Model Of Emotional Intelligence Research Articles

SLR of Emotional Intelligence Models and Future Research Agenda

SLR of Emotional Intelligence Models and Future Research Agenda

Models of Emotional Intelligence in Research and Education

The emotional intelligence models have helped to develop different tools for construct assessment. Each theoretical paradigm conceptualizes emotional intelligence from one of two perspectives: ability or mixed model. Ability models consider emotional intelligence as a pure form of mental ability and therefore as pure intelligence. Mixed models of emotional intelligence combine mental capacity with personality traits. The trait models of emotional intelligence refer to the individual perceptions of their own emotional abilities. Cognitive learning involves placing new information into existing frameworks and modes of understanding.

Sensing Users Emotional Intelligence in Social Networks

In this age of constant digital communication and social interaction, people are paying a lot of attention to how users' emotional intelligence affects their interactions and well-being on social networks. This research investigates the application of information systems and telecommunications technologies in the detection and analysis of users' emotional intelligence within the realm of social networks. The concept of emotional intelligence, which involves the capacity to notice, comprehend, regulate, and use emotions in a proficient manner, has significant importance in influencing encounters and relationships in the online domain. This article explores potential models of emotional intelligence based on sentiment analysis of social network data. Self-awareness, self-regulation, intrinsic motivation, and interpersonal connections are based on four principles. These four-dimensional models aggregate four numerical indicators to quantify emotional quotient. This study uses Twitter, a popular social network, to predict emotional intelligence in individuals or groups. This finding assesses users' emotional intelligence using four variables and shows their positive, negative, and neutral sentiments. The program we are developing is based on uploading Twitter datasets and forecasting emotional intelligence using algorithms and tools based on tweets, retweets, and followers, among other scenarios. The four dimensions allow us to feel emotions. Twitter datasets are in text files with JSON data.

Presenting an Emotional Intelligence Model Based on the Psychological Characteristics of AJA Employees

Presenting an Emotional Intelligence Model Based on the Psychological Characteristics of AJA Employees

DEVELOPMENT OF EMOTIONAL INTELLIGENCE SCALE FOR PROSPECTIVE TEACHERS

Over the decades, it has been assumed that emotional intelligence plays an important role in getting success in human life. Many researches proved and justified that emotional intelligence has remained a significant relationship to behavioural aspects of teachers as well as prospective teachers. Measurement of EI can best be understood in the light of the pioneering works of the EI model. There are three basic models of emotional intelligence as: the Mayer Model, Bar-On Model and Goleman Model. The relationship between teaching and emotional intelligence and lack of any EI measuring tools for prospective teachers necessitated the development of EI scale. So, the objective of the paper was to develop an EI scale for prospective teachers. Study considered common subscales of Goleman’s, Bar-On’s model and teachers’ quality for generating its EI construct (with 9 sub-scale). Researchers studied definitions of each of the dimensions and created 184 concerned items which were finally reduced to 50 items in final draft. In the first phase, drafts of the scale were administered on 200 prospective teachers and in the final phase 100 prospective teachers of eastern Uttar Pradesh were participated in the study. Content validity (CVR>=0.8), inter-rater reliability (0.788 substantial Fleiss’ kappa reliability) and Construct validity (using CFA where CFI & RMSEA were found 0.957 and 0.048 as acceptable fit) were established. Reliability analysis was done using Cronbach’s alpha (0.926) and split-half reliability (0.843) index. Norms were set as above average EI having score higher than 215.7, below average EI having score lower than 177.05 and average EI having score in between 215.7 and 177.05.

Effect of mindfulness on online impulse buying: Moderated mediation model of problematic internet use and emotional intelligence.

Online impulse buying behavior is an unplanned urge to buy a product or service in an online setting and it has several negative consequences for customers, such as guilt and financial distress, and e-commerce firms, such as higher returns and customer complaints. Evidently, it is important to examine the various psychological processes which may assist in a better understanding, therefore addressing the high prevalence of online impulse buying. This study builds upon self-regulation theory to explore how mindfulness influences online impulse buying, and examines problematic internet use as a mediator in the relationship between mindfulness and online impulse buying. Further, this study investigates how emotional intelligence as a moderator plays the role of a suppressant on the adverse impact of problematic Internet use which fuels online impulse buying. A total of 598 individuals working with various servicebased industries responded to the questionnaire. Multiple regression and moderated mediation analysis was used using SPSS and AMOS for analyzing the data. Problematic internet use mediates the relationship between mindfulness and online impulse buying behavior. Emotional intelligence negatively moderates the relationship between problematic internet use and online impulse buying behavior. This study findings outlined the inverse relationship of mindfulness & online impulse buying, along with the mediating effect of problematic internet use between mindfulness and online impulse buying. Further, this study showed how emotional intelligence played an important role as a moderator by suppressing the adverse impact of problematic Internet use and preventing online impulse buying. The study offers implications to online marketers in regulating the unplanned purchase process-while minimizing uninhibited buying behavior that leads to regret, and the subsequent intention to return products. Further, social and theoretical implications are discussed.

