Low Level Of Emotional Intelligence Research Articles

Gender Characteristics of the Psychoemotional Status of Students with Different Levels of Academic Performance

The study of the health of student youth remains one of the important areas in scientific research, since the task of higher educational institutions is not only to instill professional skills, but also to form a full-fledged personality. Neuropsychiatric adaptation is one of the keys, so it is important to identify the factors that influence its formation. 120 students of the medical faculty of the Kyrgyz-Russian Slavic University were examined: 1) young men (n=30) and 2) girls (n=30) with high academic performance; 3) young men (n=30) and 4) girls (n=30) with low academic performance. We evaluated emotional intelligence according to the N. Hall scale, aggression according to L. G. Pochebut, the level of depression according to the Tsung test, emotional orientation according to B. I. Dodonov, level of self-esteem, style of behavior in conflict. Young men with high academic performance compared to similar girls are more likely to have a low level of emotional intelligence, high self-esteem, face mild depression, show more physical aggression, and have lower scores in communicative and aesthetic emotional orientation. Among those with low academic performance, girls, in comparison with young men, manage their own emotions worse, do not have high self-esteem, and have higher scores in communicative, hedonic and aesthetic emotional orientation. Sex differences in the psycho-emotional sphere are more clearly manifested among students with a high level of academic performance. The study of gender features in more detail assesses the psycho-emotional state of students, makes it possible to predict possible violations and timely carry out preventive or correctional measures, and, therefore, increase the success of adaptation.

The Conditional Effects of the Transformational Leadership Behaviors on Leaders’ Emotional Exhaustion: Roles of Deep Acting and Emotional Intelligence

This study used the model of emotional labor as emotion regulation to examine the indirect effect of transformational leadership behaviors on leaders’ emotional exhaustion through leaders’ deep acting. Further, it is hypothesized that this indirect effect varies depending on the level of leaders’ emotional intelligence. The sample included 230 leader-follower dyads working in public sector organizations in Pakistan. The results of the regression analysis showed that deep acting behaviors mediated the relationship between transformational leadership and emotional exhaustion, but only for leaders with low levels of emotional intelligence. These findings highlight the importance and relevance of emotional intelligence in managing emotions and maintaining emotional well-being among transformational leaders in the public sector. We discuss the theoretical and practical implications of our study in the manuscript.

Emotionally Tailored Web-Based Instruction: A Catalyst for Improved Performance Across Emotional Intelligence Levels

This study examined the impact of emotionally sound web-based teaching on the learners' achievement regarding English grammar. Emotions play a crucial role in education, influencing students' ability to process information and learn effectively. The education system is not giving importance and attention to emotional intelligence education in schools and colleges. They often stress on IQ and not on EI. This study aims to improve English grammar performance by using emotionally sound web-based instruction, addressing the impact of emotions on learning outcomes. The sample of the population for this study was 183 Form Three students selected from a secondary school in Peninsular Malaysia. The research instruments included Pre-test, Post-test, and Trait Emotional Intelligence — Short Form (TEIQue-SF). The research design for this study is Quasi-Experimental with pre-test and post-test designs. In this study, the independent variable would be the instructional strategies, under two types of treatment conditions as well (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe), and a moderator variable (level of emotional intelligence)) in two levels of emotional intelligence (high and low level of emotional intelligence). A simple 2×2 factorial design was employed here. The results indicated that students in WBIe were performing better rather than in WBIwe in terms of student success in learning English Grammar and between students of emotional intelligence with a high level on each of the WBIe and WBIwe types had the same score. It was found that the emotional intelligence level has a role in the WBIe and the WBIwe performance of the students. The emotional intelligence of high EI students scored higher on English grammar than the EI of low EI students. The results of this study established a link between sound web-based instruction and instruction; it also serves as a call for an instructional designer to understand clearly, why and how emotions affect learning. They can use this to determine how to harness their emotions toward the most effective kind of learning.

Adolescent Social Media Use and Emotional Intelligence: A Systematic Review

AbstractEmotional intelligence, which encompasses the ability to perceive, understand, express, and regulate emotions, is recognized as critical to the socioemotional development of adolescents. Despite its significance, the relationship between emotional intelligence and social media use among adolescents remains largely unexplored in the literature. This work aimed to provide a review that examines the association between adolescents’ emotional intelligence, including its dimensions (self-esteem, emotion regulation, empathy), and social media use. An online search of two electronic databases identified 25 studies that met the inclusion criteria. The results suggest that lower levels of emotional intelligence are associated with increased problematic social media use among adolescents, with social media use showing a negative correlation with adolescents’ self-esteem. In addition, difficulties in emotion regulation were associated with problematic social media use, while social media use was positively correlated with empathy. These findings underscore the importance of considering emotional intelligence as a key factor in understanding the relationship between adolescents and problematic social media use.

