Emotional Intelligence Skills Research Articles

A need for emotionally intelligent leaders in educational institutions: A review of the effects of leadership style on burnout teachers

For the three pillars of education: teacher, student, and curriculum to function properly, leadership plays an intrinsic role. Academic leadership aims to provide the right working environment for proper teaching and learning to take place. Thus, leadership style has a paramount effect on teachers who consequently affect students and ensure proper instruction to all aspects of curriculum. This article review aims to unfold the dynamics of this relationship. In particular the researchers will attempt to explore the role of transformational leadership which also displays qualities of emotional intelligence on reducing the occurrence of the syndrome of burn out among teachers. Sample of empirical, experimental and case studies that examined the correlation between symptoms and causes of job burnout among teachers and the style of leadership practiced will be presented. Seven of which were examined to verify the impact of leadership in a school setting and three others to examine the same impact but in a university context. As a result, researchers assert that in traditional leadership where qualities of empathy, social awareness, and management of relationships are missing, job burnout cases among teachers increase. Finally, a recommendation to introduce emotional intelligence skills into academic leaders' training programs was made. The findings of this study shall serve leaders and policymakers in the teaching and learning sector in a way that would benefit them and assist their subordinates in avoiding burnout and achieve greater heights.

The Importance of Emotional Intelligence in Social Work Students and Its Relation to Perceived Efficacy.

Social workers have a greater than average risk of suffering burnout syndrome. In the same way as the professionals, students too can suffer academic burnout. However, few empirical studies have studied burnout and protective factors in social work students exclusively. Emotional intelligence (EI) has been described as a protective factor for burnout both in the professional and the academic context. The present study aims to explore which components of EI predict the burnout domains in students studying a degree in social work, in Spain. To this end, 87 social work students completed a questionnaire in which information was gathered on EI, burnout, average grade in the degree, and sociodemographic variables. The regression analysis results indicate that the students with poorer academic success and from higher years reported greater symptoms of burnout. Regarding the components of EI, emotional clarity and emotional repair predict the academic efficacy perceived by the students. These results highlight the importance of including EI in academic policies to promote the design of EI training programs aimed at developing EI skills, particularly emotional clarity and emotional repair, as a way of improving the perception of efficacy in social work students.

Thriving Together: An Innovative Approach to Cultivating Wellness, Emotional Health, and Lifelong Success in Graduate Nursing Students.

The rigors of graduate nursing education create significant stress for nurse anesthesia students. The taxing background of an intensive care nurse, especially during the COVID-19 pandemic, compounds the inherent pressures of doctoral study. Students often experience symptoms of burnout, complicating their ability to learn and retain critical information. We created the Thrive initiative to encourage the development of emotional wellness. Thrive's success is attributed to the blend of relevant information including emotional intelligence skills and racial sensitivity support, engaged student participation, and the desire to help the next generation of graduate nurses develop sustainable emotional health.

Mindfulness Enhancing Concentration in English Foreign Language Reading Comprehension

The Organization for Economic Cooperation and Development (OECD) Learning Compass 2030 for teachers emphasizes that cognitive, metacognitive skills, and emotional intelligence skills such as compassion, attentiveness, critical thinking, creativity, and communication are indirectly important to developing reading comprehension. Reading is a challenge for EFL students who have difficulties understanding written texts because of the lack of concentration, stress, and anxiety. Mindfulness appears as a practice that may offer some benefits. Recent studies show that mindfulness training can alleviate anxiety and stress, improve confidence, improve cognitive and social abilities, and elevate academic goals. In this regard, this review synthesizes existing literature to evaluate the effectiveness of mindfulness in enhancing concentration in EFL reading comprehension classrooms and provide insights for educators, practitioners, and researchers. Criteria for selected articles were kept as recent as possible. All peer-reviewed papers were cited or published in scientific journals. This review suggests that mindfulness training has the potential to make learners more aware of their learning system. In addition, students learn to regulate their emotions to be more flexible and creative. Mindfulness training changes their point of view of their thinking in a way that encourages conscious control of their feeling, actions, and thoughts, improving cognitive abilities.

