Self-Report Emotional Intelligence Test Research Articles

Exploring the Interplay of Emotional Intelligence and Conflict Resolution Approaches in the IT Industry Workplace

This study investigated the relationship between emotional intelligence (EI) and conflict resolution styles among IT professionals, while also exploring potential gender differences in these factors. A correlational design was employed with 200 participants aged 25-35 working in the IT sector in India. The Schutte Self-Report Emotional Intelligence Test was used to test emotional intelligence, and a questionnaire was used to examine conflict resolution styles. The results revealed a significant negative correlation between EI and conflict resolution scores, indicating that higher EI was associated with lower conflict resolution scores. No significant gender differences were found in either EI or conflict resolution styles. These insights have implications for training programs and organizational practices aimed at fostering positive work environments and effective conflict resolution strategies in the IT industry.

Factors Related to Maternal-fetal Attachment in Pregnant Mothers: An Analytical Cross-sectional Study

Aim:: The study investigated the relationship between Determining the Factors Related to Maternal-Fetal Attachment in Pregnant Mothers with Maternal-Fetal Attachment. Background:: Demographic policies in Iran emphasize population, fertility, and maternal health. Maternal-fetal attachment (MFA) is a term used to describe conditions that help the mother cope with the physiological changes during pregnancy. MFA contributes significantly to the future health of mother and child. Thus, it is essential to identify the nature of maternal-fetal attachment during pregnancy, when women need to prepare for and adapt to childbirth. The present study was conducted to determine the factors related to maternal-fetal attachment in pregnant mothers of Arak City. Objectives:: The study investigated the relationship between obstetric-demographic factors, emotional intelligence, marital satisfaction, and domestic violence with maternal-fetal attachment. Methods:: The present cross-sectional study was conducted on 177 pregnant mothers with a gestational age of 37-40 who were referred to health centers in Arak, Iran, for pregnancy care in 2022. Five questionnaires, including an obstetric-demographic questionnaire, Cranley's Standard Mother-Fetal Attachment Scale, Schutte Self-Report Emotional Intelligence Test, ENRICH marital satisfaction scale, and HITS domestic violence questionnaire, were used to measure the factors related to maternal-fetal attachment. Data were analyzed using SPSS21 software and descriptive and analytical statistics, including frequency distribution, Pearson correlation, t-test, Chi-square, Analysis of variance (ANOVA), and Multiple Logistic Regression model. Results:: The mean of age women and age of husbands was 29.07± 5.88 years and 32.93± 5.28 years, respectively. The mean maternal-fetal attachment score was 88.12± 15.76. The mean of the emotional intelligence, the marital satisfaction and, the domestic violence was 4.71± 2.81, 121.88± 17.30, 37.86± 7.25, 6.54± 3.35, respectively. The interval between the current and the previous pregnancy had a range of 1-7 years and a mean of 4.71± 2.8 years. There was a positive significant correlation between the maternal-fetal attachment score and the interval between the current and the previous pregnancy (r=0.22, p=0.02), There was a positive significant correlation between the maternal-fetal attachment score and the emotional intelligence (r=0.31, p=0.001) the marital satisfaction (r=0.25, P=0.001). There was a negative significant correlation between the maternal-fetal attachment score and the domestic violence (r=-0.26, p=0.001 Conclusion:: Identifying attachment-related factors helps the health staff carry out the necessary training and preventive measures to increase maternal-fetal attachment, especially in high-risk parents who need more care.

All You Need is Music: Supporting Medical Students' Emotional Development with a Music-Based Pedagogy.