The double-edged sword of ambidextrous leadership for leaders themselves: A conservation of resources perspective

BACKGROUND: Many recent studies have proposed that leadership behaviors are attached to social exchange processes that influence not only their followers but also leaders themselves. Existing research has not adequately addressed how ambidextrous leadership affects the leaders themselves. OBJECTIVE: This study aims to investigate the extent to which ambidextrous leadership has benefits and costs for leaders’ work engagement. Additionally, it attempts to explore the moderating role of leaders’ emotional intelligence in the conceptual model. METHODS: Data were collected from a two-phase online survey of 153 managers in China. We tested our conceptual model using path analysis and bootstrapping methods based on Mplus. RESULTS: Results show that ambidextrous leadership is positively associated with leaders’ positive affect. Moreover, ambidextrous leadership has a positive indirect effect on leaders’ work engagement through positive affect. However, ambidextrous leadership also has devastating effects on leaders’ work engagement through ego depletion for leaders with low levels of emotional intelligence. CONCLUSIONS: Drawing on COR theory, we demonstrate that ambidextrous leadership can act as a double-edged sword for leaders. Specifically, ambidextrous leadership may cause different behavioral responses (promoting vs. inhibiting work engagement) via two distinct pathways (positive affect vs. ego depletion). Meanwhile, the extent to which this dark side appears depends on the characteristics of the manager. By integrating both the negative and positive sides of ambidextrous leadership, we hope the present paper sparks future research on the impact of leaders on themselves.

Emotional Burden of Care in Mothers of Children with Cerebral Palsy: Functional Dependency, Emotional Intelligence, and Coping Strategies

ABSTRACT Background Cerebral palsy (CP) is caused by a static and non progressive injury to the brain. Children with CP need continuous and dedicated attention from caregivers. Mothers of children with CP experience emotional burden, reducing their life quality and exhausting their condition to care. The coping strategies (CS) in mothers of children with CP are ineffective, exacerbating anxiety and negative affect, and present inadequate levels of emotional intelligence (EI). Objectives This work analyses the relationship between emotional burden of care, EI, and CS in mothers of children with CP; and compares this relationship depending on functional dependence´s children. Method Latina mothers of 6–16-year-old children with CP. The instruments used were the Barthel Index, Family Symptom Inventory, Coping Strategies Inventory, and Schutte Self-report Emotional Intelligence. Results An association between high levels of the emotional burden of care, a high propensity to use disengagement CS and low levels of EI was found. High levels of the emotional burden of care and high use of problem-focused disengagement CS were found in mothers of total children with functional dependence. Conclusions Intervention programs should be designed to educate and stimulate personal resources to deal with the emotional burden of caregiving effectively.

Youths’s Emotional Intelligence at Softenmind Psychological Support Company, Ho Chi Minh City

Emotional intelligence is the intelligence that demonstrates a correct understanding of emotions and the ability to handle one's own emotions and to empathize and share with others.Emotional intelligence is significant in the development process of young people, because they are an important human resource for the country in the future. Research results on the level and expression of emotional intelligence of young people at Softenmind company, Ho Chi Minh City using the emotional intelligence scale of D.V. Lyusin. Research results show that 43.1% of young people have a very low level of emotional intelligence, only 3.9% have a very high level. From the above results, the study proposes a number of measures to improve Emotional intelligence for young people at Softenmind company.

ОСОБЛИВОСТІ РОЗВИТКУ СОЦІАЛЬНОГО ТА ЕМОЦІЙНОГО ІНТЕЛЕКТУ У СТУДЕНТІВ МИСТЕЦЬКИХ СПЕЦІАЛЬНОСТЕЙ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ

The article deals with the development of social and emotional intelligence in art students at foreign language classes. Social and emotional intelligence is important for various spheres of a person’s life, as they increase their professional and personal success and improve their social interaction. For art professionals, a high level of social and emotional intelligence helps to improve communication with the audience as well as to feel more deeply social and emotional phenomena that need to be reflected through art. The article analyzes the features of social and emotional intelligence as psychological phenomena, their common and distinctive features. By comparing the structural components of social and emotional intelligence, their close relationship and the importance of complex development for the individual are proven. The authors made a theoretical analysis of the definition and understanding of social and emotional intelligence in modern psychology. An empirical study was conducted to investigate the level of emotional intelligence in art students of the National Academy of Fine Arts and Architecture (NAFAA), Kyiv. The research method was Hall test of emotional intelligence, which measures the general level of emotional intelligence, as well as its level according to scales. The results of the empirical study show that the students have mostly a low level of emotional intelligence. The article attempts to provide recommendations how to foster emotional intelligence development at foreign language classes which take into account students’ psychological characteristics and future profession. The practical results of the study can be applied at foreign language classes at art universities in order to increase students’ social and emotional intelligence. Key words: social intelligence, emotional intelligence, foreign language classes, methods of developing emotional intelligence, empathic listening, empathic discussion, holistic learning.

Crafting Optimal Digital Learning Experiences: An Inquiry into Emotion-Infused Web-Based Instructional Design and Its Influence on Student Satisfaction

This study was designed to investigate the effectiveness of emotionally infused web-based instruction on students’ satisfaction in learning English grammar. The sample population for this study involved 185 Form Three students from a secondary school of Peninsular Malaysia. Data were collected using the End-User Computing Satisfaction (EUSC). The research design for this study is a Quasi-experimental design. This study consists of one independent variable (instructional strategies) with two types of treatment condition (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe) and one moderator variable (level of emotional intelligence) with two levels (high and low level of emotional intelligence). A 2𝑥2 factorial design was used. The results revealed that students in WBIe performed better than students in WBIwe based on satisfaction level, students in both WBIe and WBIwe have a similar score. The results further indicated that emotional intelligence level affects students’ satisfaction in WBIe and WBIwe. Students with high levels of emotional intelligence had a higher score than those with low levels of emotional intelligence in terms of satisfaction level. Given the findings of this study confirming the instructional impact of emotionally sound web-based instruction, it is important for an instructional designer to clearly understand how emotions influence the learning process. This helps to figure out how to channel their emotions to make them learn more effectively.

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.

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.

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.

The Relationship of Emotional Intelligence and Psychological Reasonableness of Adolescents with the Peculiarities of Child-parent Relations

Introduction. The article is aimed at studying the relationship of emotional intelligence, as well as psychological reasonableness of adolescents with the peculiarities of the mother’s relationship to the child. The novelty of the study lies in the fact that today in Russian scientific works the topic of psychological intelligence is not sufficiently covered. The study of its connections with emotional intelligence will allow us to understand the relationship between these characteristics for a deeper understanding of the emotional sphere of adolescents, and the study of its connections with the mother’s parenting style will allow us to better understand the process of its formation.Objective. investigate the interrelationships of emotional intelligence and psychological reasonableness of adolescents with the peculiarities of maternal attitude towards them.Materials and methods. Adolescents aged 13 to 15 years (n = 43) were studied as an empirical object. To study emotional intelligence, the methodology “Emotional intelligence of adolescents” by Sadokov and Voronkin was chosen, and the “Scale of Psychological reasonableness, SPR/PMS” was used to study psychological reasonableness in the adaptation of Novikova and Kornilova. The “Teenagers about parents” technique was using the peculiarities of the mother’s relationship to the teenager were established.Results. The emotional intelligence of adolescents tends to be low, while maintaining the average values of psychological reasonableness. Statistically significant negative associations were found between hostility, inconsistency, and criticality of the mother towards the teenager with factors of emotional intelligence and psychological reasonableness. A positive relationship was also revealed between the closeness of the mother with the teenager and his psychological intelligence.Discussion. The results obtained are confirmed in the concepts of other authors. Thus, the preservation of an average level of psychological intelligence with low emotional intelligence of adolescents is explained by the abundance of psychological information in the Internet space in which adolescents spend most of their time. Data on the negative relationship of hostility and criticism of the mother with the peculiarities of emotional intelligence and psychological reasonableness are also confirmed: parents who reject, ignore and criticize a teenager can mainly raise teenagers with a low level of emotional intelligence who do not seek to discuss their problems.