The Influence of Emotional Intelligence in Educational Leadership and School Climate

This research investigates the critical role of emotional intelligence (EI) in shaping educational leadership effectiveness and its impact on school climate. EI, comprising self-awareness, self-regulation, motivation, empathy, and social skills, is increasingly recognized as pivotal in fostering positive educational environments. This study employs a quantitative research design, utilizing surveys as the primary instrument to gather data from a sample size of 289 educational leaders across diverse school settings. The research explores how EI influences decision-making processes, interpersonal dynamics, and overall organizational climate within schools. Surveys are structured to assess participants' EI competencies, perceptions of school climate, and their leadership practices. Statistical analyses, including correlation and regression techniques, are employed to examine the relationships between EI competencies and various indicators of school climate such as teacher satisfaction, student engagement, and academic performance. Findings from this study aim to illuminate the extent to which EI contributes to effective leadership practices and positive school climates. The results will provide empirical evidence supporting the integration of EI development into leadership training programs, emphasizing its role in enhancing organizational resilience, fostering inclusive cultures, and promoting collaborative decision-making. Insights garnered from this research are expected to inform educational policy and practice, advocating for the prioritization of EI competencies among current and aspiring educational leaders to optimize learning environments and promote holistic student development.

Unlocking the power of emotional intelligence in medical writers

Emotional intelligence (EI), the ability to recognise and understand emotions (one’s own and those of other people), is a valuable attribute for medical writers (MWs). MWs play a pivotal role in communicating medical and scientific information to regulators, patients, caregivers, and healthcare professionals. EI helps MWs to understand the needs of the audience, develop effective communication skills, author impactful content, and collaborate efficiently with multiple stakeholders. It is thus essential for MWs to develop strong EI skills, i.e., be self-aware and self-motivated, be able to self-regulate, take ownership and responsibility for actions, be problem solvers, show empathy, foster healthy relationships, evaluate feedback positively, and implement balanced solutions. To enhance their EI, MWs can adopt EI-focussed training and development sessions at workplace, practice mindfulness daily, assess EI using multi-rater feedback scales, seek EI coaching, and set realistic goals.

Research on Students' Learning Emotion Regulation and Learning Effectiveness in Intelligent Emotional Assisted Financial Learning Environment

Research on financial behavior demonstrates that a large portion of the bias associated with financial behavior can be explained by personal traits (PT) and emotional intelligence (EI). To prevent financial behavior bias, the present investigation attempts to identify that factors of the PT and EI of students studying finance require additional training. To achieve this, the Big Four Index (BFI) and Trait EI Survey (TEIS) are employed to assess the PT and EI scores of a group of participants and workers in the finance sector. The professional expertise gaps in PT and EI among students were then observed, as then the effects of these gaps on people's financial behavior. Results indicate that students do not possess the EI skills needed for self-worth, self-control, stress reduction, self-motivation, optimism, and empathy. Furthermore, openness, mindfulness, friendliness, and extraversion are connected with PT. Students that have this kind of weakness have a greater probability to be talented, confidence, self-control, fear of losing, and tolerance of risk, among other financial behavior biases. The results indicate that educational institutions should be mindful that providing thorough PT and EI education to finance graduates may assist them prepare for employment.

Children's social–emotional learning as emotional labor: Recognizing children's contributions

AbstractIn the United States, the dominant contemporary understanding of childhood is one that is cultivated through children's role as dependents, served by adults who are their providers. This framework obscures how children contribute to society through their learning and practice. This paper proposes a reconsideration of children's learning to advance the theoretical conceptualization of emotional labor so that children's contributions can be recognized. To advance an expansion of how adults understand what children's contributions to society are, I frame their social–emotional learning as the practice of emotional labor, not as them simply obtaining the skills of emotional intelligence. In doing so, I advocate for seeing children as more than learners, but also as contributors and producers.

The relationship between construction workers’ emotional intelligence and safety performance

PurposeConstruction enterprises are achieving the goal of production safety by increasingly focusing on the critical factor of “human” and the impact of individual characteristics on safety performance. Emotional intelligence is categorized into three models: skill-based, trait-based and emotional learning systems. However, the mechanism of action and the internal relationship between emotional intelligence and safety performance must be further studied. This study intends to examine the internal mechanism of emotional intelligence on safety performance in construction projects, which would contribute to the safety management of construction enterprises.Design/methodology/approachA structural equation model exploring the relationship between emotional intelligence and safety performance is developed, with political skill introduced as an independent dimension, situational awareness presented as a mediator, and management safety commitment introduced as a moderator. Data were collected by a random questionnaire and analyzed by SPSS 24.0 and AMOS 26.0. The structural equation model tested the mediation hypothesis, and the PROCESS macro program tested the moderated mediation hypothesis.FindingsThe results showed that construction workers' emotional intelligence directly correlates with safety performance, and situational awareness plays a mediating role in the relationship between emotional intelligence and the safety performance of construction workers. Management safety commitment weakens the positive predictive relationships between emotional intelligence and situational awareness and between emotional intelligence and safety performance.Originality/valueThis research reveals a possible impact of emotional intelligence on safety performance. Adding political skills to the skill-based model of emotional intelligence received a test pass. Political skill measures the sincere and cooperative skills of construction workers. Using people as a critical element plays a role in the benign mechanism of “Emotional Intelligence – Situational Awareness – Safety Performance.” Improving emotional intelligence skills through training, enhancing situational awareness, understanding, anticipation and coordination and activating management environment factors can improve safety performance. Construction enterprises should evaluate and train workers' emotional intelligence to improve workers' situational awareness and safety performance.

