Model Of Emotional Intelligence Research Articles

Proactive Personality and Caring Behavior of Clinical Nurses: A Moderated Mediation Model of Emotional Intelligence and Disgust Sensitivity.

The aims of the research were to investigate the mediating effect of emotional intelligence and the moderating effect of disgust sensitivity on the relationship between proactive personality and caring behavior among clinical nurses. A cross-sectional design while adhering to STROBE guidelines was used for this study. Three hundred ninety-three purposely selected nurses from three tertiary general hospitals completed an online survey. Measures included proactive personality, emotional intelligence, disgust sensitivity, and caring behavior. The findings showed that proactive personality positively predicted nurses' caring behavior, and that emotional intelligence played a mediating role in the relationship between proactive personality and caring behavior. Disgust sensitivity indirectly and negatively moderated the impact of proactive personality on nurses' caring behavior mainly in the second half of this moderated relationship. The findings underscore that the nursing managers may consider incorporating emotional intelligence topic in practical nursing skills training and improving nurses' ability to control their disgust sensitivity can improve their professional behavior, thus to provide patients with high-quality nursing services.

Customer-Oriented Behavior in Full-Service Restaurants: A Moderated-Mediation Model of Emotional Intelligence, Work Engagement, and Customer-Oriented Attitude

ABSTRACT Using the job demands-resources model, this research explores the effects of emotional intelligence (EI) on customer-oriented behavior (COB) among frontline restaurant employees, with a focus on the mediating role of work engagement (WE) in the EI-COB relationship. The study also examines the moderating effects of customer-oriented attitude (COA) between EI and WE and on the mediated relationship. Data from 228 frontline restaurant employees were analyzed using Hayes’ PROCESS macro models 4 and 7. The results reveal a positive impact of EI on COB, with WE as a mediator. Moreover, COA strengthens the positive relationships between EI and WE, as well as the indirect effects of EI on COB through WE. This study simultaneously investigates both attitudinal and behavioral aspects of customer orientation, providing valuable theoretical and practical implications for restaurant employees, and laying the foundation for future research in this area.

Emotional intelligence predicting subject-specific academic success: EQ-i Youth in South Africa

Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions.Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results.Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques.Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages.Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level.Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.

Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes

This qualitative study investigates Vietnamese EFL teachers' perceptions of how their emotional maturity impacts students' learning outcomes. Amidst the growing recognition of emotional intelligence's significance in educational settings, this research focuses on the nuanced context of English as a Foreign Language (EFL) education in Vietnam, where cultural and language challenges present unique demands on teachers' emotional competencies. Through semi-structured interviews with nine teachers across different career stages—novice, mid-career, and near-end—the study explores themes related to emotional regulation, empathy, emotional support, and cultural sensitivity in teaching practices. Thematic analysis revealed that teachers' ability to manage their emotions, empathize with students, create supportive learning environments, and navigate cultural nuances plays a crucial role in enhancing student engagement, participation, and overall learning outcomes. These findings align with Mayer and Salovey's model of emotional intelligence and the concept of the prosocial classroom, highlighting the importance of emotional competencies in fostering effective teaching and learning environments. The study underscores the need for integrating emotional intelligence training in teacher education and professional development programs, emphasizing cultural sensitivity and inclusivity in teaching practices. This research adds to the body of knowledge on emotional intelligence in education, offering insights into its application in the EFL context and implications for teacher development and educational policy.

Understanding and Managing Emotional Intelligence for Nursing Students: A Classroom Innovation.

Nursing students are bombarded with multiple stressors. Understanding emotional intelligence (EI) and implementing EI strategies in school can help students learn more effective emotional skills. The Mayer-Salovey-Caruso Four-Branch Ability Model of EI defines EI as an ability to perceive, use, understand, and manage one's own, as well as others' emotions. The goal was to increase junior baccalaureate nursing students' knowledge about EI, provide information about their EI scores, and teach students EI strategies. Two instruments were used to provide students' feedback on their EI score. Students were active participants in this educational innovation on EI knowledge and were able to verbalize what they learned about EI and how they planned to implement EI strategies in their nursing practice. Integration of EI competencies in nursing education programs could help future nurses cope and manage stressors associated with their job, as well as increase nurse retention and job satisfaction. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Revealing the Effect of Emotional Intelligence on Organizational Effectiveness: Perspectives from Industrial-Organizational Psychology