Perceived Maternal Acceptance-Rejection as a Predictor of Emotional Intelligence in Adolescence

Background: Emotional intelligence (EI) plays a crucial role in the psychological development of adolescents, influencing their social behaviors and academic achievements. Previous research has established a connection between parenting styles, particularly maternal acceptance or rejection, and the development of EI in children. The warmth and support provided by a mother are essential elements that contribute significantly to the nurturing of EI during adolescence. Objective: This study aimed to investigate the predictive role of perceived maternal acceptance-rejection on the emotional intelligence of adolescents in Karachi, Pakistan, contributing to the existing body of knowledge by focusing on a non-Western context. Methods: The study was approved by relevant institutional review boards and adhered to ethical standards. A total of 600 adolescents, aged 13-17 years, were selected from various schools in Karachi, maintaining an equal distribution between genders. Participants were assessed using the Parental Acceptance-Rejection Questionnaire (PARQ) Child Form for mothers and the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQ-ASF). Data were analyzed using SPSS version 21.0, with linear regression analysis employed to examine the relationship between perceived maternal acceptance-rejection and EI. Results: The internal consistency of the scales was confirmed, with Cronbach's alpha values of .91 for the PARQ and .84 for the TEIQ-ASF. Linear regression analysis revealed a significant predictive relationship between perceived maternal acceptance-rejection and emotional intelligence (R = .213, R² = .045, F = 28.506, p < .05). Specifically, maternal rejection was negatively associated with the EI scores of adolescents, indicating that higher levels of perceived rejection correlated with lower levels of EI. Conclusion: The findings underscore the importance of maternal acceptance in the development of emotional intelligence among adolescents. These results suggest that interventions aimed at enhancing maternal acceptance could potentially foster the development of EI, thereby contributing positively to the psychological well-being and social functioning of adolescents.

Workplace Violence and Emotional Intelligence among Nursing Professionals at a National Hospital in Northern Peru

Introduction: Workplace violence is identified as a growing challenge in the healthcare sector, negatively impacting both nursing professionals and the quality of patient care. In this context, emotional intelligence emerges as a key tool for mitigating the effects of workplace violence, facilitating effective stress management, and enhancing interpersonal relationships in the workplace. Method: The study employed a quantitative, correlational, cross-sectional design. The sample consisted of 183 nurses from a National Hospital in Chiclayo, Peru, selected through probabilistic sampling. Two instruments were used: the EVP-health questionnaire to assess workplace violence and the TMMS-24 scale to measure emotional intelligence. Results: Findings indicate that 45.3% of respondents experienced a high level of workplace violence, while 61.8% showed a low level of emotional intelligence. Additionally, a negative correlation between workplace violence and emotional intelligence was found, demonstrating that high levels of violence are associated with low levels of emotional intelligence. Conclusions: The study concludes that enhancing emotional intelligence in nurses could be crucial in reducing workplace violence in healthcare settings. The implementation of emotional intelligence training programs for healthcare staff is suggested, not only to improve the work environment but also to enhance the quality of care provided to patients. The research highlights the need to address these aspects to promote a safer and more efficient work environment in the healthcare sector.

Perception of fake news by students with different psychological characteristics: Results of the methodological experiment

The perception of fake news has become the focus of social-humanitarian research as affecting people’s behavior. Students have always been a reactive force of society, so the question of what characteristics determine students’ perception of fake news is quite relevant. The authors consider as such characteristics the level of emotional intelligence (EI), suggestibility and psychotype. To check how these characteristics determine the perception of fake news, the Laboratory of Sociological and Focus Group Research of the RUDN University conducted a methodological experiment with the focus group method in 2022. Two groups were randomized according to the psychotype: the first group consisted of participants with a high level of EI, the second group - with a low level of EI. The groups included only those students who considered themselves capable of distinguishing fake news from real situations. Both groups watched videos that presented fake news as real. The moderator was to make participants doubt, to convince them of the reality of the news. After the group discussion, the design of the experiment was revealed to its participants. The discussion and tests before and after the discussion allowed to conclude that EI and psychotype weakly affect the capability to identify fake news under external influences, but a high level of EI determines both critical perception and ability to change one’s position, i.e. suggestibility. The participants’ logical argumentation depends on the psychotype and level of EI, but the quality of the argument seems to depend on the general erudition and education. The authors’ findings are consistent with the results of related studies, but the suggestion component of the experiment is close to everyday situations and provides opportunities for developing media literacy programs for students.

