Mean Score Of Emotional Intelligence Research Articles

Emotional Intelligence and Depression Among Hospital Nurses of Tehran University of Medical Sciences

Background: Emotional intelligence (EI) and depression are important issues that can affect the quality of nurse’s work. Emotional intelligence is also an indicator of mental and physical health condition. Objectives: This study was designed to evaluate emotional intelligence and depression of hospital nurses working at Tehran University of Medical Sciences in Iran. Methods: In this cross sectional study, 113 hospital nurses of TUMS at different wards were enrolled. They filled the Persian version of the baron emotional quotient inventory (EQ-i) and beck depression inventory (BDI). Results: Mean age of participants was 25 years and 58% were male. Mean BDI and EI scores except independence and responsibility were not significantly different between male and female cases. Mean EI and its subscales were similar in different wards except emotional self-awareness. The correlation coefficient between BDI and total EI was r = 0.2 and P = 0.008, and the correlation coefficient between age and total EI was r = -0.2, P = 0.02. Conclusions: According to the results, depression evaluation and emotional intelligence improvement should be considered in Iranian nurses, who work at university associated hospitals.

The Relationship Between Spiritual Intelligence and Emotional Intelligence in Patients with Type 2 Diabetes

Background: Diabetes mellitus is a chronic, destructive metabolic disease. One of the factors that can affect the mental and physical health of diabetic patients is spiritual intelligence and emotional intelligence. Objectives: This study aimed to investigate the relationship between spiritual intelligence and emotional intelligence in patients with type 2 diabetes. Methods: This descriptive - correlational study was performed on 100 patients with type 2 diabetes who referred to the Kermanshah Diabetes Research Center and selected by the convenient sampling method. In order to determine the spiritual intelligence in diabetic patients, the King’s Spiritual Intelligence was used while Petrides & Furnham Inventory of Emotional Intelligence was applied to evaluate emotional intelligence. In order to analyze the data, SPSS version 22 was used. Results: The mean age of the patients was 39.97 ± 11.8. The mean score of spiritual intelligence was 52.10 ± 18.05 and the mean score of emotional intelligence was 127.62 ± 23.88. The results showed that there was a positive significant difference between spiritual intelligence and emotional intelligence and its subscales in patients with type 2 diabetes (P > 0.001). Conclusions: It can be concluded that spiritual intelligence and emotional intelligence can complement each other in order to increase diabetes self - management and adaptive mechanisms in patients. The more the patient is against wrong behaviors of others and trusts in God for his/her tasks, the better the individual can manage his/her daily activities in life and provide a context for emotional intelligence development.

Emotional intelligence among medical students: a mixed methods study from Chennai, India

BackgroundEmotional Intelligence is the ability of a person to understand and respond to one’s own and others’ emotions and use this understanding to guide one’s thoughts and actions. To assess the level of emotional intelligence of medical students in a medical college in Chennai and to explore their understanding of the role of emotions in medical practice.MethodsA quantitative, cross sectional, questionnaire based, survey was conducted among 207 medical students in a college in Chennai, India using the Quick Emotional Intelligence Self Assessment Test and some hypothetical emotional clinical vignettes. This was followed by a qualitative moderated fish-bowl discussion to elicit the opinion of medical students on role of emotions in the practice of medicine.ResultsThe mean score of Emotional Intelligence was 107.58 (SD 16.44) out of a maximum possible score of 160. Students who went to government schools for high school education had greater emotional intelligence than students from private schools (p = 0.044) and women were more emotionally intelligent in their response to emotional vignettes than men (p = 0.056). The fish bowl discussion highlighted several positive and negative impacts of emotions in clinical care. The students concluded at the end of the discussion that emotions are inevitable in the practice of medicine and a good physician should know how to handle them.ConclusionsMedical students, both men and women, had good level of emotional intelligence in the college that was studied. Students from collectivist social settings like government high schools have better emotional intelligence, which may indicate that a collectivist, community oriented medical education can serve the same purpose. Though students have diverse opinions on the role of emotions in clinical care, cognitive reflection exercises can help them understand its importance.

