Self-report Emotional Intelligence Research Articles

Relationship between Pharmacists' Emotional Intelligence and Job Performance: A Cross-Sectional Study in Saudi Arabia.

Pharmacists' job performance is crucial for improving pharmacy services. The purpose of this study was to evaluate the association of emotional intelligence with the job performance of pharmacists in Saudi Arabia. Using social media platforms, we disseminated an online questionnaire to pharmacists licensed to practice in Saudi Arabia between June and July 2022. The questionnaire was filled out by 352 pharmacists. The majority of the participants were women (60.5%) and working as community pharmacists (55.7%). On self-reported emotional intelligence and job performance scales, the respondents scored an average of 5.5 ± 0.9 (out of 7) and 4.0 ± 0.6 (out of 5), respectively. Multiple linear regression analyses revealed that emotional intelligence had a significant relationship with job performance (β = 0.43, p < 0.001). In conclusion, the findings indicated that emotional intelligence may influence the job performance of pharmacists in Saudi Arabia. As the primary objective of every organization is to accomplish the best possible performance, prioritizing emotional intelligence is important. Further research is needed to identify the impact of emotional intelligence on work performance, which could potentially enhance clinical outcomes for patients.

Association between emotional intelligence and mental health status based on sex differences among undergraduates in Vietnam

Public health concerns about mental health problems have recently received attention, particularly since the COVID-19 pandemic. Emotional intelligence (EI) is a significant factor linked to mental health status, including depression, anxiety, and stress (DAS), with sex playing a significant role in both DAS and EI status. This study aimed to describe DAS and EI status and assess sex differences in the associations between EI and DAS among undergraduate students. A cross-sectional study was conducted across three educational institutions in Dong Thap province, southern Vietnam, using the validated Schutte Self-Report Emotional Intelligence Test (SSEIT) and the 21-item Depression, Anxiety, and Stress Scale (DASS-21). Spearman correlation analysis was used to identify correlations between DAS and EI, and the sex differences in the associations between DAS and the four SSEIT constructs - emotion perception (EP), utilizing emotion (UE), managing self-relevant emotion (MSE), and managing others' emotion (MOE) - were examined using linear regression models. Among the 674 participants, 51.6% experienced mental health problems (64.1% for females, 35.9% for males), 47.0% experienced anxiety, 32.5% experienced depression, and 27.4% experienced stress. The average EI score was 119.3 ± 18.9 (120.0 ± 19.1 for females, 118.0 ± 18.5 for males), with 58.9% of participants having normal EI, while 29.2% and 11.9% had low and high EI, respectively. Negative correlations were observed between EI scores and depression (R=-0.16, p&lt;0.001) and anxiety (R=-0.09, p=0.020), especially among females. Findings indicated that MSE showed significant associations with DAS, especially in females (all β&lt;-0.318, all p&lt;0.001). Our study highlights the importance of considering sex in mental health prevention programs targeting EI skills to manage students' self-relevant emotions better.

Does internet addiction affect the level of emotional intelligence among nursing students? A cross-sectional study

AimTo examine the effect of internet addiction on emotional intelligence among nursing students. Internet addiction, especially among nursing students, is an ongoing and urgent issue globally. Despite studies acknowledging its negative effects, the specific impact on the emotional intelligence of college students is not completely explored and needs more investigation.DesignA correlational cross-sectional descriptive study.MethodsParticipants included 180 nursing students from Mansoura University, Egypt. They completed the Socio-demographic sheet, Internet Addiction Test, and Schutte Self-Report Emotional Intelligence. Descriptive statistics, Pearson correlation, and regression analysis were conducted to analyze the data.ResultsNursing students experience a moderate level of internet addiction and a neutral level of emotional intelligence. A significant negative relationship was established between internet addiction among students and their emotional intelligence (r = − 0.53, p < 0.001) and its four facets: perception of emotion, managing own emotions, managing others’ emotions, and utilization of emotion. Regression analysis showed that internet addiction had a negative effect on emotional intelligence among nursing students (β = − 0.553, p < 0.001) and explained 30.5% of the variance of emotional intelligence among nursing students.ConclusionsThe study findings suggest that internet addiction negatively impacts the emotional intelligence of nursing students, which is crucial for effective interpersonal relations and professional competence in nursing.ImplicationsThe study underscores the need for educational programs to raise awareness about the hazards of excessive internet use and to promote activities that mitigate internet addiction.