Although the practice of medicine is often emotionally challenging, medical curricula seldom systematically address the emotional development of medical students. To fill this gap, the authors developed and evaluated an innovative pedagogical activity based on music to nurture medical students' emotional development. The authors believe that the metaphoric nature of music offers an efficient venue for exploring emotion perception, expression, and regulation. The pedagogical activity Emotions in Medicine was carried out throughout 2020 and 2021 and consisted of 4 encounters to explore: (1) emotion perception, (2) emotion expression, (3) emotion regulation, and (4) the role of emotions in medical practice. During all encounters, the authors used music to evoke students' emotions and focused the discussions on the relevance of emotions for meaningful medical practice. Emotional intelligence before and after the workshop was tested using the Schutte Self-Report Emotional Intelligence Test (SSEIT), a validated psychometric scale. The workshop facilitated emotional connection among students and created a safe space to explore the role of emotions in medical practice. The mean total pretest SSEIT score was 110 (SD = 14.2); it increased to 116.8 (SD = 16.1) in the posttest (P < .001). This increase was true across its 4 dimensions: (1) perception of emotions, (2) management of own emotions (3) management of others' emotions, and (4) use of emotions. Music can be an active tool to explore the role of emotions in medical practice. It fosters students' capacity to identify and reflect on emotions while exploring their role in patient care. Further (qualitative) research is needed to explore the mechanisms by which music facilitates learning emotion perception, expression, and regulation.

The effects of boccia training load on emotional intelligence and quality of life in individuals with cer-ebral palsy

The aim of this research was to determine the correlation between the load (volume) of boccia training and emotional intelligence and quality of life in individuals with cerebral palsy (CP). 165 individuals with CP who had severe activity limitations in their legs, arms and trunk (BC1) were voluntarily enrolled in this study. The type of design is characterized by being sectional-correlational. The participants were assigned to one of the boccia groups: G2 (2 hours/week), G4 (4 hours/week) and G6 (6 hours/week). The Schutte Self-Report Emotional Intelligence Test (SSEIT) and WHOQOL-Bref world health organization's quality of life questionnaire assessed these patients' emotional intelligence and quality of life of these patients respectively. To determine the degree of association, the Pearson Correlation Coefficient was used, and one-way ANOVA and Bonferroni were applied to compare the variables between the groups. The normality of the sample was tested through the Kolmogorov-Smirnov test. Results showed how the training load is a conditioning factor for the levels of quality of life and emotional intelligence, identifying that the greater the load, the better the levels of the indicated parameters. The dimensions of quality of life: physical and psychological health are those with the greatest difference between group G2 (physical health: 19.61±6.83; psychological= 18.71±5.37) and group G4 (physical health: 58.25±16.61; psychological= 54.17 ±16.24) and G6 (physical health: 61.56±8.85; psychological= 56.29±3.48). Regarding emotional intelligence, we must highlight the emotion perception dimension as the one that is most influenced by the weekly training load (G2: 27.78±3.51, G4: 38.20±1.90, G6: 39.76±2.66). The results have indicated a moderate to strong evaluation between boccia training volume and emotional intelligence (0.842&gt;r&gt;0.744). and quality of life (0.899&gt;r&gt;0.770). Based on the results, and with the aim of optimizing the effects, it is recommended to practice Boccia in individuals with CP for four days a week. Keywords: Para-sport, Physical exercise, Brain impairment, Emotional.

Emotional Intelligence and Indiscipline among Secondary School Students in Kilifi County, Kenya

Indiscipline among secondary school students has received little research attention in relation to their emotional intelligence level. The main objective of this study was to establish the relationship between emotional intelligence and indiscipline among public secondary school students in Kilifi County. The study was informed by Kohlberg’s theory of Moral development. A Correlational research design was adopted. The independent variables in the study were emotional intelligence and indiscipline target population was all the year 2018 from four students in public secondary schools in Kilifi County. Purposive, simple random and cluster sampling procedures were used in the selection of schools, teachers and students respectively. The study sample size was 279, comprising 145 girls and 126 boys, 6 teachers and two discipline masters. Data was collected using an adapted Schutte Self-Report Emotional Intelligence Test and an indiscipline scale for teachers and students. A pilot study was conducted to enhance the reliability, content validity and construct validity of all the research instruments. The pilot study was also used to ascertain administrative logistics. In the pilot study, 36 from four students from one of the extra-county school participated. Descriptive statistics including frequency distributions, mean of variance and percentages were used to describe sample characteristics. Inferential statistical procedures including Pearson correlation and multiple regression, were used to test study hypotheses at α=0.05. Emotional intelligence showed a strong negative relationship (r=-0.764*) with the students’ indiscipline level. A major recommendation of the study was that teachers, educators and all stakeholders in education should work together to enable the development of emotional intelligence of students to reduce students’ indiscipline levels.

