Schutte Emotional Intelligence Scale Research Articles

Evaluatıon of Care Load and Emotıonal Intellıgence Level of Care for Cancer Patıents

Objective: This research is a cross-sectional study sesigned to evaluate the caregiving burden and emotional intelligence level of individuals caring for cancer patients. Materials-methods: The research was carried out between 01.11.2017-31.12.2018 in Medical Oncology, Hematology clinic and polyclinics. The sample of the study consisted of 238 caregivers over the age of 18 who could read and write in Turkish, , and volunteered to participate in the study. Research data were collected using personal data collection form, Schutte Emotional Intelligence Scale and Zarit Care Burden Scale. Research data were analyzed with Spearman Correlation analysis, Kruskal Wallis Test, Dunn's Test and Mann Whitney U tests. Results: In the study, 63% of the caregivers were female, 40.3% were between the ages of 20-40, most of them are high school graduates (30.7%) and married (64.3%). The total median point of caregivers care burden interview is 44.97 (21.00-82.00) and the total median point of the emotional intelligence scale is 160.49±16,181. The median score of caregivers' burden of care, according to education level, family type, income status, place of residence and treatment applied to the patient; Emotional intelligence total median score differs statistically significantly according to education level and place of residence (p<0.05). In the study, a weak positive correlation was found between the caregiving burden median score and the emotional intelligence median scores (r=0.240; p<0.005). Conclusion: In this study, moderate caregiving burden was determined in caregivers of cancer patients. It was determined that the caregiver burden and emotional intelligence level of caregivers were affected by some socio-demographic factors, and as the level of emotional intelligence increased, the burden of care increased.

The Predictive Power of the Problem-Solving and Emotional Intelligence Levels of Prospective Teachers on Their Self-Directed Learning Skills

This study aims to determine the predictive power of the problem-solving and emotional intelligence levels of prospective teachers on their self-directed learning skills. This is a descriptive study with a relational screening model. The sample of the study consisted of 476 prospective teachers studying at the Faculty of Education and Sports Sciences at Yozgat Bozok University. “Self-Directed Learning Skills Scale” developed by Aşkın (2015), “the Problem-Solving Inventory” developed by Heppner and Peterson (1982) and adapted into Turkish by Şahin, Şahin, and Heppner (1993), and the “Schutte Emotional Intelligence Scale” prepared by Schutte, et al. (1998), revised by Austin, Saklofske, Huang and McKenney (2004), and adapted into Turkish by Tatar, Tok, and Saltukoğlu (2011) were used to answer research questions. In data analysis, descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis were used according to the normality test results. It was found that the self-directed learning skill levels of the participants was high, there was a significant relationship between their levels of self-directed learning and their emotional intelligence and problem-solving levels, and problem-solving and emotional intelligence together explained 25% of the total variance in self-directed learning skills. Based on these findings, recommendations were offered, especially in educational environments, to carry out activities that support problem-solving skills and emotional intelligence, thus supporting self-directed learning.

Relationship Between Nurses' Compassion Level and Emotional Intelligence During the COVID-19 Pandemic: Case of City Hospitals.

Purpose: The purpose of this descriptive study is to determine the relationship between nurses' compassion level and emotional intelligence during the COVID-19 pandemic. Methods: A cross-sectional design was used to collect data from a sample of 218 nurses who volunteered to participate. Data were collected using the descriptive information form, the compassion scale (CS), and the revised Schutte emotional intelligence scale (RSEIS). Findings: The nurses' total CS score was 97.51 ± 1, and their total RSEIS score was 152.1 ± 14.8. In our study, a moderate, positive, and significant relationship was found between nurses' compassion level and emotional intelligence levels. Conclusions: It was determined that nurses within the scope of the study had a high level of compassion and a medium-high level of emotional intelligence during the COVID-19 pandemic process. Initiatives should be planned to develop emotional intelligence, which helps to minimize the negative effects of the pandemic on nurses and prevent negative emotions.

