. Data were analyzed by using the Spearmen correlation coefficient test. The results show that both WFC and EI impact on the performance of nurses at Dr. Pirngadi Hospital Medan. Mostly nurses (69.6 %) were highly impacted by WFC and 67.8 % of them were in the low level of Emotional Intelligence.

ПСИХОСЕМАНТИЧНІ ОСОБЛИВОСТІ СПРИЙМАННЯ АНІМАЦІЙНОЇ РЕКЛАМИ МОЛОДІЖНОЮ ЦІЛЬОВОЮ АУДИТОРІЄЮ

The article is devoted to the analysis of the results of empirical research of psychosemantic features of perception of animation advertising by the representatives of the youth target audience. Differences in the perception of animation advertising between representatives of three age groups within the youth target audience were established. The authors identified four factors (“Confidence”, “Attractiveness”, “Trust”, “Consumer Activity”), which are manifested in the perception of animation advertising by young teens (12-15 y.o.). At the same time, for аdolescence teens (16-19 y.o.) and youth (20-24 y.o.) there are three factors (“Confidence”, “Attractiveness”, “Consumer activity”), which determine their attitude to animation advertising. The peculiarities of young people's attitude to animation advertising with different types of graphics (2-D, 3-D, combined) and consumer motivation of this target audience are revealed. It has been identified that commercials based on the use of 3-D graphics are evaluated by representatives of the youth audience (of all age groups) most positively and often make them want to buy the products of the advertised brand. Commercials based on the use of 2-D graphics technology attract the most attention of younger teens (12-15 y.o.) and create the appropriate consumer motivation. The commercials created on the basis of the combined graphics are the least interesting to the representatives of the youth target audience. However, the ideas underlying such advertising are the most understandable for youth, and the advertising itself is perceived as relevant and evokes a sense of trust in the product and brand. The connection between the level of emotional intelligence and creativity with the peculiarities of the perception of animation advertising is revealed. Subjects with higher level of emotional intelligence rate animation graphics in advertising more positively than people with low levels of emotional intelligence. Representatives of the youth target audience (all age groups) with high levels of emotional intelligence are most sensitive to animation advertising using 3-D graphics. A similar trend is observed in subjects with a high level of creativity, rate commercials using 3-D graphics higher and perceive it more positively (compared with subjects with lower level of creativity). It is established that young teenagers (12-15 y.o.) with a high level of creativity also positively perceive animation advertising using 2-D graphics technology. Prospects for further research include a more detailed study of the perception of animation advertising with different types of graphics by different age groups, determining the relationship between the perception of animation advertising and the value-semantic sphere of the personality of consumers.

ИССЛЕДОВАНИЕ ЭМОЦИОНАЛЬНО-ВОЛЕВЫХ РЕСУРСОВ ВРАЧЕЙ-ОРДИНАТОРОВ, ВЛИЯЮЩИХ НА СТЕПЕНЬ АДАПТАЦИОННОГО ПОТЕНЦИАЛА К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ

This article examines the influence of emotional-volitional sphere of doctor-residents of the Tver state medical University of Minzdrav of Russia (Tugma) on the process of adaptation to labor activity and development of professional medical identity. Undoubtedly, the activities of medical professionals are associated with a high level of tension, not only physically, but also psychologically, morally and emotionally. The work of a medic is closely related to interpersonal communication within the doctor-patient system, in which the emotional component plays an important role. The constructive nature of this interaction determines not only the success and effectiveness of the patient's healing process, but also the level of their quality of life. In this regard, the basic content components that affect the construction of professional identity of medical specialists are described. A psychodiagnostic study was conducted on the basis of the center for psychological support of TvSMU, aimed at establishing the relationship between the level of emotional intelligence and the selection of behavioral coping strategies in residents. The object of the study was residents of the 1st year of study in the number of 203 people. During the analysis and interpretation of the data, it was found that more than seventy percent of residents demonstrate a low level of emotional intelligence, the influence of which affects the choice of problem-oriented coping. Summarizing the results of the psychodiagnostic study, it can be stated that seventy-one percent of respondents experience difficulties in communicating with colleagues and patients, as well as in leveling possible conflict situations. Therefore, it is advisable to develop and conduct specialized socio-psychological training and individual psychological consultations aimed at correcting the adaptive potential of the individual and contributing to the development of the professional identity of residents.