Emotional intelligence and perceived stress of Australian pre-registration healthcare students: A multi-disciplinary cross-sectional study

BackgroundHealthcare students can experience high levels of stress. Emotional intelligence can moderate stress and increase wellbeing however there has been no prior research on the relationship between emotional intelligence and stress in Australian healthcare students. ObjectivesTo measure emotional intelligence (EI) and perceived stress (PS) in final year healthcare students (nursing, pharmacy and dentistry), and to explore the relationships between EI, PS and discipline. Design and SettingA cross sectional survey of pre-registration healthcare students at a metropolitan university in Australia. Participants203 pre-registration final year healthcare students (n = 58 nursing; n = 112 pharmacy; n = 34 dentistry). MethodsEmotional Intelligence was measured using the GENOS Emotional Intelligence Inventory (Concise Version) and stress was measured using the Perceived Stress Scale (PSS). ResultsA significant negative correlation was found between EI and PS in nursing and pharmacy students. No difference was found in EI across disciplines. Mean EI scores were lower than normative means. PS was significantly higher than the normative mean for pharmacy and dentistry students and higher than nursing students. ConclusionsEmotional intelligence can have a protective effect against stress for healthcare students and can be increased via targeted educational interventions. To support student wellbeing there is a clear need for pre-registration healthcare curricula to include educational components on strengthening EI.

Emotional intelligence and anxiety, stress, and depression in Iranian resident physicians.

Background:Residency is one of the most critical periods of medical education. Residents are susceptible in high risk for mental problems which can affect the doctor–patient relationship. Emotional intelligence (EI) correlates closely with stress and mental health. Considering the important role of EI in medical education and with regard to lack of studies in this group in Iran, this study conducted to determine the relationship between EI and stress, anxiety, and depression in a sample of resident physician in our university of medical sciences.Materials and Methods:In this cross-sectional study, 245 residents were invited, but only100 questionnaires were analyzed, and the response rate was 41%. From this, 26 were men and 74 were women. Bar-on EI questionnaire, Depression Anxiety Stress Scales-21, for evaluating the stress, anxiety, and depression and demographic characteristics were used.Results:The mean score of EI in resident physician was 330.24 ± 38.5. The mean score of stress, anxiety, and depression was 17.8 ± 8.6, 10.04 ± 7.99, and 10.49 ± 8.67 respectively. There was a negative relation between mean score of anxiety (R = −0.0525), stress (R = −0.639), and depression (R = −0.644) with a mean score of EI.Conclusion:Higher EI appears to be good predictors of lower stress, anxiety, and depression in resident physician.

Emotional and Spiritual Intelligence Among Medical Students in Iran

Background: Spiritual intelligence is an important factor for effective functioning of emotional intelligence. Objectives: The present study was conducted with the aim to determine the relationship between spiritual and emotional intelligence among Iranian medical students. Methods: This cross sectional study was conducted in 2015 on 324 students, who were selected through stratified random sampling from Mazandaran University of Medical Sciences, Sari, Iran. Data were collected using Bradberry-Greaves emotional intelligence and Eysenck spiritual intelligence questionnaires. Results: The participants included 94 males and 230 females. The mean total scores of emotional and spiritual intelligence were 110.52 and 89.37, respectively. The mean score of spiritual intelligence was higher among women in comparison with men, whereas the mean score of emotional intelligence was higher among men. A significant correlation was found between emotional and spiritual intelligence (r, 0.48; P < 0.05). Conclusions: Based on the findings, students’ emotional intelligence can be fostered by reinforcing their spiritual intelligence, and correct behaviors can be promoted in accordance with social values.