Emotional Intelligence: Emotional Expression and Emotional Regulation for Intrinsic and Extrinsic Emotional Satisfaction.

Theorists have constructed emotional intelligence differently, based on which the literature reveals different diversified scales to measure emotional intelligence. These scales are quite lengthy to respond and have been criticized for producing varying results. The current paper projects the findings of 3 consecutive studies carried out to summarize and simplify the existing models of emotional intelligence and to produce a brief measure in this regard. Based on the review of the earlier models of emotional intelligence, emotional intelligence was comprehended as an "ability to express and regulate emotions for intrinsic and extrinsic emotional satisfaction". "Emotional Intelligence Scale (EIS)", comprising 12 items in English, was developed and validated through principal component analysis, exploratory factor analysis, and confirmatory factor analysis through a series of 3 consecutive studies which involved 1894 participants from Pakistan. The validity of EIS was tested step by step for its face, content, factorial, convergent, and discriminant validity. The reliability was measured through internal consistency and item-total and item-scale correlations. EIS was revealed to be a valid and reliable scale to measure emotional intelligence through 4 core factors, ie, emotional expression, emotional regulation, intrinsic emotional satisfaction, and extrinsic emotional satisfaction. The additional findings revealed significantly higher levels of emotional intelligence among men as compared to women; significantly positive correlation of emotional intelligence with social intelligence, positive emotional effects, age, and education; and a significantly inverse correlation between emotional intelligence and the negative emotional effects. The current paper reported the development and validation of a new scale on emotional intelligence by comprehending and summarizing the earlier models of emotional intelligence.

"Theories - models of emotional intelligence"

Emotional Intelligence (EQ) is important in achieving the goals: personal and social of each person in synergy with general intelligence ( IQ). In this work, the prevailing models of theories and evaluation of S.N are presented, and the role of ICTs in the application of their evaluation tools.

The Relationship Between Emotional Intelligence and Clinical Success at the Completion of One Year of Courses for Diagnostic Medical Sonography or Radiography Students

Objective: Since most health care programs have competitive entry and selective admission procedures, it is essential for colleges to select proper admissions tools to ensure student success in the health care programs. The purpose of the study was to determine what relationship exists between emotional intelligence (EI) and clinical success for diagnostic medical sonography (DMS) or radiography (RT) students. The main goal of this work was to explore if an EI model such as the Trait Emotional Intelligence Questionnaire (TEIQue) can be potentially used as one of the criteria in the admission selection process for DMS and RT programs in the future. Materials and Methods: The participants of this study were 26 imaging students. The convenient sample included 10 DMS and 16 RT students, enrolled in an Associate Degree in Applied Sciences program, within a community college. The study was conducted by administering the TEIQue questionnaire that collected EI data and demographic data of the participants in both programs. These data were gathered at the beginning of each respective program and 1 calendar year later. The clinical student success was examined over a period of 2 clinical semesters. Results: The analysis of the findings determined that a significant relationship existed between all EI variables such a global EI, 4 factors and 3 subscales of trait EI for both groups of students. The findings of this study did not show a significant relationship between clinical success and global EI as well as 3 subscales of trait EI for DMS or RT students. Nevertheless, a statistically significant increase was observed among 1 of the 4 EI factors, well-being, among RT students. Interestingly, DMS students did not show the same outcome. Conclusion: The results of this study provide limited empirical evidence that a strong relationship may exist between 1 of the 4 trait EI factors, well-being, among RT students and clinical success in this RT student cohort. This is an important finding that may support the use of the TEIQue questionnaire, as part of the admissions process for other RT programs. The DMS students did not exhibit the same results. However, the findings with the RT students demonstrate the need for further research.

Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers

Emotional intelligence is a key social skill for teachers. The teaching profession requires programmes that are geared towards emotional education that will enable teachers to develop emotional intelligence in order to foster their general well-being. The aims of this paper were: firstly, to test the effectiveness of the programme in emotional education implemented through group segmentation based on teachers' sociodemographic and work profile factors, and secondly, to ascertain whether there were any significant differences in the factors that make up the model of emotional intelligence with regard to the sociodemographic and work variables of teachers in the experimental group in a pre-post analysis study. The design of the research was experimental. The sample was made up of 351 infant and primary education teachers, 190 in the experimental group and 161 in the control group. We used the Trait Meta-Mood Scale-24 together with a questionnaire to define teachers' sociodemographic and work profiles. Implementing the emotional education programme led to significant differences in the three factors of emotional intelligence (perception, understanding and emotional regulation) depending on the sociodemographic and work profile of the teachers in the experimental group. Applying segmentation allows us to conclude that intervention programmes should be adapted to the sociodemographic and work profile of the participant group. When designing programmes, the method considered should be active, participative, flexible and focused on the teachers' own experience.

Aligning Leadership Education: Linking Interpersonal Skills Development to Business Needs

A disconnect has long existed between what is typically taught in management education programs and what real-world organizations seek in their leadership candidates, particularly regarding interpersonal skills. Primary complaints from the business community revolve around issues of curriculum relevance and delivery methodologies that do not facilitate the transfer of skills learned in the classroom to the workplace. A review of the literature yields very few examples of business programs that have added courses, or topics within existing courses, that address interpersonal skills. We describe a graduate-level course designed to intentionally develop interpersonal skills to meet the needs of local hiring managers, maximize organizational outcomes, and enhance leaders’ career opportunities. The course is delivered via active, experiential instructional methodologies to facilitate the transfer of new knowledge and skills to the workplace. A pre- and post-test comparison of students’ results on a competency-based behavioral model of emotional intelligence showed an increase in students’ scores, indicating that the course has been effective in developing students’ practical interpersonal skills. This article describes the fundamental design and delivery elements of this successful leadership course that can be replicated and implemented at other universities to more effectively align what students learn with what organizations need.

EMOTIONAL INTELLIGENCE: FORMATION AND DEVELOPMENT OF THE CONCEPT IN FOREIGN STUDIES

The article reflects the history of the development of the phenomenon of "emotional intelligence", analyzes the different views of foreign psychologists on the corresponding issue. The prerequisites for the emergence and formation of this scientific concept are shown. It was found that the problem of emotional intelligence is relatively new in psychological science. It appeared in the works of American researchers in the context of developing the problem of social intelligence. The innovative theory of G. Gardner about the plurality of intelligence, which led to the appearance of numerous studies of emotional intelligence, had a significant impact on the formation of the concept. The first theoretical concept of emotional intelligence is associated with the names of the American scientists J. Mayer and P. Salovey, who first used this term and described the structure of this concept. As for today, in modern psychological science the following models of emotional intelligence have become the most widespread: the model of emotional-intellectual abilities by J. Mayer, P. Selovey and D. Caruso; emotional competence model of D Goleman; non-cognitive model of R. Bar-On. Despite the differences in the definition of the concept and its content structure, all scientists are inclined to the opinion that emotional intelligence is an important integral personal formation of an individual, which is realized in their abilities to understand their own and other people's emotions and, thanks to the received information, to effectively interact with the surrounding people and achieve success in personal and professional spheres of life. Also, the researchers, through experimental work, proved the possibility of forming and developing this personality trait. The results of a short analytical review of foreign psychological research are valuable, as they form a scientific basis for researching the emotional intelligence of future primary school teachers as an individually personal and professionally significant quality, which is determined by the requirements of the profession. The article outlines the prospects for further investigations focused on studying the theoretical and empirical foundations of emotional intelligence of future primary school specialists at the stage of their professional formation.

Strategies Used to Teach Soft Skills in Undergraduate Nursing Education: A Scoping Review.

The world is entering an era that necessitates the deployment of new skills, specifically soft skills. Although teaching these skills is difficult because they involve fewer measurable elements, it is essential to rethink their integration into nursing education programs through innovative learning strategies. This scoping review aimed to map the soft skill learning strategies implemented by nursing schools to incorporate these skills into nursing programs. Studies from 2010 to 2020 were retrieved from four major scientific databases: PUBMED, SCOPUS, SCIENCDIRECT, and WEB OF SCIENCE. Relevant to the present review were twelve studies that met the established inclusion criteria. Simulation-based learning strategies (n=5), educational camp program on soft skills (n=1), emotional intelligence model (n=1), educational escape room learning strategy (n=1), blended learning pedagogical tool (n=1), debating as a learning strategy (n=1), action learning (n=1), and a course on grooming and etiquette (n=1) were identified. Through data charting, twenty soft skills were identified. Communication, teamwork, critical thinking, confidence, and situational awareness were the top five developed by the implemented strategies. Teaching soft skills through practice has been shown to be effective in nursing education. This review can serve as a guide for nurse educators to conduct targeted soft skills training. However, developing a specific, unified framework for effectively integrating soft skills is essential, with ongoing assessment to support their successful implementation.