The Relationship between Emotional Intelligence, Moral distress and Work Engagement as perceived by critical care Nurses

Nurses are crucial players in the provision of healthcare, within this milieu, critical care nurses faces many stressors, conflicts, and ethical dilemmas escalating moral distress which require great ability of emotional intelligence that strengthen nurses coping and exalt work engagement. This study aimed to investigate the relationship between emotional intelligence, moral distress, and work engagement among critical care nurses. Methods: A descriptive correlational research design was utilized. The current study was carried out in three University Hospitals at Alexandria. The participants in this study encompassed all critical care nurses (n= 250) who were working in critical care units at previous mentioned settings. Three tools were utilized in this study namely; Moral Distress Scale Revised (MDS-R), Wong and Law Emotional Intelligence Scale (WLEIS), and Utrecht Work Engagement Scale. The validity of data collection tools was done and reliability was found out using Cronbach's alpha correlation coefficient method. Data were collected through self-administered questionnaire. Study data were analyzed using descriptive and inferential statistics and support with the Statistical Package for the Social Science (SPSS) version 20. The main finding shows low level of emotional intelligence, high degree of moral distress, moderate work engagement among nurses. There is a highly statistical significant negative correlation between moral distress and overall emotional intelligence as well as its sub dimensions. Also, there is a highly statistical significant negative correlation between moral distress and overall work engagement and its sub dimension. In addition to, highly significant positive correlation between overall emotional intelligence and work engagement as well as their sub dimensions. The study recommended that top authority should provide positive, supportive and resourceful work environments, storytelling and group gatherings to share and discuss ethical and clinical situations, develop in-service training on emotional intelligence.

Violence of women as an actual phenomenon in present-day society

In this work the domestic violence, women, was investigated. In the experimental group of women, a high level of neuroticism, spontaneous aggressiveness, and low level of emotional intelligence and signs of depression were revealed. That is, women who have been abused, have an inherent constant feeling of anxiety, and insecurity. Most of the women in the experimental group are co-dependent. They are unsure of themselves, responsive, soft, and try to act in accordance with social norms. Based on the analysis, it can be argued that there are much more families where several types of violence are present at once than those where only psychological pressure is used.
 In this work the domestic violence, women, was investigated. In the experimental group of women, a high level of neuroticism, spontaneous aggressiveness, and low level of emotional intelligence and signs of depression were revealed. That is, women who have been abused, have an inherent constant feeling of anxiety, and insecurity. Most of the women in the experimental group are co-dependent. They are unsure of themselves, responsive, soft, and try to act in accordance with social norms. Based on the analysis, it can be argued that there are much more families where several types of violence are present at once than those where only psychological pressure is used.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ КОНФЛІКТНИХ ФОРМ ПОВЕДІНКИ СТУДЕНТІВ З РІЗНИМ РІВНЕМ ЕМОЦІЙНОГО ІНТЕЛЕКТУ

У статті презентовано результати емпіричного дослідження взаємозв’язку конфліктних форм поведінки з рівнями розвитку емоційного інтелекту студентів; уточнено зміст поняття «конфліктні форми поведінки» та їх класифікацію, «емоційний інтелект» та його структурні компоненти; представлено витоки конфліктних форм поведінки відповідно до рівня емоційного інтелекту особистості на основі гендерних та вікових особливостей. Проаналізовано поняття конфліктних форм поведінки, їх класифікацію та причини виникнення, зокрема, визначено комплекс суб’єктивних та об’єктивних детермінант конфліктних форм поведінки. Конфліктні форми поведінки (КПФ) – це такий стиль поведінки людини (фізична, вербальна, непряма агресія, роздратування, негативізм, образа, підозрілість тощо), який призводить до виникнення конфліктів. Практично будьяка конфліктна поведінка поєднує в собі як суб’єктивні, так і об’єктивні причини її виникнення, тобто її основу складає комплекс детермінант. Конфліктні форми поведінки поділяються на м’які, нейтральні та жорсткі та у кожної особистості проявляються різною мірою. Студенти з високим рівнем розвитку емоційного інтелекту схильні до співпраці у конфлікті та прояву м’яких форм конфліктної поведінки (фіксація позиції, дружелюбність, угода тощо); студенти із середнім рівнем розвитку емоційного інтелекту найчастіше вдаються до компромісу у конфлікті та нейтральних форм конфліктної поведінки (демонстративні дії, санкціонування, коаліція); студенти з емоційним інтелектом нижче середнього рівня дотримуються більш жорстких форм конфліктної поведінки (фізичне та психологічне насильство, тиск тощо) та схильні до конкуренції у конфліктній ситуації. З’ясовано, що існує тісний прямий зв’язок між окремою групою конфліктних форм поведінки та відповідним рівнем розвитку емоційного інтелекту студентів, а саме: м’які конфліктні форми поведінки найчастіше застосовуються студентами із високим рівнем розвитку емоційного інтелекту; нейтральні конфліктні форми поведінки – студентами із середнім рівнем розвитку емоційного інтелекту; жорсткі конфліктні форми поведінки – студентами із низьким рівнем розвитку емоційного інтелекту.