The Association Between Emotional Intelligence and Academic Performance of Dental Students at King Saud University, Riyadh, Saudi Arabia.

Emotional intelligence (EI) is reported to be associated with better academic performance. However, few studies from the Middle East have assessed whether EI affects academic performance in dental students. The objective of this study was to evaluate the relationship between EI and academic performance in a sample of Saudi Arabian dental students. This cross-sectional, questionnaire-based study included first-year to fifth-year dental students and dental interns who were enrolled at King Saud University (KSU) in Riyadh, Saudi Arabia, for the 2023-2024 academic year. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test (SSEIT) and a demographic questionnaire between October 2023 and January 2024. Academic performance was assessed based on each student's self-reported overall current grade point average (GPA) and was dichotomized into high GPA (between 4.5 and 5) and low GPA (less than 4.5). Of the 437 eligible students, 330 (75.5%) completed the questionnaires. The logistic regression analysis, after sequentially adjusting for various risk factors, showed significantly better academic performance for those who had higher EI (OR=2.6, P-value=0.02). The findings of this study suggest a significant association between EI and academic success. EI is essential for improving academic performance in dental education.

Emotional Intelligence And Test Anxiety Among Secondary School Students In EGOR Locality Of EDO State, Nigeria

The study investigated emotional intelligence and test anxiety among secondary school students in Egor Locality of Edo State, Nigeria with a view to guide them to overcome the usual fear syndrome associated with examinations.The study adopted a descriptive survey design.The target population consisted of 6069 (six thousand and sixty-nine) students in the 10 (ten) public Senior Secondary Schools in Egor Local Government Area of Edo State, Nigeria. A sample size of 380 (three hundred and eighty) secondary school class 2 students, were randomly selected from five randomly selected secondary schools in the study area. Two instruments, the Schutte self-report Emotional intelligence test (Schutte et al., 1998) and the Test Anxiety Questionnaire (Nist &amp; Diehl, 1990) were adapted to collect data for the study. Mean, Standard Deviation, Pearson Product Moment Correlation and t-test were adopted to analyse the data. Findings indicated a moderate level of test anxiety among the students, though not found to be dependent on the sex of students. A non-significant negative correlation was also found to exist between emotional intelligence and test anxiety. Based on the findings, it was recommended that the government should continue to deploy professional counsellors to schools to assist in improving the usual fear syndrome associated with examinations among students. In addition, school counsellors as a routine service, should provide students with skills to improve emotional intelligence and strategies that would help to overcome test anxiety.

Leisure-time physical activity improves happiness, health, and mood profile better than work-related physical activity.

In an online survey of Lithuanian adults (n = 1140) aged 18 to 64 years, we sought to better understand the factors influencing the structure of physical activity (PA). We hypothesised that the PA paradox (i.e. the benefits of PA will be much greater during leisure-time than work-related or household moderate to vigorous PA) occurs more subjectively for psychological well-being indicators, than physiological well-being indicators, and should not depend on age or gender. An online questionnaire was distributed as to potential participants through the Facebook social networking website within the period May 2021 to December 2021. PA was assessed using the long version of the International Physical Activity Questionnaire (IPAQ). Mood responses were assessed using the Brunel Mood Scale (BRUMS-LTU). Emotional intelligence was assessed using the Schutte Self-Report Emotional Intelligence Test (SSREIT). Perceived stress was assessed using the 10-item Perceived Stress Scale (PSS-10). Descriptive analysis, a two-way analysis of variance, and linear regression analysis were used to interpret the data. The results revealed that a PA paradox occurred in women and men in terms of health, happiness, vigour and perceived stress, and only in women according to morbidity and overeating. According to the regression analysis, women's and men's subjective health (β = 0.135; p < 0.001), happiness (β = 0.084; p = 0.018) and vigour (β = 0.169; p < 0.001) were significantly positively, and perceived stress (β = -0.088; p = 0.009) negatively correlated (regardless of age) only with leisure-time moderate to vigorous PA. 'Healthy', i.e. the amount of leisure-time PA in men decreases with age, while it does not change in women. We believe that this study has expanded a clearer understanding of the PA paradox and its possible application to improving the health of individuals of different age groups.