The Emotional Intelligence and Burnout of In-service English Teachers in Yogyakarta

Emotional intelligence and burnout of teachers are highly discussed in previous studies. This study set out to examine (1) the dimensions of emotional intelligence, (2) the dimensions of burnout, (3) the level of burnout, and (4) the relationship among the dimensions of in-service English teachers in Yogyakarta. The method used in this study is a quantitative correlational study through a survey. The instruments used were questionnaires adapted from the Maslach Burnout Inventory (MBI) and The Schutte Self-Report Emotional Intelligence Test (SSEIT). The participants of this study were 204 in-service English teachers in Yogyakarta. The data were analyzed using Confirmatory Factor Analysis (CFA) to find out the dimensions of emotional intelligence and burnout of the teachers and Structural Equation Modelling (SEM) to find the relationship among the dimensions of EI and burnout. The findings show that the emotional intelligence emerged into four dimensions, namely perception of emotion, managing own emotion, managing other’s emotions, and utilization of emotions, while the dimensions of teachers burnout emerged into four dimensions namely occupational exhaustion, depersonalisation, and personal accomplishment. Surprisingly the findings show something unusual, it contrasts with several previous findings regarding the level of teachers’ burnout.

Factors Influencing Academic Achievement Among College Students: The Influence of Emotional Intelligence, Student Engagement and Demographics

&lt;p style="text-align: justify;"&gt;The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students’ programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.&lt;/p&gt;

The Sustainability of Emotional Intelligence and Decision-Making Flair by Financial Investors Through the Mediating Role of Coachability

Abstract Research background Investors today are more inclined towards a financial market that increases their knowledge and excess involvement. It is often observed that they are extensively emotionally involved, that impact financial investors’ investment decisions. It is observed that investors always seek guidance from an expert to invest in more appropriate products and services. This guidance and support lead to reaching the ultimate satisfaction of the participants. Purpose: This paper aims to examine the potential mediating role of investor coachability and its impact on financial investors’ emotional intelligence and decision-making styles. Research methodology The structured questionnaire was circulated among 106 respondents, of which 102 useful responses were considered. This research used validated scales of the Coachability Quotient questionnaire and the Schutte Self-Report Emotional Intelligence Test (SSEIT). The study has applied multiple regressions to predict rational decision-making and intuitive decision-making style through emotional intelligence and coachability as mediators. Results The results have found that emotional intelligence has a significant positive linear effect on coachability, with a positive direct impact on intuitive decision-making style. It was also found that emotional intelligence was found to have a significant positive direct effect on intuitive decision-making style and a negative linear direct effect on avoidance decision-making style. Novelty This research was to introduce the idea of incorporating behavioural finance or financial coaching as standard practice and to help investors learn to cope with the ever-increasing demands of the financial markets.

The level of emotional intelligence among Saudi nursing students: A cross-sectional study.