The study reveals the concept of emotional intelligence and its effects on individuals and organizations within the field of Industrial-Organizational psychology. In recent years, emotional intelligence has emerged as a focal point for researchers and practitioners, recognizing its capacity to support various aspects of workplace dynamics, including performance, teamwork, leadership, and overall organizational success. The findings of this research explained the profound impacts of emotional intelligence on a range of employee behaviors and organizational interactions. Individuals with heightened emotional intelligence exhibit advanced communication skills, accurately managing their emotions and articulating themselves effectively. This proficiency extends to conflict resolution scenarios, where individuals demonstrate resilience and approach resolutions with empathy and open-mindedness, fostering enhanced collaboration, stronger interpersonal connections, and heightened group cohesion. The study adopts a triangulation methodology to examine different data sources to ensure the validity and reliability of the research outcomes. Furthermore, the research framework is rooted in Salovey and Mayer's Four-Branch Model of emotional intelligence.

An aesthetic approach to emotional intelligence: The development of the Aesthetic Descriptors of Emotion Measure (ADEM)

The four-factor model of emotional intelligence (EI) abilities has faced challenges in the inconsistency of the facilitation branch leading Mayer et al. (2024) to propose a provisional factor- Connecting Emotions- that consists of relating emotions to sensations. The Aesthetic Descriptors of Emotion Measure (ADEM) has emerging potential as a measure of this new EI ability factor. The ADEM is a performance measure based on the Aesthetic Approach to Emotions (AAE) that matches descriptive aesthetic-sensory language to emotional states providing a non-evaluative representation of emotions. The ADEM presents six emotions and found distinct aesthetic profiles for each. Cronbach Alpha and factor analyses respectively found consistency and validity with the internal structure of the ADEM. Bivariate and partial bivariate analyses (controlling for cognitive reasoning) indicated that the ADEM corresponds with self-perceived measures of emotional clarity and a similar performance-based EI measure (MEIS-Synesthesia subtest). The ADEM has potential as a method for developing EI in educational and clinical settings.

Relationship between Mental Health and Teaching Efficacy of Indian School Teachers: A Moderated Mediation Model of Autonomy and Emotional Intelligence

This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 (female=229) Indian elementary school teachers teaching in grades one to eight. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers’ autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Indian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low

The relationship between construction workers’ emotional intelligence and safety performance

PurposeConstruction enterprises are achieving the goal of production safety by increasingly focusing on the critical factor of “human” and the impact of individual characteristics on safety performance. Emotional intelligence is categorized into three models: skill-based, trait-based and emotional learning systems. However, the mechanism of action and the internal relationship between emotional intelligence and safety performance must be further studied. This study intends to examine the internal mechanism of emotional intelligence on safety performance in construction projects, which would contribute to the safety management of construction enterprises.Design/methodology/approachA structural equation model exploring the relationship between emotional intelligence and safety performance is developed, with political skill introduced as an independent dimension, situational awareness presented as a mediator, and management safety commitment introduced as a moderator. Data were collected by a random questionnaire and analyzed by SPSS 24.0 and AMOS 26.0. The structural equation model tested the mediation hypothesis, and the PROCESS macro program tested the moderated mediation hypothesis.FindingsThe results showed that construction workers' emotional intelligence directly correlates with safety performance, and situational awareness plays a mediating role in the relationship between emotional intelligence and the safety performance of construction workers. Management safety commitment weakens the positive predictive relationships between emotional intelligence and situational awareness and between emotional intelligence and safety performance.Originality/valueThis research reveals a possible impact of emotional intelligence on safety performance. Adding political skills to the skill-based model of emotional intelligence received a test pass. Political skill measures the sincere and cooperative skills of construction workers. Using people as a critical element plays a role in the benign mechanism of “Emotional Intelligence – Situational Awareness – Safety Performance.” Improving emotional intelligence skills through training, enhancing situational awareness, understanding, anticipation and coordination and activating management environment factors can improve safety performance. Construction enterprises should evaluate and train workers' emotional intelligence to improve workers' situational awareness and safety performance.