Correlation Between Emotional Intelligence and Readiness for Self-Directed Learning in Medical Undergraduate Students.

The success of self-directed learning depends mainly on the readiness of students to adapt it to their learning domain. Medical students must meet certain criteria to become self-directed learners, which are also significant components of emotional intelligence (EI). Clarification is required on whether the students are ready for self-directed learning according to their level of EIas soon as they enter the medical institute. The survey was conducted on first-year MBBS students, between 18 and 21 years of age. Demographic data of the participants was collected. EI was assessed by using the Schutte Self-Report Emotional Intelligence Test (SSEIT). Fisher's 40-item self-directed learning readiness (SDLR) scale was used to assess the readiness for self-directed learning. Pearson's correlation and regression analysis was carried out to assess the relationship between the two. Approximately 71% of students had average EI, whereas only 5% had high EI. However, 63% of students were found to have low SDLR, while just 37% of participants had high SDLR. EI and SDLR both were found to be higher in males. Pearson's correlation "r"between the two parameters shows a strong positive correlation with statistical significance. Certain training modules need to be incorporated into the medical education program to improve the EI of medical undergraduate students. Such a module might help in improving the readiness for self-directed learning and prepare the medical undergraduates as active lifelong learners, which is the prime goal for an Indian Medical Graduate according to the new Competency-Based Medical Education (CBME) curriculum.

The role of mentoring in developing leaders’ emotional intelligence: exploring mentoring types, emotional intelligence, organizational factors, and gender

Emotional awareness, emotional regulation, empathy, and resilience are key components of emotional intelligence. Twenty-first-century leaders require such competencies, and prior research establishes a positive impact of emotional intelligence on leadership and well-being. The mechanisms through which leaders develop these competencies remain unclear. Mentoring, a developmental tool linked with well-being, has not been extensively studied for its role in emotional intelligence development. The current study investigates this relationship within the context of vocational education and training in South Africa. The mentoring framework includes individual, peer group, and key performance area mentoring. In previous research on this mentoring framework, leaders perceived emotional well-being as the most important outcome of mentoring and development, constituting another vital factor. Data were collected from a treatment group of leaders who have participated in the mentoring framework and a control group of leaders and lecturers (N = 139). The present study used exploratory and confirmatory factor analysis to validate the Schutte Self-Report Emotional Intelligence Test within this context. In the next step, we employed descriptive analysis to answer which mentoring type was best perceived to support emotional intelligence. Using the Mann–Whitney U test, we tested for significant differences in the identified factors between treatment and control group. Mediated and moderated mediation analyses explored variables such as gender, occupational role, organization, and work sector. Results indicate a six-factor structure of emotional intelligence, with significant differences observed between groups in the factor empathy difficulty. Peer group mentoring emerged as an effective method for emotional intelligence development among leaders. The perceived importance of emotional intelligence for one’s job position, the organization, and the work sector mediated five of the six factors. The moderated mediation analyses showed an indirect effect of gender, where being male was associated with more trustworthy visionary and empathy. The findings underscore the significance of peer mentoring practices and organizational factors in nurturing emotional intelligence, highlighting its value for personal and organizational well-being. Overall, the study sheds light on developing emotional intelligence at all organizational levels to support individual and collective well-being.

Emotional Burden of Care in Mothers of Children with Cerebral Palsy: Functional Dependency, Emotional Intelligence, and Coping Strategies

ABSTRACT Background Cerebral palsy (CP) is caused by a static and non progressive injury to the brain. Children with CP need continuous and dedicated attention from caregivers. Mothers of children with CP experience emotional burden, reducing their life quality and exhausting their condition to care. The coping strategies (CS) in mothers of children with CP are ineffective, exacerbating anxiety and negative affect, and present inadequate levels of emotional intelligence (EI). Objectives This work analyses the relationship between emotional burden of care, EI, and CS in mothers of children with CP; and compares this relationship depending on functional dependence´s children. Method Latina mothers of 6–16-year-old children with CP. The instruments used were the Barthel Index, Family Symptom Inventory, Coping Strategies Inventory, and Schutte Self-report Emotional Intelligence. Results An association between high levels of the emotional burden of care, a high propensity to use disengagement CS and low levels of EI was found. High levels of the emotional burden of care and high use of problem-focused disengagement CS were found in mothers of total children with functional dependence. Conclusions Intervention programs should be designed to educate and stimulate personal resources to deal with the emotional burden of caregiving effectively.