An exploration of managing emotional labour and maintaining professional integrity in children's hospice nursing.

Research exploring nurse-parent relationships in children's hospices is rare. To investigate how children's hospice nurses manage emotional labour and professional integrity in their long-term relationships with parents. A purposive sample of six children's nurses, from hospices across England, recorded audio diaries and participated in telephone interviews. Narratives were thematically analysed. Three overarching, cross-cutting themes were identified-purposeful positioning; balancing personability and professionalism; coping with and counterbalancing emotional labour. All themes were indicative of and/or built upon emotional intelligence constructs, such as self-awareness, self-regulation, appropriate (managed) empathy, social skills and intrinsic motivation. Innate features of children's hospice work were important for perpetuating intrinsic motivation and satisfaction. This study provided an insight into the management of emotional labour and professional integrity by experienced children's hospice nurses. The identification of emotional intelligence skills merits further exploration in this environment, as well as other children's palliative care settings.

The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender.

The role of emotional intelligence and learning motivation in shaping university students' academic outcomes has received greater attention, especially during the modernization era. Thus, this study investigates the mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes while examining the gender-conditional indirect effect. A cross-sectional study was conducted in four randomly chosen cities in Saudi Arabia (Riyadh, Jeddah, Hail, and Yanbu), where 400 health science students were conveniently selected using equal allocation (100 students/campus). A digital survey was used for data collection (April-May 2022) containing three sections: Personal Characteristics and Academic Outcomes, Modified Schutte Self-Report Inventory, and Academic Motivation Scale. Emotional intelligence positively correlated with learning motivation (r = 0.525, P < 0.001) and academic outcomes (r = 0.153, P < 0.001), where academic outcomes had a weak positive correlation with learning motivation (r = 0.115, P = 0.014). Mediation analysis confirmed that emotional intelligence fully mediates the relationship between learning motivation and academic outcomes with an insignificant direct effect of learning motivation on academic outcomes [(β =0.049, P = 0.573), 95% CI (-0.059, 0.144)]. The conditional indirect effect of gender significantly moderated 16.1% of the mediating effect of emotional intelligence [(β =0.161, P = 0.005), 95% CI (0.035, 0.273)]. The significant indirect effect was proved for the male gender only [(β = 0.157, P = 0.004), 95% CI (0.072, 0.240)]. No significant gender differences concerning emotional intelligence (P = 0.534) and academic outcomes (P = 0.466) were detected. However, male students had significantly higher learning motivation than female students (P < 0.001). Emotional intelligence completely mediates the relationship between learning motivation and outcomes with a stronger mediating effect for male students. Thus, policymakers must focus on improving the students' emotional intelligence skills to boost their learning motivation and academic outcomes.

Empathetic Disposition, Stewardship as Principals’ Leadership Practices and Teachers’ Commitment in Delta State Mission Schools

This study explored the empathetic disposition, stewardship as principals' leadership practices and teachers’ commitment in Delta State mission schools. It was guided by three research questions and hypotheses respectively. The study utilized an ex-post-facto research design of the correlational method. The population consists of 906 teachers and 102 principals in Delta State mission schools, from which a sample of 204 respondents were selected through purposive sampling method. Data was collected using two researcher-designed questionnaires: The Principals’ Empathetic Disposition and Stewardship Practices Questionnaire (PEDSPQ) and the Teachers Commitment Questionnaire (TCQ). The face and content validity of the instruments was established through expert review. Pilot testing assessed the reliability using Cronbach’s alpha. In the pilot study, the PEDSPQ demonstrated a reliability coefficient of 0.79 and the TCQ had a reliability coefficient of 0.84. Data collected were analysed using coefficient of determination, Pearson’s r correlation and multiple regression to answer research questions and hypotheses testing at a 0.05 level of significance. Finding revealed that principals' empathetic disposition, stewardship practices were significantly related to teachers’ commitment. It was recommended that Mission schools leaders should prioritize the development of emotional intelligence skills among principals. Providing training and workshops focused on empathy, active listening, and understanding others' perspectives can enhance principals' ability to connect with and support their teachers effectively among other.