A STUDY ON THE EFFECT OF RELİGİOUS EDUCATION RECEIVED BY DKAB TEACHERS ON EMOTIONAL INTELLIGENCE LEVELS (ISTANBUL ANATOLIAN SIDE EXAMPLE)

This study deals with the effects of the religious education that DKAB teachers receive and the religious understanding they develop in this direction on their emotional intelligence levels. The universe of this research, which was prepared according to the relational survey model, which is one of the survey models, is the religion lesson teachers working at the secondary school level. The sample set of the research consists of 122 female and 64 male religion teachers working in secondary schools. These teachers, who work in the Anatolian side of Istanbul, were determined by the convenient sampling method, which is one of the possible sampling methods. In the research, questionnaire technique was used in terms of ease of application and enabling to reach a wide range of teachers working in different districts. In this framework, the "Personal Information Form" was used to determine the demographic characteristics of the participants, and the "Schutte Emotional Intelligence Scale" was used to determine the emotional intelligence levels. As a result of the research, significant relationships were found between the religious education teachers received throughout their life and the understanding of religion they developed due to this education and their emotional intelligence levels. Emotional intelligence scores of the teachers showed significant differences in terms of educational status, level of religiosity and the variables of the teacher affected in the religious education process. There was no significant difference between the variables such as the place where most of the life was spent, the graduated high school, faculty and department, the time passed after graduation, being a hafiz, family attitude in performing religious rituals, and the emotional intelligence scores of the teachers.

THE EFFECT OF EMOTIONAL INTELLIGENCE AND ANXIETY ON IMPLEMENTATION OF TEAM RESOURCE MANAGEMENT: AN APPLICATION ON AVIATION SECTOR

The aim of this study is to examine the effects of emotional intelligence and anxiety on the implementation of team resource management. For this purpose, a survey was conducted with 465 cabin and cockpit personnel over the age of 18, who were reached by convenience sampling technique. The prepared form consists of four parts: Personal Information Form, Beck Anxiety Scale, Schutte Emotional Intelligence Scale and Team Resource Management Scale. The collected data were analyzed in the SPSS program. In addition, It has been determined that regulation of optimism / mood, which is the sub-dimension of emotional intelligence, changed according to the gender, age and roles of the participants; the use of emotions changed according to the gender and marital status of the participants; emotional intelligence changed according to the tasks of the participants; anxiety changed according to the gender, age and roles of the participants. Leadership, which is the sub-dimension of team resource management, changed according to the gender and marital status of the participants; communication changed according to the roles of the participants; stress and fatigue change according to the gender, age, education level of the participants and compliance with the rules changed according to the tasks of the participants.

Analysıs of Emotıonal Intellıgence and Personalıty Traıts of Students In Faculty of Sports Scıences

This study it was aimed to examine the emotional intelligence and personality traits of the students who study in different departments of the Faculty of Sport Sciences at Ege University and actively do sports in different sports branches. In total 549 students participated in the study voluntarily. To evaluate the variables of the study, the Schutte Emotional Intelligence Scale developed by Schutte et al. (1998) and adapted into Turkish by Tatar et al. (2011), and to evaluate personality traits, five-factor personality inventory developed by Somer, Tatar, and Korkmaz (2004) and whose short form was validated and reliable by Tatar (2005) were used. In this study, the data set was SPSS 22.0, and it was completed by using frequency tables, reliability analysis, independent sample t-test, one-way variance analysis, Tukey test, and correlation analysis in analyzes. There is both a significant (p<0.05) and an insignificant (p>0.05) difference between emotional intelligence and subscales of personality according to the department, type of education, average grade, class, gender, age and branches. There is no significant difference between emotional intelligence and personality (p> 0.05). They are independent of each other. As a result, as the concepts of emotional intelligence and personality affect individuals deeply, the main purpose of this study is to find the necessary information with the necessary studies to better understand the students in the sports science faculty. This study is to measure the emotional intelligence and personality traits of the students studying at the Faculty of Sport Sciences at Ege University and to examine the relationship between emotional intelligence and personality. We think that it is an important study as it will make a serious contribution to the studies by repeating similar studies and applying them to large sample groups in different fields in different universities and different branches.

Determinants of Perceived Stress in Adolescence: The Role of Personality Traits, Emotional Abilities, Trait Emotional Intelligence, Self-Efficacy, and Self-Esteem.