Addressing career-related social problems using experiential learning: a pilot study

PurposeWe examined skill building techniques and changes over the course of a semester with pre and post-test data collection after implementing experiential learning assignments.Design/methodology/approachThe Schutte Self-Report Emotional Intelligence Test (SEEIT) was used to measure emotional intelligence among students who interned for a 16-week period.FindingsWe found a significant difference using a paired samples t-test in SSEIT scores between the pre (M = 126.6, SD = 4.3) and the post-internship (M = 133.8, SD = 5.7) scores. t(5) = -5.61, p = 0.002. Students had an overall increase in mean scores over the course of one semester.Research limitations/implicationsThis was a pilot study that we completed to determine applicability of internship and increasing emotional intelligence. Overall, we saw an increase in EI in pre and post-test comparisons. This was a pilot study, so more research is needed on this topic.Practical implicationsStudents were placed in situations during the internship process to help facilitate real world problems and were required to apply applicable textbook knowledge, develop theory-based activities and report their findings. Students worked with various age groups and learned how to work with a variety of populations including faculty, teachers, children and parents on a regular basis and this process contributed to their experience and potentially increased emotional intelligence over a 16-week period.Social implicationsThis research addresses the importance of emotional intelligence (EI) in career readiness and its role in potentially mitigating burnout in psychological professions.Originality/valueThis is important to those in the field of psychology and child development and family studies because it addresses concerns with the shortage of skilled and prepared workers.

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.

Research and Analysis on the Characteristics of College Students' Emotional Face Processing Based on Computer Vision Technology

The processing of emotional faces by individuals is an important basis for the perception and understanding of emotions. In accordance with the score of Schutte self-report Emotional Intelligence Scale (SSEIS), students in high and low emotional intelligence groups were screened out. Based on the computer vision technology, four kinds of emotional face pictures, including pleasure, anger, sadness and fear, were randomly presented with the help of the eye tracker, and four interest areas were divided into eyebrows, eyes, nose and mouth. The eye-movement indexes of subjects were recorded, and common characteristics of emotional face processing of college students and differences in gender and emotional intelligence were explored. The results showed that college students had a positive bias to emotional face processing and a certain bias to eye area; the number of fixation points in high emotional intelligence group was more and concentrated, and the processing was more rapid and efficient, while the number of fixation points in low emotional intelligence group was less and scattered, and the processing efficiency was lower; female college students were more detailed in emotional face processing.

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.

Association between leisure time activities and emotional intelligence among school students in Kollam district of South Kerala

Background: Leisure activity plays a key role in forming an individual’s physical and mental development. Both leisure-time physical activity and emotional intelligence (EI) are related to health-related quality of life. Objectives were to assess the EI of school children belonging to various boards and to find out whether leisure time activity has association with EI. Methods: A cross-sectional study was undertaken among 200 school students belonging to various boards of Kollam district. EI was measured using self-report EI developed by Shuttle et al for-data collection. Results: Among 200 subjects, 50 students studying in 9th standard belonging to different boards were taken from each school, 146 (73%) of students belonged to nuclear family, 154 (77%) shared their daily events with family. 109 (54%) choose arts as leisure time activity and 91 (45.5%) chose sports, 112 (56%) of the students spend at least one hour in social media and only 55 (27.5%) had a habit of reading newspaper daily. Significant statistical association was found between gender, type of school, sharing events with their parents, leisure time activity and EI (p&lt;0.05). Conclusions: The study concluded that leisure activity has significant role in the developing EI of a person. It was found that the government (State syllabus) school children have better EI comparing with other boards and also the students who are good at arts also have good EI.