The impact of emotional intelligence on the emotional state of nurses in public hospitals in Cyprus

IntroductionThe term emotional intelligence (EI) has gained more and more popularity in the last two decades and has been studied in various workplace settings.Objectives/aimsThe purpose of the present study was to estimate the EI in nursing personnel, to examine which factors are associated with EI and how EI correlates with their emotional state.MethodsA cross-sectional study was conducted from April to May 2016 in a representative sample of nursing personnel from seven public hospitals of Cyprus. A total of 585 nurses completed the Greek Emotional Intelligence Scale (GEIS), consisting of 52 items measuring four basic emotional skills and scored on a 5-point Likert scale (from low (52) to high (260) EI). Furthermore, the Depression, Anxiety, and Stress Scale (DASS 21) was applied. Statistical analyses were performed using the SPSS v.20.0.ResultsOverall mean EI scores were 184.11 for males and 184.82 for females. Being married and having children as well as having leading position was associated with higher EI (P = 0.024, P = 0.002, P = 0.012, respectively). The highest EI scores were identified between the middle aged nurses (36–50 years, EI = 191.5, P = 0.000) and nurses with more years of work (&gt; 12 years, EI = 189.59, P = 0.000). The overall EI scores have moderate negative correlation with the emotional state of the nurses (P = 0.000).ConclusionsThe present study reveals under-optimal EI scores and confirms the negative relationship with the emotional state of nurses. Based on the literature, the EI can be developed, thus suitable programs could substantially improve the emotional skills in nursing personnel.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Emotional Intelligence of Nurse Managers: An Exploratory Study.

The purposes of this study are to determine the level of emotional intelligence (EI) among nurse managers (NMs) in an academic medical center and determine the relationship of EI and demographic variables. Emotional intelligence is a concept that warrants further research in nursing because there is a huge gap in knowledge about nurse leaders' EI. Data were collected from 38 NMs recruited from a large academic medical center in the Northeast. Mean EI scores among NMs were average. Nurse managers with less than 2 years of experience had statistically significant lower "using emotions" branch score and strategic EI. Nurse managers with a masters' degree in nursing scored significantly higher in using emotions branch score than did those with a masters' degree in a related field. Opportunities exist to enhance the EI of NMs.

Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates

BackgroundPrevious research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates.MethodsThis descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis.ResultsFemales had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with ‘Examination Results’.ConclusionsHigher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate better coping during professional life in the future.

Association between Emotional Intelligence and Perceived Stress in Undergraduate Dental Students.

This study investigated the association of emotional intelligence (EI) and other factors with perceived stress (PS) in undergraduate dental students. A total of 234 undergraduate dental students at the School of Dental Sciences, Universiti Sains Malaysia (USM), in the academic year of 2009/2010, participated in this cross-sectional study. Self-administered questionnaires, the Assessing Emotions Scale and the Perceived Stress Scale (PSS-10), were used to evaluate EI and PS, respectively. The mean EI score was 121.2 (SD 11.85). The scores were significantly higher in females than males, and in students who chose dentistry based on their own interest rather than in those who were motivated by others to study dentistry. The mean PSS-10 score was 21.2 (SD 5.08). Pearson correlation analysis indicated a significant inverse relationship between EI and PSS-10 scores (r = -0.337). Multi-variable regression analysis also indicated a significant negative linear association between EI and PSS-10 scores (b = -0.156, 95% CI: -0.207, -0.104). PSS-10 scores were significantly higher for students who were in the clinical years rather than the preclinical years. This study of USM undergraduate dental students shows that a low EI, female sex, and being in the clinical years were significant predictors of PS.

