Mean Score Of Emotional Intelligence Research Articles

A study of the correlation between residents’ humanistic care skills and their level of emotional intelligence—A cross-sectional survey

BackgroundThere is variability in the structure of junior doctors’ knowledge of humanistic medicine. The level of residents’ emotional intelligence affects their professional development and the doctor-patient relationship. Currently, there is a paucity of research examining the humanistic competence and emotional intelligence of medical residents, both domestically and internationally.The primary objective of this study was to scrutinize the prevailing status of residents’ humanistic competence and emotional intelligence levels, aiming to assess the correlation between humanistic competence and emotional intelligence.MethodsA cross-sectional survey using the Demographic Characteristics Questionnaire, the Humanistic Care Competence Scale, and the Emotional Intelligence Scale was conducted in September 2022 among residents of a tertiary general hospital in Sichuan Province. The relationship between humanistic care competence scores and emotional intelligence scores among residents was analyzed using Pearson correlation analysis and multiple linear regression analysis.ResultsThe mean score of residents’ humanistic care competence was 188.82 ± 20.80, and the mean score of emotional intelligence was 87.08 ± 13.49.The Pearson correlation results demonstrated a significant correlation (r = 0.400, p = 0.000) between the level of emotional intelligence and humanistic care competence. The results of multiple linear regression analysis indicated that self-emotional appraisal, emotional appraisal of others, emotional control, emotional use, and school community work experience independently predicted humanistic care competence.ConclusionThe scores for residents’ humanistic care competence were notably low, influenced by a multitude of factors that also exhibited varying levels of impact on emotional intelligence development. Emotional intelligence was positively associated with humanistic care competence. Emotional intelligence is an important consideration in the development, implementation, and evaluation of humanistic care interventions. Residency programs should provide education and training in humanistic competencies to improve residents’ levels of emotional intelligence and promote the overall health of society.

일 지역 간호대학생의 감성지능과 공감역량 및 임상실습 만족도 간의 관계

Objectives The purpose of this study was to identify the emotional intelligence, compassion competence and clinical practice satisfaction among nursing students. Methods The study participants included 235 nursing students located in J province, and the data were collected from November 9 to December 6, 2023, using self-report questionnaires. Data analysis employed Cronbach's α, t-test, ANOVA, Pearson’s correlation coefficients, and Scheffé test conducted for post-hoc analysis, using SPSS/WIN 24.0 program. Results The mean score of emotional intelligence and compassion competence was 4.75 and 3.78 respectively, and clinical practice satisfaction was 3.41. Emotional intelligence showed significant differences on gender and peer relationship. Compassion competence showed significant differences on school life and peer relationship. Clinical practice satisfaction showed a significant difference on application motivation and satisfaction with nursing as a major. There were significant positive correlation among emotional intelligence, compassion competence and clinical practice satisfaction. Conclusions The findings suggest that improving emotional intelligence and empathy capacity among nursing students can contribute to healthier resolution of conflicts and emotional challenges during clinical practice and better adaptation to clinical situations through increased satisfaction with clinical practice experiences. Therefore it is necessary to develop programs focusing on enhancing emotional intelligence and empathy capacity among nursing students.

Investigating the Relationship between Emotional Intelligence and Life Expectancy in Leukemia Patients regarding Selected Hospitals of Tehran University of Medical Sciences in 2023

Introduction: Experiencing tensions such as anxiety, stress, and depression is inevitable due to the nature of the disease and treatment, which can affect the life expectancy of these patients. Emotional intelligence is one of the most effective components in adapting to a disease and its complications and in complying with treatment. This study is conducted with the aim of determining the relationship between emotional intelligence and life expectancy in leukemia patients. Methods: This was a descriptive -correlational study conducted on 200 patients with leukemia who were referred to the selected hospitals of Tehran University of Medical Sciences in 2023. The research tools included a demographic information form, Schutte emotional intelligence questionnaire, and Snyder life expectancy questionnaire. Data analysis was done in SPSS version 16 using descriptive and inferential statistics methods. Results: The average age of the participants in the research was 36/83 ± 11/13 in the age range of 18-69. Most of the patients were male (62%) and married (66/5%). The mean score of emotional intelligence in leukemia patients was 127/17 and the mean score of life expectancy was 32/19. According to the results of the study, there was a positive and significant correlation between emotional intelligence and life expectancy (P<0/001) (r=0/364). Conclusion: Based on the results of the study, patients with higher emotional intelligence had higher life expectancy. Since emotional intelligence is very helpful in facing stress and tension and can be taught and learned, implementing interventions to increase emotional intelligence can be the basis for improving the life expectancy of these patients.