Exploring the Link Between Emotional Intelligence and Training Efficacy from Supervisor’s Rated Performance in the Retail Industry

The retail sector is a dynamic and demanding environment, requiring employees to possess a diverse skillset beyond product knowledge and sales techniques. Emotional Intelligence (EI), encompassing selfawareness, self-regulation, social awareness, and relationship management, emerges as a crucial factor impacting both training efficacy and performance, as judged by supervisors. EI holds significance in forecasting human behaviour in the workplace. To investigate this, 204 full-time employees were surveyed on their self-reported EI, training experiences, and supervisors’ evaluations of their job performance in both task-related and contextual aspects. Researchers designed a questionnaire based on existing studies and adjusted it to ensure it accurately measured the intended concepts. They tested the questionnaire on a small group of experts, who provided feedback that led to further improvements. Through Sequential Equation Models (SEM), hypotheses were examined. The study showed that EI significantly boosts learning outcomes, how easy learning feels, and how well people perform at work. Additionally, it found that perceiving learning as useful and easy plays a key role in overall learning and ultimately job performance. This suggests that training effectiveness can be improved by people being able to manage their own and others’ emotions. Previous research by Khokhar and Kush (2009) already established a strong link between learning and performance. However, no prior studies have explored how training influences personality traits or looked at the impact of EI on how easy learning feels.

Relationship of emotional intelligence and capability of answering higher-order knowledge questions in physiology among first-year medical students.

Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 ± 1.87 yr were analyzed. Overall, students got a percentage of 53.37 ± 14.07 in the examination, with 24.46 ± 9.1 in HOQs and 28.91 ± 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 ± 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r = 0.29 (P = 0.0037), with HOQs was r = 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.NEW & NOTEWORTHY This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.

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 its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study

This research investigated how emotional intelligence relates to job creativity in preschool teachers working with children who might have specific learning disabilities (SLDs). Earlier research indicates a strong link between emotional intelligence and factors like creativity, job satisfaction, engagement, and well-being. These factors are important in positive psychology, benefiting both teachers' and students' life and work quality. However, there's limited research on emotional intelligence's impact on job creativity in preschool education, particularly for teachers of children at risk for SLDs. This study aimed to address this lack of information by surveying 140 female preschool teachers. They were assessed using the Schutte self-reported emotional intelligence scale (SSREIS) and the job creativity scale (JCS). The findings showed that emotional intelligence accounts for 30% of the differences in job creativity. This was determined after considering factors like age, education level, kindergarten type, and teaching experience. The study found a positive, significant link between emotional intelligence and job creativity in these teachers. It emphasizes the need to improve emotional skills and job creativity in early childhood educators. This includes creating training programs and supportive environments. The study also suggests new research areas to enhance teaching effectiveness and student outcomes.

Intelligent play: How improv can improve clinician's emotional intelligence.

Emotional intelligence (EI) of physicians significantly impacts their personal well-being and professional success with broad implications in health care. A focused training on EI is often lacking in medical curricula. We sought to understand the impact of improvisation training on clinicians' EI. Four online medical improv workshops were offered to a diverse group of physicians with varied levels of practice experience including medicine-paediatric residents, paediatric educators, practising paediatricians and internal/family medicine clinicians. The improv training was thoughtfully curated and remained consistent for all four cohorts, lasting 2 h. Self-reported EI scales (pre and post) were captured using an online survey tool. The overall EI score and the scores of three EI components were compared before and after training. Out of 64 participants, 41 participants (64%) completed both the pre- and post-surveys and were included in the final analysis. Participant's pre-training score (mean:123.9, range: 121.1-126.7) was compared to their post-training score (mean:128.9, range: 126.3-131.3). The t tests comparing EI scores showed that compared to pre-intervention, participants on average scored 4.9 points higher (95% CI: 3.1-6.7; p< 0.01) on the overall scale, 2.2 points higher (95% CI: 1.2-3.2; p< 0.01) on the appraisal score, 1.4 points higher (95% CI: 0.8-2.0; p< 0.01) on the regulation score and 1.2 points higher (95% CI: 0.4-2.1; p= 0.01) on the utilisation score. Improv training is an innovative method to fill the crucial gap in EI curricula. There was a statistically significant improvement in average score for clinicians' EI after a pilot improv training programme.