Emotional Intelligence and Adjustment of Sports persons

The demand for adjustment is universal to all human beings and characterized by uniqueness, dynamicity, pervasiveness and indispensability. The processes and mechanisms of adjustment entail factors associated with the personal attributes of the individuals, socio-cultural milieu and genetic endowment which determine its exact nature, extent and quality. The sports relationship is unique and places a different type of demand on the part of sportspersons. Out of many stake holders of adjustment in the field of sports and games, the emotions play a pivotal role. The present research attempted to spell out the impact of emotional intelligence and gender in shaping the adjustment of the sportspersons. The study employed four hundred sportspersons with equal number of males and females as participants whose emotional intelligence and adjustment were measured through standardized psychometric tools. The results evinced that male and female differed in their four components and overall mean scores of emotional intelligence. The female participants evinced higher mean emotional intelligence score as compared to their male counterparts as well as on intrapersonal awareness and intrapersonal management dimensions of emotional intelligence. Contrarily, there were no gender differences on interpersonal awareness and interpersonal management dimensions emotional intelligence. In addition, the scores of emotional intelligence showed statistically significant positive correlations with all the four areas of adjustment such as home adjustment, health adjustment, social adjustment and emotional. The results have been discussed in the light of current theories of emotional intelligence and adjustment. The conclusions of the study have important theoretical and practical implications for the academicians, administrators, sportspersons, researchers of other professional associated with sports field and policy maker.

THE EFFECT OF EMOTIONAL INTELLIGENCE SKILLS ON NURSES’ JOB STRESS IN PSYCHIATRIC UNITS

Background: This study aimed to determine of effects of emotional intelligence skills on nurses' job stress in Psychiatry units (2015). Methods: in this semi experimental study, the study population consisted of Roozbeh Psychiatric Hospital nurses.76 persons were selected, that selected, that is based on input standards and calculation of volume sample. Data were collected with Bar-on emotional intelligence and karasek Job Content questionnaire. Results: Results showed that the mean emotional intelligence Score was 329/72± 29/91in intervention group, before intervention, which respectively reached to 354/51± 37/27after implementation of the intervention and this difference was Significant in intervention group (p=0/003). The mean job stress Score was 95/65± 14/54 in intervention group, before intervention, which respectively reached to 84/37± 21/05 after implementation of the intervention and this difference was Significant in intervention group (p=0/001). Conclusion: the result revealed that emotional intelligence skill training can reduced nurse's job stress in department of Psychiatry.

여고생의 감성지능, 학업적 자기효능감, 진로결정 수준

This descriptive correlational study was to intended to analyze the relationship among emotional intelligence, academic self-efficacy and career decision level in high school girls. Data were collected from 241 high school girls in B and C city and analyzed using SPSS 20.0. The results are as follows: First, the mean score of emotional intelligence, academic self-efficacy and career decision level were above moderate. The levels of score were significant differences according to grade, school record, economic status, hoping career, and peer relationship. There were positive correlations among emotional intelligence, academic self-efficacy and career decision level. Therefore, it is necessary to consider emotional intelligence and academic self-efficacy for improving career decision level of high school girls.

Relationship between emotional intelligence and organizational citizenship behavior in critical and emergency nurses in south east of Iran.

Several factors including emotional intelligence affect the efficiency of people. It seems that organizational behavior of each person is strongly influenced by emotional intelligence. Therefore, the present study is aimed to examine the relationship between emotional intelligence and organizational citizenship behavior in critical and emergency nurses in teaching hospitals supervised by Kerman Medical University in Southeast of Iran. This study employed a descriptive cross sectional design. A census sample consisted of 150 critical and emergency nurses working in teaching hospitals supervised by Kerman Medical University participated in this study. Emotional intelligence and organizational citizenship behavior questionnaire was used to assess nurses' emotional intelligence and organizational citizenship behavior by available sampling method. The results showed that the mean age of the participants was 35 years. Most participants (94%) were females and belonged to the age group of 26-30 years. Overall mean score of organizational citizenship behavior scale was 88.21 (±10.4). In the organizational citizenship behavior categories, altruism mean score was higher than the other mean scores. Overall mean score of emotional intelligence was (121.08 ± 17.56). In the subgroups of emotional intelligence, mean score of the relationship management, was higher than the average of other factors. Pearson's correlation coefficient showed no significant relationship between emotional intelligence and organizational citizenship behavior (p ≥ 0.05). The study suggests that health care managers should organize systematic and dynamic policies and procedures in dealing with emotional intelligence and organizational citizenship behavior to assist critical and emergency nurses.