Impact of emotional intelligence on anxiodepressive disorders in nursing staff in the intensive care unit

IntroductionWorking in the intensive care unit (ICU) often involves intensely stressful and emotional situations, which can be strong predictors of poor mental health. Healthcare workers are required to perceive, understand, manage, and use their emotions to provide quality care.ObjectivesTo evaluate the impact of emotional intelligence (EI) on anxiodepressive disorders in nursing staff in the ICU.MethodsThis was a descriptive, cross-sectional, analytical study conducted among nursing staff in the ICUs of two hospitals in Tunisia. Data were collected over a 3-month period. EI was assessed using the SSEIT self-report test, and the hospital anxiety and depression scale (HADS) was used to measure anxiodepressive disorders. Sociodemographic aspects were also taken into account.ResultsWe included 92 healthcare workers. The majority were women (67.4%) with an average age of 25 to 54 years. Nurses represented 58.7% of the study population. About half had less than 5 years of occupational seniority. In terms of lifestyle habits, 76% were smokers, 90.2% did not consume alcohol, and 53% had no leisure activities. The majority had no personal, family, or medical psychiatric history.The mean EI score was 109.9, ranging from 62 to 150. Anxiety was present in 43.49% of participants and depression in 51.08%.A significant association was observed between anxiety and the perception of emotions (p=0.0196) and the management of others’ emotions (p=0.0261).As for depression, a significant association was observed between perception of emotions and depression (p=0.0259), as well as between management of others’ emotions and depression (p=0.0126). EI was positively associated with HADS (p=0.0281), with a correlation value of 0.114.ConclusionsCaregivers with anxiodepressive disorders had significantly lower levels of EI than those without anxiodepressive disorders, suggesting that EI maybe a protective factor against these disordersDisclosure of InterestNone Declared

Sustained Impact of an Emotional Intelligence and Resilience Curriculum for Medical Students.

The purpose of this study was to assess the effectiveness of an educational curriculum focused on Emotional Intelligence (EI) and Resilience among second-year medical students, with emphasis on evaluating the retention of EI skills one year following the curricular intervention. Second-year medical students voluntarily participated in an EI-Resilience elective with a curriculum consisting of six sessions aimed at teaching EI and resilience skills. Participants underwent assessment before, immediately after, and one year following the intervention, utilizing the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Survey responses were averaged and compared between varying time points. Thirty students completed the EQ-i 2.0 assessments at three time points: prior to, immediately after, and one-year following the educational intervention. A comparison of mean EI scores pre- and immediate post-intervention showed a significant increase in most components of EI. No significant changes were detected between the immediate post-test and 1-year post-test on any EI components, except for a noteworthy increase in the mean Interpersonal Relationship score. Students demonstrated an average increase in their Interpersonal Relationship skills of 5.7 points (95% CI: 3.0, 8.4, p <0.001) at the one-year post-test compared to the post-test immediately following the intervention. Students reported continued satisfaction and usefulness one-year post-intervention as demonstrated by an internally developed survey. In the one-year post-intervention survey, most students used what they had learned in the elective during their third year (91%, 32/35) and all students found the elective to be applicable during their third year. In free-text responses, students reported improved coping and reflection skills in the third year of medical school following the intervention. An EI-Resilience curriculum offered as an elective to second-year students continued to be well-received one year following the educational intervention. Data suggests that enhanced EI and resilience skills were sustained over a one-year period following the educational intervention.

Impact of emotional intelligence in resolving clinical conflicts among postgraduate residents of surgery.