Emotional intelligence is an individual's capacity to comprehend, use, and control their own emotions to communicate and connect with people successfully. The emotional intelligence level among nursing students indicates their ability to regulate their emotions, possess self-awareness, demonstrate empathy, have motivation, and display social skills, impacting how they adapt during their education and preparation for nursing care. However, studies investigating emotional intelligence in the Saudi Arabian context are scarce. This study aimed to evaluate the degree of emotional intelligence and its differences according to sociodemographic variables among nursing students in Saudi Arabia. A cross-sectional study was undertaken with 322 nursing students conveniently selected at Majmaah University, Saudi Arabia. Data were collected between May and June 2023 utilizing the Schutte Self-Report Emotional Intelligence Test (SSEIT). Descriptive statistics, such as mean, standard deviation, frequency, and percentage, independent t-test, and one-way ANOVA were used for data analysis. Most of the students had emotional intelligence levels ranging from moderate to high (96.6%). There were significant differences in emotional intelligence levels according to the age of students, gender, year of study, marital status, mother's education, physical and psychological health, and grade point average (p <0.05). The study findings may offer valuable insights for nursing educators in universities, emphasizing the importance of enhancing emotional intelligence and integrating it into nursing curricula. Additionally, it highlights the need to develop effective strategies and training sessions and workshops according to sociodemographic factors to enhance emotional intelligence levels among nursing students.

Impact of Emotional Intelligence on Academic Achievement in Secondary Education in Nepal

The capacity to recognize, utilize, comprehend, control, and handle one's own and other people's emotions is known as emotional intelligence (EI). Higher EI holders effectively handle them and work efficiently. Yet, in Nepali practice, nothing has been done to identify pupils' EI. Objective of this study is to determine how emotional intelligence (EI) affects academic success in higher education. Secondary school students in grades 11 and 12 continued to be the study's primary target group. AS a sample, 486 of them were chosen at random from the group of pupils. Students from three districts and two provinces were chosen in equal numbers. To determine the impact of emotional intelligence, the Schutte Self-Report Emotional Intelligence Test (SSEIT) and SEE result were adopted. The ANOVA test was applied to determine the impact of EI on academic attainment. EI and academic achievement have a statistically significant relationship. Yet not all areas have a big impact on academic achievement. For instance, the capacity to use and manage one's own emotions has a significant influence on academic achievement; meanwhile the ability to recognize and manage other people's emotions has little effect on participants' academic performance. While more research is needed to fully understand the relationship between emotional intelligence and academic achievement, the evidence suggests that emotional intelligence may play an important role in academic success.

The Cross-Cultural Adaptation of the Schutte Self-Report Emotional Intelligence Test (Sseit) for Use Among Nursing Students in a Defence University, Sri Lanka

The ability to recognize, control, and evaluate emotions is defined as emotional intelligence (EI). EI is a vital part of ward management and patient care in nursing practice. When EI is assessed and instilled in nursing students regularly, it paves the way for a long-term career. Schutte Self-Report Emotional Intelligence Test (SSEIT) has been identified as a useful tool for assessing emotional intelligence in nursing students. The goal of this study was to translate and adapt the 33-item SSEIT to use in Sinhala. The developer granted permission to translate the SSEIT into Sinhala. The cross-cultural adaptation was completed in five stages: (I) initial translation, (II) translation synthesis, (III) back translation, (IV) Expert Committee Delphi review, and (V) pre-final version testing. The translated version's content and consensual validity were assessed using a two-round Delphi process with five experts. Items rated 0-3 range by 70% of the raters were removed or reworded. The process was repeated for the reworded items, and those with 70% or higher ratings in categories 4-6 and/or 7-9 were kept. Following that, the Content Validity Index (CVI) was evaluated using I-CVI, Universal Agreement (S-CVI/UA), and Average CVI (S-CVI/Ave). Finalized SSEIT was administered to 197 nursing undergraduates from Kotelawala Defence University in Sri Lanka. In the Sinhala version of the SSEIT, the maximum CVI of each individual item (I-CVI=1.0) and the maximum overall CVI (S-CVI/UA = 1.0; S-CVI/Ave = 1.0) were also displayed. Cronbach's alpha was 0.963 which indicates a very high internal consistency The Sinhalese version of the SSEIT is a robust and reliable tool that has been culturally adapted to test EI in nursing students.