임상간호사의 감성지능과 대인관계능력, 직무만족도의 관계

Purpose: The purpose of this study was to investigate the relations among emotional intelligence, interpersonal relationship, and job satisfaction among clinical nurses. Methods: Data were collected from 315 nurses who had worked for more than 6 months at five general hospitals by a self-reported questionnaire. The collected data were analyzed with descriptive statistics, t-test, ANOVA, Scheffe-test, Pearson`s correlation, and hierarchial regression using SPSS 18.0 program. Results: The mean score of emotional intelligence was 3.42 and the score of self emotional appraisal was the highest. The mean score of interpersonal relationship was 3.44 and the score of intimacy was the highest. The mean score of job satisfaction was 3.04. Emotional intelligence and interpersonal relationship were positively correlated with the job satisfaction. Hierarchial multiple regression analysis showed that use of emotion was the main factor of affecting job satisfaction, which explained 30.8% of the variance for the nurses` job satisfaction together with intimacy, regulation of emotion, position, and monthly salary. Conclusion: These findings indicated that emotional intelligence and interpersonal relationship, especially use and control of emotion and intimacy contributed to nurses` job satisfaction. It is necessary to develop and implement the program for increasing emotional intelligence and interpersonal relationship for improving job satisfaction.

The effect of teaching emotional intelligence skills on response to educational stress in high school girls

Background: Stress is one of the major causes of physical and mental illnesses, which could interfere with individual's functions. Emotional intelligence skill is one of the controlling skills of stress and its negative consequences. Aim: To investigate the effect of teaching emotional intelligence skills on response to educational stress in high school girls. Methods: This experimental study was performed on 100 students of Mashhad high schools, who were randomly assigned in two experimental and control groups. The experimental group received a six-session teaching program on emotional intelligence, while control group received no intervention. Gadzella Student-Life Stress Inventory was used as a study tool. Data were analyzed by SPSS version 11.5 using independent t-test and paired t-test. Results: Both groups experienced changes in physiological response to stress as the mean score of stress decreased in experimental group and increased in control group (P<0.001). Mean score of emotional intelligence in response to educational stress decreased significantly in both groups, but the independent t-test showed that the experimental group had a significant decline (P<0.001). Mean scores of behavioral and cognitive responses decreased after intervention in experimental group (P<0.001). Mean score of Overall response to stress decreased after intervention in experimental group as well (P<0.003). Conclusion: Offering courses on emotional intelligence in schools can be effective in reducing the consequences of educational stress.

The Effect of Emotional Intelligence on Self-efficacy and Job Stress of Nurses - Mediating Role of Self-efficacy -

Purpose: This study was to investigate the relationship among emotional intelligence, self-efficacy and job stress of nurses. Method: Data was collected from convenient sample of 265 nurses who work for a university hospital in a city. The Questionnaire measured the level of emotional intelligence, self-efficacy and job stress of nurses. The data were analyzed using descriptive statistics, t-test, ANOVA, scheffe' test, pearson's correlation coefficient and hierarchical multiple regression. Result: The mean score of emotional intelligence was 3.41(), self-efficacy was 3.27() and job stress was 3.35(). There were significant differences on self-efficacy according to age, marital status and education level. And there were significant differences on job stress according to age, working unit. It was a significant positive correlation between emotional intelligence and self-efficacy. The emotional intelligence and self-efficacy were significantly negative correlation with job stress. The emotional intelligence explained 24.8% of self-efficacy and 1.9% of job stress and self-efficacy explained 2.7% of job stress. And the self-efficacy was showed a mediate variable between emotional intelligence and job stress. Conclusion: To decrease job stress, nursing managers ought to develop the emotional intelligence and self-efficacy of nurses, reinforce as a mediating role between emotional intelligence and job stress