Kecerdasan Emosi Siswa Ditinjau dari Jenis Kelamin dan Jenjang Kelas

Emotional intelligence refers to the capability of a person to manage and control his or her emotions and possess the ability to control the emotions of others as well. Emotional intelligence is a very important skill for students. It is said to have five main elements such as self-awareness, self-regulation, motivation, empathy, and social skills. The purpose of this study First, to describe the level of emotional intelligence of junior high school students of Malang. Second, describe the differences of emotional intelligence based on gender and grade level. This research method is quantitative descriptive. The research sample was 313 students of State Junior High Schools in Malang selected by cluster random sampling technique. The research instrument used a scale of emotional intelligence consisting of 48 items, data analysis using descriptive analysis and T-test. The results showed 1) 25.9% students of State Junior High Schools in Malang were at a high level of emotional intelligence, 61.3% students of State Junior High Schools in Malang were at the level moderate emotional intelligence, 12.8% of students are at a low level of emotional intelligence. (2) there is a significant difference between the level of emotional intelligence of students based on gender, (3) there is a significant difference in the level of emotional intelligence of students from the grade level

Hubungan Antara Kecerdasan Emosional Dengan Perilaku Agresif Pada Santri Pondok Pesantren

Pesantren is an Islamic educational institution that aims to develop students into generations who have high knowledge and are able to carry out Islamic aqeedah and sharia, but in the environment of Islamic boarding schools are still often found negative behaviors such as aggressive behavior committed by teenage students. This is because teenagers are often less able to control emotions. One factor the cause of the emergence of aggressive behavior is the low level of emotional intelligence. Individuals who have low emotional intelligence tend to be aggressive. This study aims to determine the relationship between emotional intelligence with aggressive behavior in Islamic boarding school students. The subjects in this study were eighth grade Muslim students of MTs who lived in the Al-Fatah Islamic Boarding School dormitory in 2018/2019, totaling 60 students taken with total sampling techniques. The method of data collection in this study uses two psychological scales namely the aggressive behavior scale of 24 items (α = 0.881) and the emotional intelligence scale of 26 items (α = 0.933). Data that has been collected later analyzed using the product moment correlation analysis technique which is assisted with SPSS 21.0 for Windows. The results showed rxy = -0,454 with p = 0,000 (p <0.01), this indicates that there is a significant and negative relationship between emotional intelligence with aggressive behavior in Al-Fatah Islamic boarding school students so that the hypothesis is accepted, the lower the emotional intelligence owned by students, students tend to have high aggressive behavior and vice versa with an effective contribution of 20.6% which is influenced by the independent variables in this study and 79.4% are influenced by variables outside the study.