Role of Emotional Intelligence and Social Skills in Effective Leadership and Teamwork in Indonesia

Purpose: The aim of the study was to investigate role of emotional intelligence and social skills in effective leadership and teamwork in Indonesia&#x0D; Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.&#x0D; Findings: The role of emotional intelligence (EI) and social skills in effective leadership and teamwork is paramount. Studies have consistently shown that leaders with high EI can build trust, facilitate open communication, and inspire their teams, leading to improved team cohesion and performance. Social skills, including effective communication and collaboration, contribute significantly to a leader's ability to motivate and influence team members positively.&#x0D; Unique Contribution to Theory, Practice and Policy: Emotional intelligence (EI) theory, social learning theory &amp; transformational leadership theory may be used to anchor future studies role of emotional intelligence and social skills in effective leadership and teamwork in Indonesia. Organizations should prioritize leadership training programs that focus on enhancing EI and social skills among their leaders. Organizations should include EI and social skills development as integral components of their leadership development policies.&#x0D;

Emotional intelligence for translation and interpreting students

Inter and intra personal competencies have been recognized as important generic competencies included in the standards for translation and interpreting professions, issued by the national authorities worldwide These competencies actually comprise the so-called emotional intelligence skills. This is the reason why the authors of this paper, who have been teaching at the Translation and Interpreting Department from Skopje at the “Ss. Cyril and Methodius” University for more than a decade, have recognized the possibility to use language learning to enhance the awareness of the importance of emotional intelligence both for students’ professional and personal development. In addition, students also need positive emotions in the classroom because the future translators and interpreters have stressful experiences on a daily basis as the rate of development of the most relevant competencies for their future professions is continuously assessed by their teachers. This paper presents the results of the implementation of activities that affect emotional intelligence with the subject content activities of an academic course in Cultural Studies, thus fostering both subject and generic competencies relevant for translation and interpreting students We shall discuss the students’ results of the pre course and post course Leadership Toolkit: Emotional Intelligence questionnaire on their EI skills as well as the results from two relevant questionnaires prepared for the purpose of this paper research, on the effects of the emotional activities implemented at the translation and interpreting courses and answered anonymously by the fourth-year students who attended the Course in the summer semester 2023. In order to check the relevance of the implemented EI activities in the Cultural Studies we use the Six Seconds EI Model. / Keywords: emotional intelligence, translation and interpreting, pedagogical aspects, emotion, language

The Effect of Emotional Intelligence Skills on Leaders’ Performance: An Empirical Study Applied on Egyptian Public Universities

This study is conducted to determine the effects of emotional intelligence on leaders’ performance within Egyptian universities. The concepts of emotional intelligence and employee engagement have received significant attention in both academic and business fields in the recent years. Much of the attention has been focused on the relationship between the leaders’ performance and organizational results. The attention has not come without controversy related to many aspects of each concept. The debate continues amongst researchers of how to define and measure emotional intelligence, and whether emotional intelligence is a new type of intelligence or simply another way of assessing personality characteristics. The research examines the role that emotional intelligence plays in leaders’ performance at the Egyptian universities. The goal is to draw conclusions about the effect of emotional intelligence on leaders’ performance among leaders’ candidates, and offer relevant recommendations for selecting, training, developing, and evaluating leaders. The research sample includes the university leaders, as higher education is so important in Egypt. It reveals importance of education in enhancing the competitiveness and economic development. It will help developing the knowledge economy, which will in turn create a demand for higher skill levels in most occupations. A new range of competences such as adaptability, team work, communication skills and motivation for continual learning has become critical. The public Egyptian universities have been chosen to be the research society because of being an important sector, which has an impact on other productive and service sectors. All sectors are affected by education policies; it is the environment which affects the mechanism of all other sectors. In short, the success or failure of the leadership process within any sector would directly affect the success of business in other sector.