Emotional intelligence (EI) can become a vital tool for resolving clinical conflicts (CC) in surgery. The postgraduate residents focus on the technical skills and undermine the soft skills required for their better training. Our aim was to determine the EI of postgraduate resident (PGR) years one & two in General and Orthopedic Surgery. The CC in their workplace and how they use their EI to resolve these conflicts. This mixed-method study was conducted from March 10, 2019 to May 28, 2020 at Departments of General and Orthopedic Surgery, Mayo Hospital, Lahore. The study was conducted in two phases 1 & 2. In Phase-1, one hundred PGR years one & two were administered the Mayor-Salovey-Caruso Emotional Intelligence test (MSCEIT) to measure EI. In phase-2, semi-structured in-depth interviews of 10 PGRs five with high and five with low EI were conducted to determine the CC and use of EI to resolve the CC at the workplace. A thematic analysis was done. Out of 100 PGR, the mean EI score was 46.25±14.8 with a maximum score of 75.4, and a minimum score of 18.16 (p-value =0.775). Ninety-one (91%) have not improving EI, and 09 (09%) have considered developing EI. Five themes in four settings, including emergency, ward, elective operation theatre, and outpatient department (OPD) were determined. The emerged themes for the CC were nepotism, gender biases, burnout, lack of professionalism, and toxic culture. The following were CC management strategies: self-study, deceit, gender affinity, performing attention-attaining work, aggrieved reaction and being disgruntled when alone. None of the PGR was emotionally intelligent in overall grades, as well as a particular aspect of MSCEIT.

Emotional Intelligence of Dental Students in Dharwad City

Emotional Intelligence (EI) is an important measure of success. It plays a vital role in a dental student’s life which is often faced with stress and risk-taking. The present study aimed to assess the level of EI of dental students in a dental college in Dharwad. A cross-sectional, questionnaire-based survey was conducted among dental students in a dental college in Dharwad, India Schutte Self Report Emotional Intelligence Test (SSEIT) scale containing 33 questions was used to determine the EI. It was answered on a five-point Likert scale and scored accordingly. Descriptive statistics, independent sample “t” test &amp; one-way ANOVA was used for statistical analysis. There was no significant difference in EI scores of males and females and also within the different age groups. The mean EI score of the 1st year BDS, 2nd year BDS, 3rd year BDS, final year BDS students, interns, and postgraduate students were 126.93, 127.49, 129.73, 131.1, 125.68, 130, respectively. It was noted that EI scored did not significantly vary with gender and age. It was also noted that the EI scores increased consistently from 1st year BDS through 4th year BDS. Keywords: Dentistry, Education, Intelligence

Emotional Intelligence and Resilience "PROGRAM" Improves Wellbeing and Stress Management Skills in Preclinical Medical Students.

The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas. Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience "PROGRAM" (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants' EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ±12.36, p < 0.001). Compared to the baseline scores, there was significant improvement in all EI components, including all five composite scales, all fifteen content subscales, and the well-being score (all p < 0.05). In a post-intervention survey assessing student perception of the elective, most students found the elective to be helpful (95%, 64/67), most students felt the elective should continue to be available for future students (95%, 64/67), and most would recommend the elective to other students (93%, 62/67). An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students' EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention.

Prevalence of Emotional Intelligence in Students at a Medical College in Pakistan

Background: Traditional thinking places high Intelligence Quotient (IQ) as the most important predictor of success but its contribution is only half that of Emotional Intelligence (EI), the ability to manage emotions. EI encompasses several skills, all of which need to be mastered for professional and personal success. &#x0D; Objectives: To determine the emotional intelligence level of medical students at a private medical college in Lahore, Pakistan, and to see its association with gender and years of study.&#x0D; Methods: This cross-sectional study was conducted between January and March 2022. Convenience Sampling was used to select 370 medical students at a private college in Lahore, Pakistan, who filled out a questionnaire to measure their emotional intelligence. SPSS 20 was used for data analysis. &#x0D; Results: The majority scored in the middle range of EI, with a mean score of 58.6±7.8 (out of a possible lowest score of 20 and highest of 80). There was a significant association of EI with gender as well as with years of study. Males had higher total EI scores than females (p.002), as well as higher mean EI score of 59.9±8 compared to 56.9±7.3 for females (p.001). Students from higher classes had higher total scores as well as higher mean scores than those from lower classes (p.001) and (p.001) respectively.&#x0D; Conclusions: Half the respondents got mid-range EI scores. While there were very few low scores, only a third scored in the desirable higher ranges indicating a need for counselling.&#x0D;