Characteristics of Emotional Intelligence and Empathic Abilities in Medical Students

Introduction. The article presents the results of a study, whose purpose was to investigate emotional intelligence and empathic abilities as well as to identify correlations between these indicators in 3rd year medical school students. The relevance of the work is determined by the fact that both empathy and emotional intelligence play an important role in the formation of the professional competencies of future doctors. Materials and Methods. The study was based around a survey of 92 students of the Sechenov University. Data gathering was carried out using the Assessment of the Level of Empathic Abilities by V.V. Boiko and The Emotional Intelligence Test by N.&nbspHall. The relationship between emotional intelligence and empathic abilities was studied. Data were analysed using STATISTICA 8.0. Results. The majority of the participants were found to have both an understated and a very low level of empathic capability. The least developed were the intuitive, rational and emotional components, while the most developed was the “installations that promote empathy” component. The majority of the participants had a low level of emotional intelligence in Hall’s terms, with the worst developed parameters seen to be “managing your emotions” and “self-motivation”. The most developed parameter was “emotional awareness”. The results showed an average positive correlation between Hall’s empathy and the total indicator of empathic abilities (r = 0.37, p < 0.01), the intuitive channel (r = 0.32, p < 0.01), the “empathy facilities” (r = 0.31, p < 0.01) and the “empathy identification” (r = 0.26, p = 0.01) , as well as between “recognition other people’s emotions” and the total indicator of empathic abilities (r = 0.28, p < 0.05). The study found an average negative correlation between the “managing your emotions” and the “emotional channel” (r = -0.41, p < 0.001), the “rational channel” (r = -0.31, p = 0.003), the total indicator of empathic abilities (r = -0.28, p < 0.05). Discussion and Conclusion. Most of the participants have a low level of empathic abilities and emotional intelligence. The results of the study identify the need to develop empathic abilities and emotional intelligence in medical students with a focus on intuitive, rational and emotional channels of empathy, as well as “managing your emotions” and “self-motivation”, in order to train communicative professional competencies during the course of higher education.

Gambaran Kecerdasan Emosi pada Remaja di Pulau Jawa dan Bali

Adolescence is a period of transition from childhood to adulthood. Adolescence is a good time to develop emotional intelligence which is one of the important types of intelligence in society (especially in Indonesia). Increasing the adolescent's violence cases who reach 50 percent can cause by emotion regulation problems that occur in these adolescents. Emotional intelligence is one aspect that represents special competencies to facilitate, process, and manage emotionally. The purpose of this study was to obtain an overview of emotional intelligence in adolescents in Java and Bali. The subjects of this study were 1,013 adolescents who came from junior high and high school in Java and Bali and with an age range between 12-19 years. Type of this research is quantitative descriptive research. The results of the normality test of emotional intelligence variables show that research data is normally distributed. The main data processing results can conclude that the majority of adolescents in Java and Bali have controlling intelligence with a moderate level (46%), while the balance between the number of adolescents who have a low level of emotional intelligence (26.9%) and high level of emotional intelligence (26.9%).

Comparison of Pain-Related and Psychological Variables between Acute and Chronic Migraine Patients, and Factors Affecting Headache Chronicity.

ABSTRACTBackground:Migraine headache is classified as acute or chronic. In recent years, efforts have been made to identify the factors that might predispose individuals to develop the chronic-type headache. The present study aimed to draw a comparison between patients with acute and chronic migraine in terms of demographic, pain-related, and psychological variables. In addition, we also investigated factors affecting headache chronicity in such patients. Methods:The present cross-sectional study was conducted during 2017-2018. The target sample consisted of 250 patients with acute or chronic migraine who referred to various clinics affiliated to Shiraz University of Medical Sciences (SUMS), Shiraz, Iran, recruited by convenience sampling. All the participants filled in the questionnaires related to demographic characteristics, pain intensity, disability, depression, emotional intelligence, and anger. The data were analyzed using SPSS software (version 22.0) with t test, Chi-square test, and logistic regression analysis. P<0.05 was considered statistically significant. Results:Patients suffering from chronic migraine experienced higher levels of disability, depression, anger, and had lower levels of emotional intelligence compared to those with acute migraine. Based on the logistic regression analysis, variables that had a significant effect on headache chronicity were female gender (OR=5.81), married status (OR=3.77), patients with lower level of education (OR=0.26), headache duration (OR=1.53), disability (OR=0.28), depression (OR=3.66), and anger (OR=5.04). Conclusion:Variables such as disability, depression, and lack of anger control were among the key factors associated with headache chronicity in migraine patients.