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

BackgroundEmpathy and emotional intelligence are core competencies in the educational curriculum of health science students, both play a significant role in teamwork relationships and in attention patient’s cares; so innovative strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for improving empathy and emotional intelligence in students of health sciences degrees.MethodsA prospectively single arm intervention study was performed in undergraduate students of nursing, physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The three groups of students participated in nine sessions of coaching, which included a training program to manage patient’s priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity Index (IRI) which were assessed at baseline and post-intervention.ResultsA total of 93 students of 259 (mean age of 21.6 ± 3.2 years) participated in the study and completed the sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of empathy among nursing students (p = 0.035) and in the affective dimension of empathy in physiotherapy students (p = 0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in nursing/physiotherapy groups (p ≤ 0.048). Finally, slight improvements were founded in the dimensions “Perspective-Taking” and “Personal Distress” of the occupational therapy group (p ≤ 0.031). No significant differences were found for the rest of variables of TECA (p ≥ 0.052), TMMS-24 (p ≥ 0.06) and IRI (p ≥ 0.12).ConclusionsThis study shows that an academic coaching intervention with students from health sciences degrees improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to determine more effective approaches to implementing academic coaching interventions based in better designs as clinical trial studies.

Effect of Training Program on Emotional Intelligence of Nurses Caring for Patients with Alzheimer’s Disease

Context: Nurses are the cornerstone of the health care systems, and their work is associated with great pressure, and nurses are often overwhelmed. Emotional intelligence and its significance to nursing have been increasingly emphasized throughout the last few years. Emotional intelligence comprises a deposit of interrelated skills involving a capability to appraise one's emotions and those of others, utilization and regulation of one's emotions, and social skills.&#x0D; This study aimed to evaluate the effect of training program on the emotional intelligence of nurses caring for patients with Alzheimer's.&#x0D; Methods: A quasi-experimental (pre/post-test) design was used. The study was conducted at the geriatric units of Ain Shams University Hospitals and the geriatric department of Abassia Hospital, affiliated with the Ministry of Health. A study employs convenience sampling with a total number of 70 nursing staff who are working in the mentioned setting. Tools used for data collection were a self-administered questionnaire including two parts; part one concerned with sociodemographic characteristics of the studied nurses, and part two included the Emotional Intelligence Scale (EIS) to assess emotional intelligence in managing the workplace.&#x0D; Results: The current study reveals that pre-program, 5.7% of the studied nurses have a high level of EI scores compared to about one quarter (22.9%) of the studied nurses who had a high level at post implementation of the program and increased to less than three quarters (71.4%) at follow up the program with a highly statistically significant difference between the levels of nurses’ emotional intelligence (p&lt;0.001) comparing between pre-intervention and follow-up.&#x0D; Conclusion: Emotional intelligence training program positively improves emotional intelligence levels among nurses caring for patients with Alzheimer’s disease. The study recommended that hospitals provide continuous in-service training, education, and awareness programs for nursing staff to enhance their skills regarding emotional intelligence. Nursing emotional intelligence skills should be included in undergraduate and postgraduate nursing curricula.

Generative Artificial Intelligence [GAI]: Enhancing Future Marketing Strategies with Emotional Intelligence [EI], and Social Skills?

The convergence of Generative Artificial Intelligence (GAI), Emotional Intelligence (EI), and social skills represents a transformative force in the realm of marketing strategy. The purpose of the study is to explore the intricate synergy between GAI, which leverages machine learning and natural language processing, and the deeply human qualities of EI and social skills. It investigates in general how this alliance has the potential to revolutionize future marketing practices by creating more personalized, emotionally resonant, and ethically responsible strategies.The foundation of this research lies in addressing critical questions facing the marketing industry today. First, the need for enhanced personalization. Second, the creation of emotionally intelligent content. Third, ethical considerations and cross-cultural adaptability. Fourth, long-term effectiveness. Fifth, the dynamic interplay between human marketers and AI.Through an interdisciplinary approach, encompassing fields such as AI, psychology, ethics, and marketing, this study examines in general the state of the art in GAI and EI integration, shedding light on how AI systems can be imbued with the capacity to perceive, understand, and respond to human emotions effectively. It delves into the ethical considerations that must underpin the development and deployment of emotionally intelligent marketing strategies, safeguarding consumer privacy and trust.Furthermore, this research investigates in general the cross-cultural adaptability of GAI-driven marketing strategies infused with EI, recognizing the importance of acknowledging cultural nuances in emotional expression and social norms. It evaluates the long-term efficacy of emotionally intelligent marketing, exploring whether such strategies foster enduring customer loyalty and brand affinity.Finally, this study navigates the evolving landscape of human-AI collaboration in marketing, defining the optimal roles of human marketers and AI systems in strategy development and execution.The goal of this research is to provide practical insights, ethical guidelines, and innovative strategies that enable marketers to leverage the complete potential of GAI in tandem with EI and social skills. The study envisions a future where marketing practices create genuine connections with consumers, encourage meaningful interactions, and drive sustainable business growth in a time marked by technological advancement and changing consumer expectations.