Analyzing the Influence of Emotional Intelligence on Investor Behavior in Developing Regions: A PRISMA Systematic Review

This article aims to systematically review studies analyzing the influence of emotional intelligence (EI) on investor behaviors in developing countries (as defined by the United Nations Development Program) using PRISMA. In developing nations, the lack of investigation in this area is prevalent and nonexistent in some nations. Methods: EI and investor behavior-related papers in English were selected from ProQuest, EBSCO, and Google Scholar database searches in developing countries. Results: The review included 19 studies covering eight developing countries, extending the conclusion of a positive correlation between EI and investment decisions in growing regions. However, inconsistencies and gaps exist in the EI model adoption and investor behaviors. Evidence Limitation/Implications: Limitations include the need for extended EI and investor behavior dimensions and more geographic coverage. Important implication highlights include how EI helps investors enhance investment decision-making. Originality/value: This unprecedented PRISMA review of a comprehensive set of literature on the influence of EI on investor behavior in developing countries extends the current evidence base in this area.

A experiência de se elaborar uma tecnologia cuidativo-educacional à luz da Teoria das Transições

Objetivo: relatar a experiência da primeira fase da elaboração de uma tecnologia cuidativo-educacional (TCE)para a promoção da saúde mental infantil. Método: relato de experiência,sobre a primeira fase da elaboração de um manual à luz da Teoria das Transições de Meleis e do Modelo de Inteligência Emocional de Goleman. Resultados: o manual foi elaborado considerando a infância como um período de natureza desenvolvimental, tendo comofacilitadores a escola e as características emocionais positivas da criança, podendo ser inibida por fatores relacionados ao contexto social negativo. Em relação ao padrão de resposta, obteve-se um padrão de resposta emocional positivo da criança, por meio da promoção da saúde mental, a partir do fortalecimento das competências emocionais das crianças. Conclusão: a escolha da Teoria promove a comunicação de forma efetiva e a utilização do Modelo de Inteligência Emocional de Goleman possibilita que a TCE obtenha compreensão, multiplicação e execução.

Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents.

Emotional intelligence (EI) is a psychological protective factor that can improve subjective well-being (WB) in adolescents. This study aims to establish the overall relationship between different EI models (performance-based ability model, self-report ability model, and self-report mixed model) and subjective WB in adolescents, analyze the affective WB and cognitive WB components, and examine the moderating effect of EI models on both types of subjective WB. We searched PsycINFO and WOS databases. Eligible studies reported an association between EI and subjective WB in adolescents aged 10-19 years using instruments that directly measure subjective WB. In addition, two meta-analyses were conducted, one for the relationship between EI and affective WB and the other for EI and cognitive WB. A total of 41 studies were included, of which 37 were pooled in the meta-analyses. We found a significant positive relationship between EI and affective WB (estimated effect size = 0.35) and between EI and cognitive WB (estimated effect size = 0.27). Regarding EI models, self-report ability showed an estimated effect size of 0.33 for affective WB and 0.27 for cognitive WB. For the self-report mixed model, we obtained an estimated effect size of 0.42 for affective WB and 0.37 for cognitive WB. Establishing a quantitative relationship between EI and subjective WB makes it possible to implement clinical and educational prevention measures. Introducing EI training in educational and clinical settings can increase subjective WB, significantly impacting the prevention of emotional disorders in adolescents.

The Relationship between Social Competence and Emotional Intelligence among Teachers of Resource Rooms for Learning Disabilities in Amman Governorate

<p style="text-align: justify;">The present study aims at identifying the relationship between social competence and the level of emotional intelligence among teachers of resource rooms for learning disabilities in Amman. The study population consisted of various educational directorates within the capital Amman governorate. They were 212 teachers – 31 males and 181 females. The sample of the study consisted of randomly chosen 60 teachers – 15 males and 45 females. They were tested first with Bar-On Model of Social and Emotional Intelligence, which is a sixty-paragraph self-assessment scale consisting of six aspects: social competence, personal competence, adaptability, stress management, general mood and positive impression. A researcher-designed social competence scale was also employed for teachers of resource rooms with learning disabilities in regular schools, which consisted of six aspects of social skills: expression of emotions, non-verbal communication, conversation, friendship, listening and participation. It has been found that there is a statistically significant positive relationship between the level of emotional intelligence and social competence in the sample of the study. In addition, there is a statistically significant relationship between the level of emotional intelligence and social competence among members of the sample due to the sex variable in favour of females.</p>

Emotional Intelligence Not Only Can Make Us Feel Negative, but Can Provide Cognitive Resources to Regulate It Effectively: An fMRI Study.