The impact of emotional intelligence (EQ) in the B2B exchange processes: Increasing salespeople’s adaptive selling behaviour (ASB)

In today’s globalised markets, the business-to-business (B2B) exchange processes have become much more complex, as a result adaptive selling behaviour (ASB) has become essential to sales success within B2B organisations. This study has explored the phenomenon by examining whether emotional intelligence (EQ) has an impact on salespeople’s adaptive selling behaviour. Scholars have suggested that individuals possessing high EQ traits are more likely to be successful in adaptive selling, however there are limited studies available to address the gap in research. The research question is as follows, RQ1: To what extent does EQ have an impact on salespeople’s ASB? An exploratory qualitative approach, which consisted of a semi-structured interview, complemented with the Schutte Self-Report Emotional Intelligence Test (SSEIT) and a case study performance assessment, was conducted on 8 salespeople, employed in a B2B telemarketing company. The results of the thematic analysis have identified consistent themes within the interview, indicating that higher EQ scores could potentially enhance sales behaviour adaptability. 6 themes were identified as being reflective of the ‘Analytical’ adaptation criteria, 6 themes were identified for ‘Driver’ adaptation, 6 themes were identified for ‘Amiable’ adaptation and 8 themes were identified for ‘Expressive’ adaptation. These results highlight practical implications of incorporating EQ into employee selection, performance management and leadership training policies, within the current workforce.

BALSA para sa PAGBASA 30 MINUTES PUROK- BASED READING REMEDIAL SA BAGONG NORMAL: INTERVENTION FOR IMPROVING READING PERFORMANCE LEVEL OF GRADE – FIVE PUPILS STRUGGLING READERS

This action research was conducted to enhance the level of reading performance of pupils of Grade –Five struggling readers of Maasim Central Elementary School using the Balsa Para sa Pagbasa 30-minute Purok-based reading remedial program. This study employed the explanatory sequential mixed methods (single-experimental and phenomenological) design. Using Schutte Self-Report Emotional Intelligence Test, the EI level of the learners were identified while their experiences were captured through online interview using the validated interview guide. Frequency, mean, percentage and paired sample t-test were applied in treating the quantitative data and thematic analysis following Colaizzis method in analyzing the qualitative inputs. Robert Ebels Criterion of Mastery was used to determine the level of performance of Grade –Five Copper pupils struggling readers. Result showed that there is SIGNIFICANCE DIFFERENCE in the level of reading performance based on the result in the t – test. The increase in the pupils reading performance shows that using Balsa Para sa Pagbasa 30-minute Purok-Based program was effective in enhancing the reading performance of Grade V –pupil. This was supported by the participants narratives revealing the balsa para sa pagbasa purok-based remedial program was beneficial experience. They reported an opportunity to experience reading with purok chairman, a relieved confidence booster for them and a bond of friendship developed through reading. Thus, Balsa Para sa Pagbasa Purok-Based Reading Remedial Program should be institutionalized in elementary schools particularly at Maasim Central Elementary School and similar studies be conducted involving triangulation.

The Relationship between Emotional Intelligence and Online Test Anxiety in Paramedical Students in Qom During the COVID-19 Epidemic in 2021

Background: Following a shift in the exam mode from face-to-face to online exams during the COVID-19 pandemic, test anxiety became more prevalent among students. Emotional intelligence is one of the factors that may be effective in controlling anxiety. To this end, the present study examined the relation between emotional intelligence and anxiety caused by online exams in students of paramedical sciences during the COVID-19 epidemic. Methods: This descriptive-analytical and cross-sectional study was conducted in June 2021 during the final-semester exams of the students at the Faculty of Paramedicine of Qom University of Medical Sciences. The data in this study were collected using a demographic information questionnaire, the Schutte Self-Report Emotional Intelligence Test (SSEIT), and the FRIEDBEN Test Anxiety Scale. The questions were developed in Google Form and sent to the students. The collected data were analyzed using descriptive statistics and inferential statistics, including analysis of variance (ANOVA), independent samples t-test, and Pearson’s correlation test at a significance level of 0.05. Results: The participants in this study were 193 undergraduate students. The mean scores of the students’ online test anxiety and emotional intelligence were 42.03±10.90 and 97.05±14.36, respectively. There was a statistically significant relation between test anxiety scores with age (P=0.020), gender (P=0.010), field of study (P=0.001), and place of residence (P=0.034). However, there was no statistically significant relation between the students’ emotional intelligence and test anxiety (r=0.042; P=0.563). Conclusion: The paramedical students in this study had high online test anxiety and a moderate level of emotional intelligence. However, the students’ emotional intelligence had no relation with their online test anxiety. Thus, other strategies should be adopted to reduce students’ online test anxiety.