The aim of the current study was to examine the explanatory power of personality traits, emotional abilities, trait emotional intelligence, self-efficacy, and self-esteem in predicting perceived stress in adolescents. The data were collected from 406 high school students, aged 18-22 years (Mage = 18.47, SD = 0.64). Perceived stress was assessed with the 10-item Perceived Stress Scale (PSS-10). Personality traits were measured with the Eysenck Personality Short Scale (EPQ-R-S), emotional abilities were assessed with two performance tests, the Emotional Intelligence Scale – Faces (SIE-T), and the Emotion Understanding Test (TRE), and trait emotional intelligence was measured with a selfreport questionnaire (the Schutte Emotional Intelligence Scale, SEIS). The Generalized Self-Efficacy Scale (GSES) and the Rosenberg Self-Esteem Scale (RSES) were also used. Results indicate that the strongest determinant of perceived stress in adolescents was high neuroticism. Perceived stress was also determined by low self-efficacy and self-esteem, as well as high extraversion and psychoticism. Women reported higher perceived stress than men. There also were differences in the determinants of perceived stress between graduate and nongraduate students. The obtained results suggest that the development of high self-esteem and high self-efficacy may contribute to perceptions of lower stress in adolescents and may be especially valuable for neurotic individuals and for women, who are more exposed to stress.

Investigating Psychological Resilience in terms of Emotional Intelligence and Interpersonal Emotion Regulation

The aim of the study is to examine the relationship university students’ psychological resilience levels have with their emotional intelligence and interpersonal emotion regulation levels. The research has been designed using the relational scanning model. The study group of the research consists of 324 university students studying at a private university in Istanbul in the 2018-2019 academic year. The Revised Schutte Emotional Intelligence Scale, Brief Resilience Scale and Interpersonal Emotion Regulation Questionnaire have been used to obtain the data. As a result of the research, the psychological resilience levels of the university students who participated in the study have been determined to differ with respect to gender and their emotional intelligence and interpersonal emotion regulation levels to not differ. The sub-dimensions from the Interpersonal Emotion Regulation Questionnaire of social modeling and soothing and emotional intelligence have been found to be significantly associated with psychological resilience. Together emotional intelligence and soothing sub-dimension of interpersonal emotion regulation predict psychological resilience.

Müzik Öğretmeni Adaylarının Duygusal Zekâ ve Eleştirel Düşünme Eğilimlerinin İncelenmesi

Bu araştırmada, Müzik Eğitimi Anabilim Dalı öğrencilerinin duygusal zekâ (DZ) ve eleştirel düşünme eğilimleri (EDE) ile alt boyutları arasındaki ilişki incelenmiştir. Tarama modelli olan bu araştırma, 6 farklı üniversiteden rastgele seçilmiş Müzik Eğitimi Anabilim Dalı son sınıfta öğrenim gören toplam 204 öğrenci ile gerçekleşmiştir. Araştırmada DZ’ yi belirlemek amacıyla, Türkçeye uyarlamasını Saltukoğlu, Tatar ve Tok’un yaptığı 41 maddelik “Schutte Duygusal (Gözden Geçirilmiş) Zekâ Ölçeği”, EDE’ yi saptamak üzere, Türkçeye uyarlamasını Kökdemir’in yaptığı 51 maddelik “California Eleştirel Düşünme Eğilimi Ölçeği”, demografik özellikleri belirlemek üzere araştırmacı tarafından yapılan 10 maddelik “Kişisel Bilgi Formu” kullanılmıştır. Veri analizinde, frekans, yüzde dağılım, t-testi, Mann-Whitney U testi, post-hoc Scheffe testi, post-hoc Mann-Whitney U testi, Pearson Korelasyon Katsayısı değerleri alınmıştır. Elde edilen bulgulara göre, genel EDE düzeyi ile genel DZ düzeyi arasında “orta” güçlükte, anlamlı ve pozitif bir ilişki olduğu saptanmıştır. Müzik öğretmeni adaylarının, EDE düzeyleri ile ilgili demografik özelliklerinin öğrencilerin yaşı, mezun oldukları lise ve DZ ile ilgili bilgi düzeyi açısından anlamlı farklılaşmaya neden olduğu, cinsiyet açısından ise kısmen veya tamamen anlamlı bir farklılaşmaya neden olmadığı sonucuna ulaşılmıştır.