DISTANCE LEARNERS’ EMOTIONAL INTELLIGENCE AND PERCEPTIONS OF THEIR SITUATIONAL BARRIERS IN LEARNING ENGLISH

Students face various barriers in learning English via distance education. The purpose of this explanatory mixed methods study was to collect quantitative and qualitative data regarding students’ emotional intelligence (EI) and the situational barriers (SB) they faced in learning English via distance education. In phase one, 238 students voluntarily submitted their questionnaires containing Schutte’s Self-Report Inventory Emotional Intelligence scale. The mean EI score of the distance learners was 130. Based on the EI scores, three subgroups of respondents; HighEI, MidEI, and LowEI were identified. In phase two, 18 participants chosen based on their EI scores were interviewed. The interviews were transcribed and analyzed using content analysis. The qualitative data revealed eight major situational barriers. Out of these, SB1 Job, SB2 Family and Home, and SB4 Time were most frequently cited. The study also found that distance learners’ EI was significantly related to their perceptions of the situational barriers to learning English through distance education. Studies affirmed higher EI students are better at moderating the negative effects of challenging circumstances and achieving their goals. Thus, it is crucial to fortify students’ EI through training, mentoring, and counselling programs to empower them to moderate their barriers, persevere, communicate with others, and make informed decisions to achieve academic success.

Emotional Intelligence and Stress among University Students in The Situation of Covid-19

Students’ life at university is very chaotic and challenging in the situation of COVID-19. Thus, investigating the stress-protective factors can potentially benefit the students and their academic life. Hence, considering Emotional intelligence (EI) may play a vital role in understanding students’ stress. The present study is very crucial as a lack of emotional intelligence in such an unstable situation of COVID-19 may lead to possible failure that can negatively impact students’ well-being and future. The main objective of the present study was to examine the link between EI and perceived stress among university students. This was done through a quantitative study of the relationship between EI and stress. A cross-sectional research design to recruit a convenience sample of students from a few public university campuses in Malaysia, with a total respondent of 213 students was used. These students were invited to complete a voluntary and anonymous 38-item online questionnaire. Self-report questionnaires, consisting of the short 16-item measure of emotional intelligence (WLEIS), and the 10-item Perceived Stress Scale (PSS) were distributed to these students. Correlation analyses were performed to examine the link between EI and perceived stress (PS). Major findings have shown that there were significant correlations between EI constructs (Self-emotions appraisal, Use of emotion, and Others-emotion appraisal) and PS. Subsequently, independent-sample t-tests showed a not statistically significant difference in mean EI and PS scores between male and female students. In conclusion, the constructs of trait, EI could be of vital importance in understanding stress among university students. The present study suggests that universities may offer EI as among measurements in the selection of their prospective students, and the management should offer a few interventions to enhance students' emotional intelligence. Future research may address controlling other personality traits associated with the Perceived Stress Scale such as anxiety and neuroticism which may be confounded with reports of perceived stress.

Investigating Linguistic Abilities and its Relationship with Empathy, Emotional Intelligence and Cognitive Flexibility

Purpose. Languages play an important role in shaping our brain and personality. Numerous studies in the past have found that bilingual and trilingual individuals outperform monolinguals on certain cognitive assessments. In some studies, monolinguals have outperformed the other two groups on emotional tests. Most of the studies have reported mixed findings on this topic, making it difficult to draw conclusions.&#x0D; Procedure. For the first time, the present study attempts to examine linguistic ability, empathy, emotional intelligence and cognitive flexibility in an Indian sample of 90 participants (Mage = 26.86 years, SD = 7.45) (28 monolingual, 30 bilingual and 32 trilingual). Each of the participants completed the Interpersonal Reactivity Index Questionnaire, Trait Emotional Intelligence Questionnaire – Short Form and Colour Stroop Test on PEBL (Psychology Experiment Building Language) software.&#x0D; Results. One – Way ANOVA revealed statistically significant results for Empathy [F(2,87) = 218.84, p &lt; 0.001], Emotional Intelligence [F(2,87) = 232.19, p &lt; 0.001] and Cognitive Flexibility [F(2,87) = 27.05, p &lt; 0.001]. Mean empathy score was 38.67 for monolingual group, 65.86 for bilingual group and 81.25 for trilingual group. Mean emotional intelligence score was 76.32 for monolinguals, 151.93 for bilinguals and 195.15 for trilingual group. Mean conflict score was 253.24 for monolinguals, 108.29 for bilinguals and 20.64 for trilingual group. Pairwise comparisons and Tukey’s HSD displayed differences across groups, with the trilingual group outperforming the other two groups on all three variables. Results from this study showed large effect sizes (η2): 0.84 for EI, 0.83 for empathy and 0.38 for cognitive flexibility.&#x0D; Conclusions. Findings from this study highlight the important role played by languages and the associated benefits they offer. Participants speaking more languages dominated this study as they had better empathy, emotional intelligence and cognitive flexibility when compared to their monolingual counterparts.