The development of ability emotional intelligence during adolescence

This study aimed to examine the development of ability emotional intelligence (EI) in the adolescent population with a Spanish performance-based instrument of EI: Botín Foundation's Emotional Intelligence Test for Adolescents (TIEFBA), which assesses the respondent's ability to solve emotional problems for each of the four emotional skills of the Mayer and Salovey EI model. With a large cross-sectional sample of Spanish adolescents (N = 5377; girls, 50.9 %) aged from 10 to 17 years (M = 13.57), the authors examined the progression of ability EI across the adolescent period, as well as the effects of gender. The results revealed that girls scored higher than boys on both the total EI and its four branches. Moreover, total EI increased throughout adolescence, but only in girls. Regarding EI branches, while using and understanding emotions increased with age in both girls and boys, managing emotions increased only in girls and perceiving emotions decreased in boys. These findings represent a significant advance that helps us define the evolution of emotional skills in adolescence, providing empirical support for using this performance measure of ability EI.

Зв'язок між емоційним інтелектом та стресостійкістю особистості

The article examines the relationship between emotional intelligence and stress resistance of the individual. The modern world is dynamic, changing and full of uncertainty. This leads to an increase in psycho-emotional stress, which makes it important to study the factors that help a person successfully adapt to stressful conditions. One of these factors is emotional intelligence, the development of which makes it easier to understand one's own emotions, learn to control one's own behavior, acquire the ability to find a constructive way out of problematic situations, and be able to build constructive relationships in society based on empathy. A person's ability to adapt to stressful conditions is becoming more and more important in modern conditions, where psycho-emotional stress is growing rapidly. Stress resistance is a psychological characteristic of an individual that allows him to successfully cope with difficulties without losing self-control and work capacity. The development of emotional intelligence contributes to the improvement of social adaptation, logical thinking, empathy, effective communication and the acquisition of conflict resolution skills, which positively affects the formation of stress resistance. Emotional intelligence can be characterized as the ability to monitor one's own emotions and the emotions of other people, to differentiate them and to use the information obtained to resolve stressful situations and conflict issues. Research by scientists proves that the development of emotional intelligence affects a person's success in various spheres of life and the ability to successfully overcome stressful situations. Daniel Goodman, who popularizes the concept of EI in his book "Emotional Intelligence", reveals its five components: self-awareness, self-regulation, motivation, empathy and social skills. He studies the relationship of emotional intelligence to success in various areas of life including mental health, personal relationships and work. A key factor for success in any field is the ability to adapt to changing conditions. Stress-resistant people are more flexible and open to new ideas, which allows them to find non-standard solutions and use new opportunities. American psychologists John Mayer and Peter Salovey, who specialize in emotional intelligence, personality psychology and social psychology. Their work has made a significant contribution to understanding what emotional intelligence is, how it affects our lives, and how it can be developed. Scientists have developed and described the first model of emotional intelligence, which includes four components of emotion perception, emotion understanding, emotion use, and emotion management. Another American researcher, Susan Coleman, studied the impact of emotional intelligence on learning, relationships, mental health in children and adolescents and found that it is an important factor in developing healthy relationships, successful learning and overcoming difficulties. Martin Seligman, who studies positive psychology, developed the concept of "learned helplessness", which explains how people can lose resistance to stress. This concept describes a state in which a person loses motivation and gives up when faced with difficulties. This condition can arise when there is a feeling of loss of control over the situation, the efforts made do not bring the expected result, there are more failures than successes. And as a result, signs of apathy appear, interest in life and any activity is lost, motivation for activity and self-esteem decrease, pessimism and increased anxiety arise. His main idea in overcoming stress is to teach people how to take responsibility for coping with difficulties, develop positive thinking and EI. The ability to overcome stress through the development of emotional intelligence will help a person at any age to become more successful and adaptive in situations of uncertainty that may arise, both in everyday life and in the professional sphere of activity. Despite the fact that there are a number of studies devoted to the study of the relationship between emotional intelligence and stress resistance, there are still many questions that require further study of this topic. Since our country is in a state of war, society is experiencing many negative consequences. The impact of post-traumatic stress is observed in all strata of the population, therefore the relevance of the study of emotional intelligence and stress resistance is growing significantly and is a vital necessity.