Öğretmen Adaylarının Duygusal Zekaları ile Demokratik Algı ve Tutumları Arasındaki İlişkinin İncelenmesi

Bu araştırmada öğretmen adaylarının duygusal zeka ile demokratik algı
 ve tutumlarının cinsiyet, okul türü ve anne-baba eğitim durumuna göre
 değerlendirilmesi ve öğretmen adaylarının duygusal zekaları ile demokratik algı
 ve tutumları arasındaki ilişkinin incelenmesi amaçlanmıştır. Betimsel nitelikte
 olan araştırmada tarama modellerinden ilişkisel tarama modeli kullanılmıştır.
 Araştırmanın çalışma grubunu 314 öğretmen adayı oluşturmaktadır. Araştırmanın
 verileri Tutkun ve Genç (2013) tarafından geliştirilen “Demokratik Algı ve
 Tutum Ölçeği” ile Tatar, Tok ve Saltukoğlu (2011) tarafından Türkçeye uyarlanan
 “Gözden Geçirilmiş Schutte Duygusal Zeka Ölçeği” ile toplanmıştır. Verilerin
 analizinde aritmetik ortalama, standart sapma gibi betimleyici istatistiklerin
 yanı sıra Mann Whitney U testi, Kruskall Wallis H testi ve korelasyon analizi
 kullanılmıştır. Araştırma sonucunda duygusal zeka ile demokratik algı ve
 tutumlar arasında pozitif yönde anlamlı bir ilişkinin bulunduğu tespit edilmiştir.
 Ayrıca öğretmen adaylarının duygusal zekalarının bölüm ve cinsiyete, demokratik
 algı ve tutumlarının ise mezun olunan lise türüne göre alt boyutlar açısından
 anlamlı biçimde farklılaştığı tespit edilmiştir. Araştırma bulguları literatür
 eşliğinde tartışılmıştır.

Authenticity Is Correlated With Mindfulness and Emotional Intelligence

Humanistic psychology has long been interested in authenticity. Carl Rogers proposed that authenticity leads to more fully functioning behavior. However, it is only in recent years that there has been empirical research into the correlates of authenticity. The aim was to test for association between authenticity and two individual difference factors of much contemporary interest—mindfulness and emotional intelligence. Participants were 197 adults recruited either through convenience sampling or an online survey. All completed the Authenticity Scale, the Schutte Emotional Intelligence Scale, the Kentucky Inventory of Mindfulness Skills, and the Balanced Inventory of Desirable Responding. Higher scores on authenticity were associated with higher scores on self-deceptive enhancement, mindfulness, and emotional intelligence. Regression analyses showed that authenticity, specifically the self-alienation subscale, was able to predict mindfulness, and the authentic living subscale was able to predict emotional intelligence, taking into account social desirability and self-deceptive effects. Further research is now needed into the association between authenticity and self-deception and the causal relationships of these variables with emotional intelligence, mindfulness, and other characteristics of the fully functioning person.

Do caregivers' personality and emotional intelligence modify their perception of relationship and communication with people with aphasia?

There is a wide agreement that family and friends of people with aphasia (PWA) can play a crucial role in the rehabilitation of interpersonal communication. Therefore, speech and language therapists (SLTs) should include family and friends in the process of therapy. However, little has been said about the role of caregivers of severely disabled PWA in the rehabilitation of communication functions. To examine how caregivers of severely disabled PWA perceive their relationship and communication with PWA, how they facilitate communication with PWA, and whether the caregiver's personality and emotional intelligence modify the abovementioned processes. The study involved 123 caregivers of severely disabled stroke survivors with aphasia. Participants took part in a structured interview based on a structured interview guide created for the purpose of this study. The standardized psychological questionnaires NEO Five-Factor Inventory (NEO-FFI) and Schutte Emotional Intelligence Scale (SEIS) were used. The caregiver's positive attitude towards the PWA correlated with the active facilitation of communication. The personality traits of caregivers and their level of emotional intelligence were associated with the tendency to use certain techniques to facilitate communication with PWA. Caregivers' positive attitude towards PWA is beneficial for the rehabilitation of communicative functions. Personality traits and emotional intelligence could modify the caregiver's strategy of coping with aphasia-related challenges and should be taken into consideration when providing support. What this paper adds What is already known on the subject Interpersonal communication must by definition involve at least two people. Therefore, there are a lot of approaches in SLT where support is given not only to the PWA but also to the communication partners. The most important group is significant others, which is usually understood as family members and friends. There is an increasing recognition that SLTs should include them in therapy. What this paper adds to existing knowledge For those PWA who need constant care, caregivers may have a significant influence on the quality of communication. Their positive attitude towards PWA corresponds with more active facilitation of communication and can make rehabilitation more efficacious. Caregivers should be educated on the cognitive and behavioural aspects of aphasia and encouraged to look actively for a PWA's positive characteristics. Caregivers' personality traits play a role in facilitating communication. For example, caregivers with high agreeableness are more likely to enjoy providing care, while those with higher conscientiousness declare using more techniques to facilitate communication with the PWA. What are the potential or actual clinical implications of this work? Caregivers' personality traits play a role in caring. Their positive attitude towards PWA corresponds to more active facilitation of communication, which can lead to more effective rehabilitation. This should be taken into account when training caregivers. Training programmes should include cognitive and behavioural aspects of aphasia as well as emphasize the need to maximize the PWA's abilities.

Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence

In the study, a 16-week SEM-SEL volleyball program was prepared using the Social-Emotional Learning Model (SEL) based on the Sport Education Model (SEM). The goal achievements of SEL are processed and awareness about the goal achievements is provided to the students in the SEM-SEL volleyball program each week. In the study, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week SEM-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Descriptive statistics and Two-way Covariance Analysis (ANCOVA) were used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups; that there was an increase in the emotional intelligence levels of the students in the experiment group and a decrease in the students in the control group. According to ANCOVA, SEI-S final-test total scores were found to have a significant difference in favor of the experimental group and no significant difference in the school type. Consequently, the 16-week SEM-SEL volleyball program was effective in increasing the emotional intelligence levels of the students. Furthermore, it was determined that SEM and SEL were compatible with each other and that SEL had positive results in the field of physical education and sports.

Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

Study on Emotional Intelligence Levels of Physical Education Teachers in Terms of Various Variables

For teaching profession, one of the important types of intelligence is emotional intelligence. Emotional intelligence levels of especially physical education teachers are expected to be high. The aim of this study is to examine emotional intelligence levels of physical education and sports teachers based on various variables. In this research, single screening model which is one of the General Survey models has been adopted. Population of the study consists of 320 Physical Education Teachers working in Ağrı in 2018-2019 academic years and its sample group consists of a total of 106 physical education teachers, of which 23 are female and 83 are male and who were selected from this population by random sampling method. “Personal Information Form” developed by researchers has been used in order to determine demographic characteristics of Physical Education Teachers, “Schutte Emotional Intelligence Scale” developed by Schutte et al. (1998) has been used in order to measure their emotional intelligence levels. According to findings, it has been seen that emotional intelligence levels of physical education teachers differentiate significantly in favor of physical education and sports teachers do not have administrative function in sub-dimension of utilizations of emotions according to administrative function variable. It has been determined that there is no significant difference between them according to gender, age and professional experience, education grade which is worked in, educational level, marital status, status of doing sports and smoking variables. Consequently, it is seen that emotional intelligence levels of physical education teachers are above medium level and there is no difference between them in terms of other variables except variable of having administrative function.

Psychometric Properties of Farsi Version of Trait Emotional Intelligence Questionnaire- Adolescent Short Form

Background: Emotional Intelligence (EI) is a kind of social intelligence and the main aspect of social maturity that improves the psychological health of adolescents. Based on the theory of Petrides, EI is made up of a distinctive series of traits and emotional self-perceptions related to the personality dimensions named trait emotional intelligence. Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF) is one of the few instruments for evaluating trait EI in adolescents. Objectives: This study aimed to examine the psychometric properties of TEIQue-ASF in Iranian adolescents. Methods: In this cross-sectional study, the sample consisted of 550 high school students who were selected through randomized cluster sampling from four high schools in Tehran. In addition to the TEIQue-ASF scale, we used the Schutte Emotional Intelligence Scale (SEIS) and the Junior Eysenck Personality Questionnaire (JEPQ) in this study. All analyses were carried out by IBM SPSS-22.0. Results: The results revealed high internal consistency (Cronbach’s α: 0.86, P < 0.001) and subscales of the TEIQue-ASF were significantly correlated with the subscales of SEIS (P < 0.05), psychoticism, neuroticism, and extraversion (P < 0.05). Factor analysis also verified the original four-factor structure (well-being, self-control, emotionality, and sociability). Conclusions: The Farsi version of TEIQue-ASF is a reliable and valid scale to assess the trait emotional intelligence of Iranian adolescents and may, therefore, be a considerable measure for assessing trait emotional intelligence in educational and clinical contexts among adolescents.