Neuroscientists have formulated the model of emotional intelligence (EI) based on brain imaging findings of individual differences in EI. The main objective of our study was to operationalize the advantage of high EI individuals in emotional information processing and regulation both at behavioral and neural levels of investigation. We used a self-report measure and a cognitive reappraisal task to demonstrate the role of EI in emotional perception and regulation. Participants saw pictures with negative or neutral captions and shifted (reappraised) from negative context to neutral while we registered brain activation. Behavioral results showed that higher EI participants reported more unpleasant emotions. The Utilization of emotions scores negatively correlated with the valence ratings and the subjective difficulty of reappraisal. In the negative condition, we found activation in hippocampus (HC), parahippocampal gyrus, cingulate cortex, insula and superior temporal lobe. In the neutral context, we found elevated activation in vision-related areas and HC. During reappraisal (negative-neutral) condition, we found activation in the medial frontal gyrus, temporal areas, vision-related regions and in cingulate gyrus. We conclude that higher EI is associated with intensive affective experiences even if emotions are unpleasant. Strong skills in utilizing emotions enable one not to repress negative feelings but to use them as source of information. High EI individuals use effective cognitive processes such as directing attention to relevant details; have advantages in allocation of cognitive resources, in conceptualization of emotional scenes and in building emotional memories; they use visual cues, imagination and executive functions to regulate negative emotions effectively.

Opening up to innovation: emotional intelligence as an intrapersonal resource

PurposeThere is no innovation without ideas. More than ever before, these ideas are increasingly difficult to express in a changing environment ripe with emotions. Today's organizations need to understand why their employees may or may not develop, voice and implement innovative ideas in the face of this emotional tension. Current literature focuses on external factors that empower employees to innovate. This research attempts to shift the focus to the individual by investigating the relationship between emotional intelligence, openness to experience and innovation voicing behavior.Design/methodology/approachThis study employs a quantitative survey among 288 US-based workers to test a mediated model of emotional intelligence, openness to experience and innovation-focused promotive voice. The authors assessed both the measurement and structural models through partial least squares structural equation modeling (PLS-SEM), while controlling for a range of variables with the potential to confound construct measurements.FindingsThe findings validated the positive effect of emotional intelligence on openness to experience, while also finding a significant impact of openness to experience on innovation-focused promotive voice. More importantly, evidence suggests that openness to experience mediates the relationship between emotional intelligence and innovation focused promotive voice.Originality/valueThese findings shed new light on why employees might start the innovation process by developing and, ultimately, voicing innovative ideas. Further, this new insight focuses on the impact of intrapersonal factors as it relates to innovation and attempts to fill a gap in what is known about innovative behavior.

Emotional Intelligence and Well-being in Adolescents: a Systematic Review and Meta-analysis

IntroductionAdolescent´s subjective well-being (SWB) can be improved through the training of emotional intelligence (EI).ObjectivesThe goal of this study is to determine the general link between EI and SWB in adolescents, to analyze the affective (AWB) and cognitive components (CWB) of SWB, and to investigate the moderating effect of EI models on both types of SWB.MethodsWe searched PsycINFO and WOS from inception to December 2020. Eligible studies reported an association between EI and SWB in adolescents aged from 10 to 19 years using instruments that directly measure SWB. Two meta-analyses were conducted, one for the relationship between EI and AWB and the other for EI and CWB.ResultsA total of 41 studies were included, of which 37 were pooled in the meta-analyses. We obtained a significant positive relationship between EI and AWB (estimated effect size = 0.35) and between EI and CWB (0.29). Concerning EI models, self-report ability showed an estimated effect size of 0.33 for AWB and 0.28 for CWB. For the self-report mixed model, we found an estimated effect size of 0.42 for AWB and 0.38 for CWB.ConclusionsEstablishing a quantitative relationship between SWB and EI makes it possible to implement both clinical and educational prevention measures. Introducing EI training in educational and clinical settings can increase SWB, which could significantly impact the prevention of emotional disorders in adolescents.DisclosureNo significant relationships.