Emotional Intelligence Dimensions as Correlates of Adjustment among First Year Students of University of Ibadan

Adjustment of freshmen in the higher institution depends on a variety of factors which can have both positive and/or negative influence on their ability to stay focused, motivated and succeed in the school system. Parents, Counsellors Teachers, Curriculum experts and other significant stakeholders have also expressed considerable concern about the level of adjustment of the students especially among the first year students. Some freshmen easily adjust irrespective of the enormous challenges that they encounter while some find it difficult to cope and eventually dropped out of the school. This study, therefore, sought to investigate emotional intelligence dimensions as correlates of adjustment among first year students of University of Ibadan. The study adopted a descriptive survey research design of correlational type. A total of two hundred (200) first year students of University of Ibadan were selected using simple random sampling techniques. Three research questions were raised and answered for the study. Validated and standardized instruments were used to collect the data. Data collected were analysed using the Multiple Regression Analysis and Pearson Product Moment Correlation at 0.05 level of significance. The findings showed that there was significant relationship between self–awareness (r =.704, p&lt;0.05), self-regulation (r =.143, p&lt;0.05), motivation (r =.682, p&lt;0.05), empathy (r =.472, p&lt;0.05) and social skills (r =.700, p&lt;0.05) in relation to adjustment of first year students of University of Ibadan. The independent variables jointly accounted for 52.4% variance in predicting adjustment of first year students of University of Ibadan. In term of contribution to adjustment; self–awareness (β = .428, p&lt;0.05) and social skills (β = .740, p&lt;0.05) had significant positive relative contribution to adjustment of first year students of University of Ibadan. Self-regulation (β = -.091, p&gt;0.05) and motivation (β = -.249, p&gt;.0.05) had no significant relative contribution to adjustment while empathy (β = -.237, p&lt;.0.05) had negative significant relative contribution to the adjustment of first year students at University of Ibadan. Based on the findings, it was recommended that the school management should guide, inform, and advice students by giving good and fantastic orientation programs to the newly admitted students as this would foster excellent adjustment to their new environment. Also, the service of an Emotional Intelligence coach can be employed by parents, school management and even the students, to learn assertive skills, setting boundaries and act of maintaining harmony. Students should also be encouraged to use the right emotional intelligence skills at different situations they find themselves for their proper adjustment in their newly found environment. Keywords: Adjustment, Emotional Intelligence, Self–awareness, Emotional Intelligence, Motivation, Empathy, Social skills

Investigating the relationship between employees' Emotional Intelligence and their Job Stress in one of oil industries in Tehran using structural equation model analysis

Introduction: Emotional intelligence, as the ability to recognize and control one's emotions and feelings, is considered a new psychological approach to evaluating behavior in workplaces. Job stress, as an imbalance between job needs and individual abilities, has always been one of the main challenges of workplaces. Therefore, this research was conducted in one of the oil industries in Tehran to investigate the effect of employees' emotional intelligence on their job stress. &#x0D; Materials and Methods: This research is a practical and analytical cross-sectional study. The population of this research, consisting of 300 employees, was selected by random stratified sampling. In this research, two questionnaires, Bar-On emotional intelligence, and HSE job stress were completed. Also, for data analysis, LISREL 8.72 and SPSS 18 software were used to estimate the causal effect between research variables and calculate descriptive indices as well as compare average variables.&#x0D; Results: The employees' emotional intelligence and job stress had a significant inverse relationship; In other words, a higher level of emotional intelligence was associated with lower job stress. The subscales of flexibility and self-expression in the emotional intelligence test, and the subscales of communication and role in the job stress test, had the highest and lowest numerical values in each test, respectively. Also, based on the results, employees' emotional intelligence levels and job stress were independent of their age and education level.&#x0D; Conclusion: Employees' emotional intelligence level affects their amount of job stress. Therefore, applying emotional intelligence skills in workplaces can significantly reduce the level of employees' job stress.