Emotional Intelligence, Motivation and Dysfunctional Attitude among Patients with Substance Use: Cognitive Behavior Therapy

he study explores the significant predictive relationship between emotional intelligence, motivation, and dysfunctional attitude among substance use patients with the role of cognitive behavior therapy. The sample was comprised of 150 addictive patients. Among 150 patients, 40 were selected for intervention. The sample was divided into two groups of 20 each in the experimental and controlled groups. Participants were selected using a purposive sampling technique from Poly Clinic Jhelum, Punjab, Pakistan. To estimate the constructs following scales were used Trait Emotional Intelligence Questionnaire-Short Form Scale, Situational Motivation Scale, Dysfunctional Attitude Scale Short Form and Drug Abuse Screening Test all in Urdu. Patients with a high level of dysfunctional attitude were selected for intervention. For each participant, 12 sessions were planned. The statistical calculations were done using Statistical Package for Social Sciences(V-26). Regression analysis confirmed that emotional intelligence and motivation is a significant predictors of dysfunctional attitudes in substance used patients [R²=.066; F (2, 147) = 5.198, p&lt;.01] with 6.6% explained variation in the dysfunctional attitude due to emotional intelligence and motivation. The effectiveness of cognitive behavior therapy was also evident with the experimental groups mean score of emotional intelligence (M=78.6, M = 169.00), motivation (M=58.1, M = 92.10) and dysfunctional attitude (M=61.1, M = 26.00) pre and posttest scores. It indicates that Cognitive Behavior Therapy was effective in the treatment of drug addicts to deal with lower levels of motivation and emotional intelligence as well as higher dysfunctional attitudes. For emotional intelligence, results showed that there is change in mean score of experimental groups (M=78.6, M = 169.00) For motivation, results showed that there is change in mean score of experimental groups (M=58.1, M = 92.10). For dysfunctional attitude, results showed that there is change in mean score of experimental groups (M=61.1, M = 26.00) which indicate that Cognitive Behavior Therapy was effective in treatment of drug addicts to deal with lower levels of motivation and emotional intelligence as well as higher dysfunctional attitude.

A Comparative Study to Assess Emotional Intelligence between boys and girls nursing students of selected Nursing Colleges at Latur

Background of The Study: A man’s life is normally divided into five stages namely: infancy, childhood, adolescence, adulthood and old age. Every stage has its significance in terms of biological and psychological transition which in-turn influences the behavior, among these stages the pivotal transformation occurs between childhood to adolescence, which is also termed as biological stress. Hormone for the first time appear and change the internal environment and in- turn influence psychological composure of an individual, this influence can be in positive or in negative way. Aim: Aim of study is to assess and compare emotional intelligence between boys and girls nursing students form selected nursing colleges of latur. Method: In the study 60 samples were chosen using non probability convenient sampling, structured Emotional intelligence scale was administered to assess emotional intelligence among boys and girls of nursing college. Result: The findings of the present study, revealed that among Boys the highest percentage (86%) had high emotional intelligence and remaining (13.33%) had low Emotional intelligence scores. While In case of Girls, Highest percentage (95%) had high emotional intelligence scores and remaining (5%) had low emotional intelligence scores. To find the significance of difference in mean emotional intelligence scores between Boys and Girls Nursing students, Independent ‘t’-test was computed obtained value of Independent ‘t’(58)= 6.553 , which was found to be significant at 0.05 level of significance. Hence Null hypothesis is rejected interpreting Girls had significantly higher emotional intelligence compared to Boys. To find association with level of Emotional intelligence and their selected personal demographical variables Chi-Square was computed, results reveal that no personal variables of samples were found to be statistically significant at 0.05 level of significance. Conclusion: The study revealed the emotional intelligence is having a profound impact on boys and girls Nursing students and it further revels that girls had higher emotionally intelligence in comparison to boys. The result demonstrated that the Questionnaire was effective for comparing the emotional maturity in between boys and girls among the nursing student M.I.N.S college latur.