Association of demographic characteristics, emotional intelligence and academic self-efficacy among undergraduate students.

To investigate the association of emotional intelligence with academic self-efficacy and gender difference among undergraduate students. The survey-based study was conducted at the Institute of Clinical Psychology, University of Karachi, Karachi, from January 2016 to October 2017, and comprised undergraduate students of either gender aged 16-25 years from different academic institutions. Data was collected using a demographic form, Schutte Emotional Intelligence Scale and the Academic Self Efficacy Scale. Data scrutiny and scoring was done according to the relevant manuals, and analysis was done using SPSS 17. Of the 400 subjects, 206(51.5%) were females and 194(48.5%) were males. The overall mean age was 21.28±2.12 years. Emotion perception, emotion utilisation, manage emotion with self and with others were significant predictors of academic self-efficacy (p<0.05 each). Gender difference was significant on all variables (p<0.05). Emotional intelligence was found to play a significant role in promoting academic selfefficacy among undergraduate students.

Personality traits as a predictor of emotional intelligence among medical students.

INTRODUCTION:Emotional intelligence (EI) is the ability to understand and manage our own feelings and of others. It has emerged as one of the vital elements of success and interpersonal relations in everyday life. There are individual differences of EI depending on characteristics and behaviors of an individual, which determines their personality.AIMS AND OBJECTIVES:The present study assesses the EI and personality traits of medical students and determines the relationship of EI with personality traits of the medical students.MATERIALS AND METHODS:This was a cross-sectional study and was conducted among students of a government medical college, located in New Delhi. A total of 210 participants were included in the study. After obtaining written informed consent from all participants, a questionnaire consisting of demographic information, Ten-Item Personality Inventory and Schutte EI Scale, was administered. The means and proportions were calculated. Chi-square test and Pearson's correlation test were used to test significance. P < 0.05 was considered statistically significant.RESULTS:The mean (standard deviation) age of the study participants was 21.54 (±1.98) years. The majority (65.7%) of the students were male. 51% of the students had moderate EI, and high EI was seen in 49% of the students. A positive and significant relationship between personality traits and EI was found in the study.CONCLUSION:Personality traits and EI are related to one another and could influence student academic achievement. Since EI influences academic performance so personality trait assessment and empathic perceptions exploration can facilitate to aid the academic performance of the students.

Investigation of Aggression and Emotional Intelligence Characteristics of the Students from Faculty of Sport Sciences and State Conservatory of Turkish Music

This study was performed to investigate the characteristics of emotional intelligence and aggression between the students from Ege University Faculty of Sport Sciences and the students from the State Conservatory of Turkish Music. A total of 211 people (top-tier athletes and top-tier artists from Ege University) were selected for the study. Questionnaire method was used in the study. To evaluate the variables of the study, the revised Schutte Emotional Intelligence Scale that was adapted to Turkish by Tatar, Tok, and Saltukoğlu which consists of 41 items and the “Inventory of Aggression” that was developed by İpek İlter (Kiper) which consists of 30 items was used. In this study, the data set was analyzed in the package program SPSS 22.0 and the study was done using frequency tables, reliability analysis, unpaired t-test, one-way analysis of variance, Tukey’s test, and correlation analysis in the analyses. As a result, while a significant positive relationship between the emotional intelligence and the destructive and passive aggression was found (p0.05). We think that this is an important study because it helps us to be informed about the emotional intelligence and the aggression characteristics of the conservatory and sports sciences students and to make a serious contribution to the studies by conducting similar researches with different sample groups in different fields and different branches in different universities.

The Analysing of the Emotional Intelligence Scores of the Special Education Teacher Candidates for the Predictor of Multiple Intelligences Areas

&lt;p style="text-align:justify"&gt;This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.&lt;/p&gt;