The Relationship Between Traumatic Stress, Emotional Intelligence, and Posttraumatic Growth

This study explores the relationship between emotional intelligence and posttraumatic growth. It was hypothesized that emotional intelligence increases after a traumatic event, similarly to the way that posttraumatic growth occurs, and that the level of emotional intelligence at the time of the traumatic event influences subsequent growth. It was also hypothesized that posttraumatic growth is correlated with increases in emotional intelligence. Only individuals with low levels of emotional intelligence at the time of the traumatic event showed an increase in emotional intelligence in the aftermath of the event. A moderate correlation was found between posttraumatic growth and emotional intelligence.

When and How Do Emotional Intelligence and Flourishing Protect against Suicide Risk in Adolescent Bullying Victims?

This study contributes to current knowledge on the protective role of emotional intelligence and flourishing in cases of suicide risk (namely depressive symptoms and suicidal ideation) in a sample of adolescent victims of traditional bullying. The proposed model tested the mediator role of flourishing in the relationship between emotional intelligence (EI) and suicide risk together with the moderating effect of EI in the relationship between low flourishing and increased suicide risk. Considering an initial sample of 1847 adolescents (52.5% female), a subsample of 494 pure bullying victims (61.3% female) took part in this research. The main results showed EI to be linked to decreased suicide risk through levels of flourishing. Moreover, EI buffered the relationship between low flourishing and the associated suicide risk. Victimized adolescents with both low levels of EI and of flourishing reported higher levels of suicide risk than their counterparts with high EI levels. This suggests the protective role of EI of both predicting higher flourishing and reducing the likelihood of suicide risk among victimized adolescents with low levels of flourishing. Finally, the practical implications of these novel findings regarding the role of EI and flourishing in the prevention of suicide risk among victimized adolescents are discussed.

Repercusiones Emocionales de la Violencia Escolar: Influencia en la Inteligencia Emocional

ResumenEntender la violencia escolar o bullying como un hecho que no es fijo y estable, sino como un proceso mediante el cual una persona se ve agredida física o psicológicamente por otra más fuerte, dando lugar a un situación de desventaja y dañina, es la conceptualización que mayor aceptación posee en la actualidad. Junto con ella, se distinguen tres grandes protagonistas, como son el agresor, la víctima y observador. El objetivo de este trabajo es identificar la influencia que ha tenido el estar implicado en la dinámica del bullying en los niveles de Inteligencia Emocional de cada uno de los tres roles existentes. El método empleado se corresponde con un diseño ex post facto, de carácter retrospectivo y comparativo. Y la muestra está compuesta por estudiantes de tercer y cuarto curso de sus estudios de Grado, de la Universidad de Almería (España). Los resultados aportados por este trabajo ponen de manifiesto que tanto las no víctimas como los no agresores poseen niveles más altos en cada una de las dimensiones que componen la Inteligencia Emocional. Concluyendo en que, por tanto, el verse implicado en algún episodio relacionado con la violencia escolar, ya sea como víctima o como agresor influye de manera negativa en los niveles de Inteligencia Emocional, ya que disminuye los mismos. En el caso de los observadores, dependiendo del posicionamiento que adopten ante estos hechos poseen unos niveles más altos o más bajos de Inteligencia Emocional.AbstractUnderstanding school violence or bullying as a fact that is not fixed and stable, but as a process by which a person is physically or psychologically attacked by a stronger one, leading to a disadvantageous and harmful situation, is the conceptualization that greater acceptance has nowadays. Along with it, there are three main protagonists, such as the aggressor, the victim and the observer. The objective of this work is to identify the influence that has been involved in the dynamics of bullying in the levels of Emotional Intelligence of each of the three existing roles. The method used corresponds to an ex post facto design, of a retrospective and comparative nature. And the sample is composed of third and fourth year students of their degree studies, from the University of Almeria (Spain). The results provided by this work show that both non-victims and non-aggressors have higher levels in each of the dimensions that make up the Emotional Intelligence. Concluding that, therefore, being involved in an episode related to school violence, either as a victim or as an aggressor, negatively influences Emotional Intelligence levels, since it decreases them. In the case of observers, depending on the positioning they adopt in the face of these events, they have higher or lower levels of Emotional Intelligence.