Self-report Emotional Intelligence Research Articles

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<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.

Associations between physical activity, mental health concerns, eating disorder symptoms, and emotional intelligence in adolescent athletes transitioning from COVID-19

BackgroundIt is well known that COVID-19 significantly disrupted the routines of school sports for adolescent athletes. In transitioning from this “change event,” athletes may need support with resuming their pre-pandemic level of activities, and addressing their ongoing mental health concerns, including exacerbated eating disorder symptoms. Emotional intelligence (the ability to understand emotions, influencing decisions and motivation) is a factor that has not yet been studied during this transition, but may serve as a coping mechanism for altered physical activity, mental health, and eating disorder symptoms.MethodsParticipants of the study included 315 Iranian adolescent athletes who transitioned back to 1 of 10 sports post quarantine restrictions (January 2022–January 2023). Physical activity and related stages of motivation for behavioral change were assessed by the Physical Activity Stages of Change Questionnaire, mental health concerns were assessed by the General Health Questionnaire-28, eating disorder symptoms were assessed by the Eating Attitudes Test-26, and emotional intelligence was assessed by the Schutte Self-Report Emotional Intelligence Test.ResultsA three-way Multivariate Analysis of Variance (MANOVA) was conducted in order to test the overall differences between the 5 physical activity and behavioral change motivation groups (Pre-Contemplation, Contemplation, Preparation, Action, and Maintenance) on each of the 3 health measures (mental health concerns, eating disorder symptoms, and emotional intelligence); significant main effects were found for each measure. Fischer’s Least Significant Difference Post-Hoc Test indicated that there were significant differences between the Pre-Contemplation and Preparation groups, as well as the Preparation and Action groups, on all of the health measure mean variable scores, which contributed to the MANOVA significant main effects.ConclusionsParticipants in the Pre-Contemplation group (not intending to make behavioral changes within the next 6 months) had less mental health, higher eating pathology, and lower emotional intelligence, compared to participants who were in the Preparation group (intending to make behavioral changes within the next 1 month). Similarly, participants in the Preparation group had less mental health, higher eating pathology, and lower emotional intelligence, compared to participants who were in the Action group (has made specific, overt behavioral changes within the preceding 6 months). Overall, the findings from the current study highlight the need for sports professionals working with adolescent athletes transitioning from COVID-19 to monitor these aspects of mental, eating, and emotional health. Given that those in earlier motivation stages had more health concerns compared to those in later stages, professionals should encourage progression from the Pre-Contemplation to Action/Maintenance stage in order to improve health outcomes.

The Relationship Between Emotional Intelligence and Mental Health with the Mediating Role of Quality of Life in Patients with Multiple Sclerosis

The main objective of the present study was to determine the relationship between emotional intelligence and mental health with the mediating role of the quality of life in patients with multiple sclerosis. The research method was descriptive-correlational with a structural equation modeling approach. The population included all patients with multiple sclerosis in Kashan in the year 2022, from whom 65 patients visiting Shahid Beheshti Hospital in Kashan were selected through convenience sampling and responded to the Goldberg and Hiller Mental Health Questionnaires (1979), Schutte Self-Report Emotional Intelligence (SSREI), and the Hobart et al. Quality of Life Scale for MS Patients (2001). Data were analyzed using SPSS version 22 and AMOS, employing Pearson correlation tests and structural equation modeling. The results showed that the correlation between emotional intelligence and mental health was positive and significant. The correlation between quality of life and mental health was also positive and significant. Furthermore, quality of life played a mediating role in the relationship between emotional intelligence and mental health in patients with MS. Therefore, emotional intelligence and quality of life play an important role in the mental health of patients with MS. In developing therapeutic programs for these patients, factors affecting emotional intelligence and quality of life should be considered.

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.

Relationship between emotional intelligence and resilience among surgical residents.

Surgical residents face many challenges and stressors during their training. Some residents can cope better with such difficult situations, whereas others experience burnout and anxiety. Emotional intelligence (EI) and resilience are personality traits that may be associated with a better response to adverse situations. A cross-sectional analytical study using validated questionnaires the Schutte Self-report EI Test (SSEIT) and the Connor-Davidson Resilience Scale (CD-RISC-25) was conducted to assess EI and resilience among the participants. Data were collected through the hard copies of the questionnaires, compiled using Microsoft Excel and analyzed using SPSS version 26. P < 0.5 was considered significant. The scores of EI and resilience were compared to evaluate the relationship between them. A correlation analysis was performed between EI and resilience by comparing the scores obtained from SSEIT and CD-RISC. Our analysis revealed a strong positive correlation between EI and resilience (r = 0.59, P < 0.0001). Based on our results, we can say that EI and resilience are positively correlated. This means that an emotionally intelligent person should exhibit a resilient behavior.

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;

Self-reported emotional intelligence levels by dentists in the Nigerian residency programme.

Introduction: Emotional intelligence (EI) aids in the management of emotions. It is presumed to be important in maintaining well-being and organizational structure in stressful environments like the dental residency program. This study assessed self-reported emotional intelligence skills among consenting Nigerian dentists in the residency training program.Materials and Methods: Eligible respondents were surveyed electronically to determine levels and patterns of EI as defined by Goleman, using the EI Inventory (www.ysmsolutions.co.uk). Variables were described as frequencies and percentages. Means were compared with t-test or ANOVA. Correlations were performed as appropriate. The level of statistical significance was set at p≤0.05. Results: Ninety residents with a mean age of 35.6 ± 4.8 years and 62(68.9%) males and 28(31.1%) females participated in the study. There were 57(63.3%) junior residents and 33(36.7%) senior residents who had spent between 1 and 12 years in the program.The mean overall EI score was 187.4±21.4. EI scores were highest for Self-Awareness (40.7±5.1) and lowest for Managing Emotions (33.3±5.7). Males outperformed females in social skills (p&lt;0.001). Conclusion: Participants had high EI scores in self-awareness and low scores for managing emotions. Overall, EI scores were good.

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.

Implicit theories of women preschool pre-service teachers and emotional intelligence.

Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. In our sample, incremental EI-but not intelligence-theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. Our findings suggest the importance of ITs of EI for pre-service teachers' emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.