Emotional Intelligence: Concept, Theoretical Perspectives and Its Relevance on Job Performance

This study seeks to provide a comprehensive understanding of emotional intelligence by reflecting on its conceptual framework, analysing the theoretical foundations that support it and evaluating its relevance in relation to job performance in workplace settings. Through this investigation, the study aims to enhance the current comprehension of emotional intelligence, shedding light on its theoretical basis and practical implications for enhancing performance in professional environments. By pursuing these aims, the study endeavours to offer valuable contributions to the field, advancing understanding of emotional intelligence and its impact on achieving success within organisational contexts. The study examines three prominent models of emotional intelligence. The first model, developed by Salovey and Mayer, establishes a foundational framework for understanding emotional intelligence as a multifaceted concept. This model outlines essential components integral to emotional intelligence, offering valuable insights into the core abilities within this domain. The Bar-On model of emotional intelligence, proposed by Reuven Bar-On, offers a comprehensive framework that emphasises the role of emotional and social factors in overall well-being and success. Bar-On's model encompasses various facets, including intrapersonal, interpersonal, adaptability, stress management, and general mood. On the other hand, Daniel Goleman's model of emotional intelligence, popularised by the author Daniel Goleman, highlights the significance of emotional competencies in personal and professional success. Goleman's model revolves around five key components: self-awareness, self-regulation, motivation, empathy, and social skills. The paper provides the affirmative link between emotional intelligence (EI) and diverse aspects of job performance, accentuating the significance of organisations' acknowledging and nurturing the emotional competencies of their employees. Amidst the ongoing evolution of workplaces, the strategic incorporation of EI emerges as a pivotal strategy for fostering employee well-being and securing organisational prosperity

Validation of the Emotional Skills and Competence Questionnaire in Croatian and Portuguese samples using exploratory graph analysis

This study aimed to validate the Emotional Skills and Competence Questionnaire (ESCQ-42, Takšić et al., 2009) in Croatian and Portuguese samples using exploratory graph analysis (EGA). The ESCQ, rooted in the Mayer and Salovey emotional intelligence model (Mayer & Salovey, 1997), was administered to 627 Portuguese students (Mage = 15.5; SD = 0.76) and 562 Croatian students (Mage = 16.3; SD = 1.07). This questionnaire, featuring three subscales for perceiving, expressing, and managing emotions, has shown strong psychometric reliability across various studies and countries. Despite its widespread use and validation, item-level inconsistencies in cross-cultural research motivated the use of EGA.The EGA revealed that the Croatian sample exhibited a five-dimensional structure, while the Portuguese sample presented a four-dimensional structure, thus challenging the conventional three-factor model. Additional analyses of item stability, replicability, and network loadings provided deeper insights into item placements and contributions. Model fit comparisons between EGA-identified structures and the theoretical three-factor model were conducted using confirmatory factor analysis (CFA). Furthermore, EGA confirmed the three-factor structure on an abbreviated scale, achieving both configural and partial metric invariance across cultures. These findings underscore the necessity for ongoing refinement of the ESCQ-42 to enhance its cross-cultural applicability and reliability.

부하 상사 간 관계 갈등에 대한 업무 갈등과 감성지능의 상호작용 연구

This study investigates the moderating role of emotional intelligence (EI) in the spillover of task conflict into relationship conflict in subordinate-supervisor relationships. Grounded in the ability-based EI model, the research focuses on the emotion management ability of subordinates. Data were collected from 113 employees through an online survey, followed by hierarchical regression analysis. Findings revealed a significant negative relationship between EI and relationship conflict. Additionally, a significant positive link was observed between task conflict and relationship conflict. Emotional intelligence significantly moderates this relationship, with higher EI attenuating the spillover effect of task conflict on relationship conflict. In summary, employees with higher EI effectively manage interpersonal conflicts with their supervisors, fostering constructive interactions. Furthermore, subordinates’ EI acts as a buffering moderator, preventing task conflict from transforming into relationship conflict. This research offers practical implications and suggests avenues for future inquiry.