Influence of Clinical Nurse Specialists' Emotional Intelligence on Their Organizational Commitment and Turnover Intention

Purpose: The purpose of this study was to identify the influence of clinical nurse specialists' emotional intelligence on their organizational commitment and turnover intention. Methods: A descriptive study with second data analysis was conducted with permission. The original data was from the policy research on the status of clinical nurses with extended role hosted by the Hospital Nurses Association in 2007. Results: The mean score of emotional intelligence, organizational commitment, turnover intention were 58.66 (±6.63), 46.71 (±3.54), 12.87 (±3.98) respectively. Emotional intelligence had 40% positive influence on organizational commitment (F=50.58, p<.01, adj.R2 =.16) and 24% negative influence on turnover intention (F=16.68, p<.01, adj.R 2 =.06). Conclusion: The results recommend to develop a program that enhances clinical nurse specialists' emotional intelligence. The program could be utilized as an institutional retention strategy to increase clinical nurse specialists' organizational commitment and decrease their turnover intention.

Philosophy Underlying Emotional Intelligence in Relation to Level of Curiosity and Academic Achievement of Rural Area Students

Problem statement: Since emotional intelligence is still not wholly-accepted despite evidences of its powerful influence in general setting, this study is therefore conducted to identify the emotional intelligence level among school students in rural areas, relationships between emotional intelligence and anxiety, as well as relationships between emotional intelligence and academic achievement. Approach: It involved a sample of 223 form 1 and form 4 students. Process of data collection was administered by using a set of questionnaire which includes a self report measure of emotional intelligence adapted from Schutte Self-Report of Emotional Intelligence (SSRI) and Beck Anxiety Inventory (BAI). T-test analysis showed that there were no significant differences for the emotional intelligence level within all students between ages 13 and 16. However, there were significant differences for the emotional intelligence level among female students in accordance to age. Results: The results showed that there were significant differences for emotional intelligence level among all students between both genders. Mean score of emotional intelligence within female students appeared to be higher than male students. Pearson correlation analysis showed that emotional intelligence levels of all students were significant negatively in relation to anxiety level. Emotional intelligence was also significant positively in correlation with academic achievement of all variables including students’ age and gender. Conclusion: Besides emotional intelligence, the study revealed that anxiety was also significantly correlated in a negative manner with academic achievement among all students.

Emotional Intelligence and Perceived Stress in Dental Undergraduates: A Multinational Survey

This multinational survey investigated the relationship between emotional intelligence (EI) and perceived stress (PS) in seven countries. First-year dental undergraduates attending a dental school in England, Greece, Romania, South Africa, Australia, and the United States and three schools in Malaysia were invited to complete a set of questionnaires on age, gender, academic background, satisfaction with career choice, EI, and PS. Of 860 questionnaires distributed, 596 were fully completed--a response rate of 69.3 percent. Mean EI score was 123.8 (95 percent CI 122.7-124.9), and mean PS score was 19.1 (95 percent CI 18.6-19.7). Significant differences in EI and PS scores were detected between different countries. Females (p<0.05), younger students (p<0.001), those without a previous higher education qualification (p<0.001), and those not satisfied with their decision to study dentistry (p<0.001) were more likely to report PS when compared to their counterparts. A significant inverse relationship (coefficient=-0.29, p=0.001) between EI and PS was detected. Independent significant predictors of PS identified were gender (beta=0.22, t=5.71, p=0.001), previous higher education qualification (beta=-0.14, t=-2.42, p=0.010), satisfaction with decision to study dentistry (beta=-0.20, t=-5.11, p=0.001), and EI (beta=-0.24, t=-6.09, p=0.001), with the latter being relatively the most important predictor. In conclusion, the inverse relationship between EI and PS has been confirmed in this heterogeneous sample representing diverse sociocultural and academic contexts of dental undergraduates.