Mediation effects of positive and negative affect on the relationship between emotional intelligence and life satisfaction in rural school teachers.

Few studies have investigated the ways in which the specific facets of trait emotional intelligence (EI), positive affect (PA), and negative affect (NA) influence individuals' general life satisfaction, especially in teachers. This study explored the effects of three facets of trait EI [appraisal and expression of emotions (AEE), utilization of emotion (UE), and regulation of emotions (RE)] and two typical affects (PA and NA) on teachers' general life satisfaction. The participants were 577 Chinese rural school teachers (ages 18-49 years) who completed three questionnaires-the Schutte Self-Report Emotional Intelligence Test, Positive and Negative Affective scale, and Satisfaction with Life Scale. After validating the scales, a structural equation modeling analysis showed that trait EI, PA, and NA had a significant and positive effect on teachers' general life satisfaction. PA played a partial mediating role between trait EI and life satisfaction. Furthermore, this study found that PA significantly and positively mediated the relationship between AEE, UE, RE, and life satisfaction. These results suggest that teachers with higher EI are more likely to have positive emotions, thereby enhancing their general life satisfaction, and that understanding the role of one's own and others' emotions and increasing positive emotions may be the key to improving teachers' general life satisfaction. Future implications and the study limitations are discussed.

ROLE OF EMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL WELL-BEING AMONG CAREGIVERS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS IN MELAKA, MALAYSIA

The concept of emotional intelligence (EI) and psychological well-being is gaining more important as it is believed that caregivers of children with autism spectrum disorders (ASD) who can achieve higher EI and greater psychological well-being will be more effective in caring and parenting children with ASD.  This study aimed to explore the level of agreement on the EI and psychological well-being among caregivers of children with ASD in Melaka, Malaysia.  The study employed an exploratory descriptive survey methodology, which involved a sample of 99 caregivers from selected children development centres.  The participants were selected using a simple random sampling technique.  The research employed a survey instrument comprising of questionnaires that have been adapted to include the items featured in the Schutte Self-Report Emotional Intelligence Test (SSEIT).  Meanwhile, the psychological well-being instrument was adapted from Ryff Psychological Well-Being Scale (RPWBS).  Findings revealed that the highest mean on the level of agreement of EI was recorded for facilitating emotions.  Meanwhile, the highest mean on the level of agreement for psychological well-being was for the component of purpose in life.  As all the mean scores are above 4.00, it is concluded that they are all equally important to ensure greater EI and psychological well-being among caregivers of children with ASD.  The findings in this study are envisaged to guide stakeholders and policy makers to provide program support for parents to share experiences and provide support among those caregivers of children with ASD.

Efficacy of Psychological Intervention on Emotional Intelligence among Adolescents in Selected Schools at Erode, India

Context: Adolescence is a period of heightened emotionality. Boys are found to be more aware of their weakness than girls. Methods: Prior to the collection of data, permission was obtained from the concerned authority in selected schools at Erode. The research design used for the present study was true experimental design. Simple random sampling technique was used to recruit the study subjects. Study subjects was assigned randomly to either experimental group (n=75) or control group (n=75). Pretest was conducted by using demographic variables and Schutte Self-Report Emotional Intelligence Test. Experimental group received psychological intervention for 30-45 minutes, twice a week for the period of 1 month. Psychological intervention comprises of VI sessions viz Introduction, SWOT (Strength, Weakness, Opportunities and Threats) analysis, Recognize emotions, Controlling mood and self-expression, Positive interpersonal relationships, Adaptability and decision Making and Feedback sessions. Control group received standard methods of care. Posttest was conducted at the end of 1st month, by using the same assessment techniques in experimental and control group. Results: Wilcoxon signed rank test and Mann-Whitney U test showed statistical significance in augmenting emotional intelligence in experimental group comparatively to the control group among adolescents.