Influence of emotional intelligence on the clinical ability of nursing interns: a structural equation model

BackgroundInternship is a critical period during which nursing students develop clinical skills and establish professional attitudes. Requirements for nursing interns are evolving with the development of medicine and the transformation of teaching models. The emotional intelligence (EI) of nursing students has an influence on their clinical performance. This study aimed to investigate the impact of EI on the clinical ability of nursing interns.MethodsA cross-sectional observational study was designed to include nursing students interning in a tertiary hospital in Shanghai, China from April 1, 2019 to April 30, 2020 (N = 310). Chinese versions of the EI scale (EIS) and holistic clinical assessment tool (HCAT) were used to measure the EI and clinical ability of interns, respectively. Pearson’s correlation coefficient was utilized to determine the correlation between EI and clinical ability. Multiple linear regression analysis was performed to further explore the influence of EI on clinical ability, and the structural equation model (SEM) was used for multivariate path analysis.ResultsThe mean EI and clinical ability scores of interns were 125.17 ± 14.98 and 97.91 ± 19.55, respectively, indicating an upper-moderate level in both aspects. EI scores were correlated positively with clinical ability ones (R = 0.534, p < 0.05). Multivariate path analysis showed that “managing emotions” and “facilitating thought” of EI branches have direct effects on clinical ability. Furthermore, the type of school, family financial state and the knowledge of EI indirectly influence clinical ability through their impact on “managing emotions” and “facilitating thought”.ConclusionsEI is essential to enhancing the clinical ability of nursing students. EI training should focus on facilitating thought and managing emotions. It is also necessary for educators to consider the context of nursing students and the characteristics of schools.

Gender Differences in the Effect of Resilience Training on Emotional Intelligence in At-Risk Students in Shiraz, Iran

Background: Adolescence is one of the most important and challenging stages in life. psychological, cognitive and emotional changes during this period can expose adolescents to high risk behaviors. Objectives: The current study examined the effectiveness of resilience training on emotional intelligence (EI) and assessed gender differences in this regard among adolescents living in the outskirts of Shiraz, Iran. Methods: This pre-post study included 191 students and used an intervention consisting of nine resilience-training sessions. The evaluated outcomes were EI and its 15 components. The paired-samples and independent-samples t-tests were used to analyze the data. Results: Out of 191 students, 88 (46.1%) were boys. Before and after the intervention, the mean EI score for boys was 312.52 ± 37.79 and 327.31 ± 37.75, while for girls, it was 310.74 ± 30.05 and 312.20 ± 29.51, respectively. Following the intervention, the scores of boys in problem-solving (P = 0.007), happiness (P = 0.001), emotional self-awareness (P = 0.044), optimism (P = 0.029), self-regard (P = 0.046), impulse control (P = 0.013), and social responsibility (P = 0.042), as well as the total score of EI (P = 0.005), increased significantly. However, only the optimism score (P = 0.004) rose significantly in girls post-intervention. In addition, there were significant differences in the mean of problem-solving (P = 0.006), happiness (P = 0.001), impulse control (P = 0.042), and the total score (P = 0.035) between boys and girls, before and after the intervention. Conclusions: Resilience training may help moderate high-risk behaviors among adolescents living on the outskirts of Iran’s major cities, particularly boys. Based on the gender differences in EI components, it was suggested that female adolescents required significantly more attention. Nonetheless, gender differences in EI components were contentious, and it was concluded that a variety of factors, including the socio-cultural context, may be involved.

Migraine Headaches: The Predictive Role of Anger and Emotional Intelligence.

ABSTRACTBackground: Research has shown that emotional intelligence and anger are significant predictors of both subjective and objective health. The present study aimed to draw a comparison between migraine patients and healthy individuals in terms of emotional intelligence and anger. In addition, there was an attempt to investigate the predictive role of emotional intelligence and anger in chronic migraine.Methods: This comparative study was carried out on 494 individuals including patients with chronic migraine (n=250) and healthy controls (n=244) in Shiraz between August 2019 and February 2020. The participants with chronic migraine and healthy controls were selected using convenience sampling and multistage sampling, respectively. Participants completed validated self-report questionnaires: Bradberry and Greaves emotional intelligence test and the provocation inventory. The data were analyzed using SPSS software (version 22.0) and chi-square test, t test and logistic regression were used. The significance level was set at P<0.05.Results: The results of independent t-test indicated that the mean intensity of anger was significantly higher among the patients with migraine (51.52±15.66) compared to the healthy controls (28.39±9.85) (P<0.001). The mean score of emotional intelligence was significantly lower among the patients with migraine (75.92±8.23) in comparison to the healthy controls (116.23±12.28) (P<0.001). Binary logistic regression revealed that neither age (P=0.72), sex (P=0.62), marital status (P=0.63) and education level (P=0.68), nor anger (P=0.24) was significantly associated with chronic migraine. However, emotional intelligence had a negative association with chronic migraine (B=-1.13, OR=0.32, P<0.001).Conclusion: The results showed that a low level of emotional intelligence was associated with chronic migraine. The current results could help clinicians in planning for successful pain management/prevention programs.