The Effects of Emotional Intelligence on Students’ Foreign Language Speaking: A Narrative Exploration in China’s Universities

In countries where people see English as a foreign language (EFL), English is merely used in public communication and EFL learners usually experience emotional issues like speaking anxiety and reflect a lower level of emotional intelligence (EI). Although previous studies have found a positive correlation between EI and EFL speaking, few studies explain how EI affects learners’ EFL speaking in terms of their contextual influence. This study aims to explore the effects of EI on English speaking in the context of China’s universities. Data was collected through semi-structured interviews with two participants and was analysed through thematic narrative analysis. Findings suggest that the English-speaking environments in China’s universities are less than supportive. In this situation, when EFL learners are situated in a low-stress learning environment, they are more inclined to embrace happiness and optimism by developing specific interests to enhance their spoken English skills. However, with the stress of the test looming, they often show negative emotions such as uneasiness before exams and fear during exams. Findings highlight that EI, especially adaptability and interpersonal capability can help EFL students cope with their emotional issues, regulate their behaviours, and participate in and profit from non-interactive and (partially) interactive English-speaking practices.

A STUDY ON EMOTIONAL INTELLIGENCE AMONG SECONDARY SCHOOL STUDENTS

Although a persons feelings cannot be observed directly by others but they can be inferred from overt behavior and verbal report of introspection, as no one can doubt the reality of emotions as conscious experiences. Emotions are inherently neither positive nor negative. Exhibiting the emotion is very easy but doing it at the right time, place as well as right person and to do the right degree is difficult. In fact, each feeling provides us with vital and potentially profitable information every minute a day. The management of emotions has given rise to the most talk about term Emotional Intelligence. Emotional intelligence is developed through experiences. Competencies keep on growing through the experiences; people get better and better in handling emotions, influencing others and in social adroitness. It encompasses awareness about our ones own capabilities, strengths and weaknesses. There are many examples of how emotional intelligence can play a role in daily life, it can be powerful, but also it is temporary. The present study was conducted to know the emotional intelligence among secondary school students. Samples of 90 students were selected from different types of high school (rural and urban) from Mysuru district. After all the data analysis and interpretation it is found that 82 students are having high level of emotional intelligence , 7 students are having normal level of emotional intelligence , no students are having low level of emotional intelligence. KEY WORDS: Emotional Intelligence, Emotions, Behavior, Social adroitness.

Students’ empathy in the context of extremist risks

In unstable conditions, the scale of extremism as a form of illegal actions tends to grow. The statistical decrease in the number of extremist crimes was the result of legislative changes. In the risk group, there are primarily young people from 18 to 30 years old, who are more susceptible to psychological pressure from extremist and terrorist organizations, and especially the student youth, who have already begun to escape from parental control but still did not achieve the full adult responsibility. Public calls for extremist acts are based on various social-psychological mechanisms of influence and aim specifically at this age group. A low level of emotional intelligence, empathy and psychological well-being is essential for entering an extremist environment. In January- February 2022, a survey was conducted to test the hypothesis of a relationship between the level of empathy and propensity to violent extremism. The article presents the results of this survey, such as the lack of direct relationship between the level of empathy and the age. The survey’s unexpected result is that the general level of boys’ empathy is higher than that of girls, and girls are more likely to be extremist when they have a higher level of empathy. Thus, an increasing level of the youth’s empathy seems to be a way to prevent extremist behavior withing a comprehensive program but not a universal strategy for countering youth extremism. The article can become a basis for an effective pedagogical strategy to prevent extremism and to reduce the youths’ risks of being involved in it. The developed approach should take into account the gender peculiarities of empathy, which influence the manifestations of violent extremism.

EMOTIONAL INTELLIGENCE PREDICT THE MANAGERIAL EFFECTIVENESS OF MANAGERS IN PUBLIC SECTOR BANKS

This study made an attempt to find out the relationship between managerial effectiveness and emotional intelligence of branch managers of public sector banks like state Bank of India, Punjab National bank and Indian Bank in the district of Kolkata, West Bengal. The sample consists of 174 branch managers. Stratified random sampling method is used. The data collected through standard structure questionnaire named as Managerial Effectiveness Scale developed by Prof. S. Gupta (1996) and “Emotional Intelligence Test Scale developed by Dr. N. K. Chadha and Dr. D. Singh (2001) was administered. The five hypotheses formulated in the study are tested using appropriate statistical tests like Mean, S. D., t test, ANOVA, correlation and regression analysis to assess the managerial effectiveness of public banks branch managers with respect to emotional intelligence. The results revealed that there is no significance mean difference within the public banks (SBI, PNB, and IB). The result also exhibits that managerial effectiveness is positively correlated with the emotional intelligence and managers having high level of emotional intelligence are more effective than managers having low level of emotional intelligence. It is conclude from the results that emotional intelligence is a significant predictor of managerial effectiveness of branch managers in public sector banks. KEYWORDS: Managerial Effectiveness, Emotional Intelligence, Branch Managers, Public Banks. Kolkata.