The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model

During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations' Agenda 2030 Goals, our results emphasize the importance of teachers' emotional and metacognitive skills in promoting quality of life and psychological well-being.

Mediation of Moral Disengagement on Cyberbullying Perpetration Influenced by Emotional Intelligence and Anonymity of Indonesian Adolescents on Social Media

Introduction. The use of social media in a scope of adolescents confirms that without any sufficient digital literacy, it shall leads to an increased dysfunctional behavior. Adolescents who feel anonymous and think that attacking others on social media shall not violate morals will make them portrayed as the cyberbullying perpetrator, even though they have any good emotional intelligence as well. This research aims to examine the mediating role of moral disengagement on cyberbullying perpetration which is influenced by emotional intelligence and anonymity of Indonesian adolescents on social media. Methods. The measurement applied on this research uses Adolescent Cyber-Aggressor Scale, Schutte Self-Report Emotional Intelligence Test, Anonymity Scale, and Moral Disengagement Scale. All scales have good reliability and have been tested for validity using confirmatory factor analysis (CFA). The structural model was tested by path analysis using the Amos program and the mediating effect was tested by using the Sobel test. Results. The results show the goodness of fit structural model with Chi-square = 2.604 (p &gt; 0.05), RMSEA = 0.068, GFI = 0.996, AGFI = 0.963, dan TLI = 0.916. The acceptance on the hypothesis shows that moral disengagement significantly mediates the effect of emotional intelligence and anonymity on cyberbullying perpetration, whereas moral disengagement has the strongest direct effect. Discussion. The mechanism of moral disengagement in cyberbullying perpetrators can occur at the behavioral, agency, effect, and victim locus. Instilling awareness of moral values and increasing digital literacy in adolescents is very important to do to suppress any cyberbullying perpetration.

The First Wave of the COVID-19 Pandemic Strengthened the "Strong" and Weakened the "Weak" Ones.

The aim of this study was to explore how the first wave of the COVID-19 pandemic, during which contact communication was severely restricted, changed psychological health indicators, such as subjective assessment of health and depression, impulsivity, stress and emotional intelligence (EI) and how that depended on age, gender, physical activity (PA), sports specificity and body mass index (BMI).We surveyed 6369 before and 2392 people during the first wave of the COVID-19 pandemic. The participants were aged 18-74 years. Participants completed the Danish Physical Activity Questionnaire (DPAQ), the 10-item Perceived Stress Scale (PSS-10), the Schutte Self-Report Emotional Intelligence Test (SSREIT), Barratt Impulsiveness Scale Version 11 (BIS-11), subjective depression and health self-assessments. One-way and two-way analyses of variance (ANOVA) were performed to assess the effect of independent variables on the dependent variables of MVPA (METs). Statistical analysis showed that restrictions during the first wave of the COVID-19 pandemic did not alter moderate-to-vigorous physical activity (MVPA), except for a significant decrease in MVPA in women aged 18-25 years, or body mass index in women and men of different ages. An increase in depression and impulsivity was observed, especially an increase in unplanned or spontaneous activity. The restrictions during the first wave increased stress in women of all ages and, rather unexpectedly, improved health self-assessment in men.The study showed that the first wave of the COVID-19 pandemic affected people's subjective assessment of health, depression, stress and impulsivity in two ways: it "weakened the weak ones" and "strengthened the strong ones".