Impact of imparting emotional intelligence skills training program to enhance emotional intelligence and work stress among staff nurses of tertiary care hospital of North Gujarat

Context: Nurses play a pivotal role in patient care and at the same time, face stressful situations due to workload, so the need of the hour is to create awareness about emotional intelligence (EI) among nurses to tide over such situations. Aims: This study aimed (1) to measure baseline levels of EI in the control and intervention group of staff nurses, (2) to find the association between the sociodemographic factors and EI, (3) to give EI training skills program to the experimental group, (4) to measure any enhancement in EI Skills after the intervention, and (4) to assess any improvement in work performance (WP) after EI intervention. Settings and Design: An experimental study was conducted among nurses working in GMERS Hospital, Patan, who were working in critical care units and general hospital wards. Materials and Methods: One-third of nurses from each of the two blocks were taken (convenience sampling) from the two blocks (critical care units and general units), i.e., 24 and 42 nurses, respectively, and allocated into experimental and control groups, respectively. Questionnaire containing questions related to sociodemographic variables, the Schutte Self-Report EI test, and WP survey questionnaire by the University of Michigan Health System were used. Statistical Analysis Used: Quantitative data were summarized using means and standard deviation. The data were assessed for normality and suitable tests such as t-test and paired t-test were used. Results: A significant enhancement in mean EI score i.e 145.16±5.938 after intervention from base mean EI score of 132.42±4.21 was noticed. Furthermore, the job performance showed a statistically significant improvement after EI Intervention. None of the sociodemographic variables showed a statistically significant association with the EI scores of intervention group. Conclusions: The Study highlights the importance of EI Training among Staff nurses as an essential part of their training program, to cope up with stress level in their day to day life and this training also has a positive impact on their Job performance thereby enhancing the quality of patient care.

Inteligencia emocional y perfil sociodemográfico en estudiantes de primer año de una facultad de Medicina

Emotional Intelligence (EI) in students is related with physical and psychological well-being, personal satisfaction, and better academic performance. To assess EI in students from eight health careers at the beginning and end of a year of university experience. Sociodemographic and EI questionnaires were answered by 364 first-year students (74% women) at the beginning and end of the academic year. The EI questionnaire comprised attention, understanding and regulation of emotions subscales. The mean EI score increased at the end of the academic year from 79.5 to 81.2 (p < 0.01). A similar trend was observed in the subscales of emotional attention and emotional clarity. No significant differences between sexes were observed. First-year medical students had higher scores on all subscales, both at the beginning and end of the academic year. In all students, the subscale with the highest score was emotional repair. Tools to diagnose students' strengths and weaknesses are relevant for higher education institutions. These tools facilitate the implementation of educational and personal improvement strategies.

The relationship between emotional intelligence and tendency toward critical thinking with academic success in nursing students: : An analytic sectional descriptive study

Background: Considering controversial results about the role of emotional intelligence and tendency toward critical thinking in academic success, the present study was conducted to evaluate the relationship between emotional intelligence and tendency toward critical thinking with academic success in nursing students.Methods: The present study was an analytic sectional descriptive study using convenient sampling method that was conducted on 120 nursing students of Isfahan University of Medical Sciences in year 2018-2019. Data was collected with questionnaire; the questionnaire consisted of three parts: demographic characteristics, the Schutte scale, and tendency toward critical thinking questionnaire. Data were analyzed using descriptive statistics, Pearson correlation coefficient and independent t test.Results: Results showed that the mean score of emotional intelligence among nursing students was 109.15) 9.23) and the mean score of critical thinking was 116.96 (12.79). No significant relationship was found between emotional intelligence and its elements with academic success. Also, there was no significant relationship between critical thinking and its elements with academic success (p > 0.05).Conclusions: Lack of a significant relationship between emotional intelligence and critical thinking with academic success might be due to the nature of academic achievement tests as well as the specific focus on remembering and memorizing the educational content as a criterion for evaluation. Therefore, it is recommended that, along with focusing on the ability of personal memory learning, development of cognitive and emotional skills of the students would also be attended.