The Role of Emotional Intelligence in Effective Leadership and Its Impact on Team Performance: A Study of the University of Ibadan, Nigeria

This study aimed to investigate the impact of emotional intelligence on leadership effectiveness in the University of Ibadan, Nigeria. The emotional intelligence model used in this study consisted of four sub-variables: self-emotion appraisal, others emotion appraisal, regulation of emotions, and use of emotions. The study found that emotional intelligence has a strong positive and significant relationship with leadership effectiveness. The results of the regression analysis showed that emotional intelligence positively relates to leadership effectiveness. The study concluded that emotional intelligence is an indicator of leadership effectiveness, and employees in the University of Ibadan, Nigeria are emotionally intelligent. Self-emotion appraisal and use of emotion were the most emotional intelligence factors impacting leadership effectiveness in the organization. On the other hand, emotion regulation seemed to be difficult to control, thus it’s the least factor in affecting leaders' effectiveness. The findings further show that use of emotion accounts for more of the variance in leadership effectiveness.

EMPLOYEES' EMOTIONAL INTELLIGENCE AND OCCUPATIONAL STRESS DURING THE COVID-19 PANDEMIC

This research aimed to determine the relationship between employees' emotional intelligence and occupational stress during the COVID-19 pandemic. Emotional intelligence is vital for an employee to manage emotions, make decisions, and manage stress at work. The sampling technique in this research was Non-Probability Sampling with the Accidental Sampling type. The research respondents consisted of 191 people with the criteria of employees who have worked for at least one year and were 21 years old and above. The scale used in this research was the emotional intelligence scale developed by Khalili (2011) based on Goleman's refinement model of emotional intelligence and the occupational stress scale developed by Shukla and Srivastra (2016), The New Job Stress Scale. The results showed a significant negative relationship between emotional intelligence and occupational stress. Furthermore, it can be interpreted that the higher the emotional intelligence, the lower the occupational stress on employees. Conversely, the lower the emotional intelligence, the higher the occupational stress on employees.

Bridging the gap: Using robotics to enhance emotional and social learning in K-12 education

This research explores the integration of robotics into K-12 education to enhance emotional and social learning (ESL). The theoretical framework draws from constructivism, social learning theory, experiential learning, socio-cultural theory, and emotional intelligence models. Implementation strategies include curriculum design, teacher training, student engagement, and ethical considerations. Challenges encompass ethical dilemmas, access disparities, and socio-cultural sensitivity. The future of robotics in education involves technological advances, global collaboration, and adaptive learning environments. The conclusion emphasizes the transformative potential of robotics in cultivating well-rounded individuals with technical proficiency and heightened socio-emotional skills. As the educational landscape evolves, the integration of robotics emerges as a dynamic force shaping a generation prepared for the complexities of the 21st century.

Retraction notice: A bitter pill to swallow: the model of despotic leadership, bullying behavior, emotional intelligence and well-being

Retraction notice: A bitter pill to swallow: the model of despotic leadership, bullying behavior, emotional intelligence and well-being

The influence of Emotional Intelligence in the choice of conflict resolution strategy

The purpose of this article is to examine the need for emotional intelligence (EI) in conflict resolution and workplace. Based on the review of emotional intelligence models, we aimed to comprehend the ability to resolve the effect of conflict and the process of regulation and processing of conflicts. Data were collected from a total of 280 university employees through Emotional Quotient Inventory (EQ-i 2.0) and Thomas-Kilmann Conflict Mode Instrument (TKI). The results showed that the categories most frequently used by the participants were 'Accommodation’, ‘Avoidance' and 'Compromise'. Women are among those who have used this kind of conflict resolution most. Additional results revealed significantly higher EI levels in females, a positive relationship between emotional intelligence and social intelligence, positive emotional intelligence in the Social Sciences department, and the significant impact of emotional intelligence on conflict resolution styles.The present article reported the impact of emotional intelligence on conflict resolution models, including the role of administrative staff in the Albanian context.

EEMOTIONAL INTELLIGENCE IN GAME ELEMENTS FOR FORMING HIGHER FEELINGS IN ACTIVE AND DEEPER LEARNING

This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.