Social Emotional Intelligence Research Articles

BOOK REVIEW: SOCIAL LEADERSHIP IN EARLY CHILDHOOD EDUCATION AND CARE: AN INTRODUCTION

Social leadership in early childhood education and care refers to the ability of educators to guide and promote positive social behaviors in young children, as well as create a supportive learning environment that fosters cooperation and empathy. It involves using a range of strategies and techniques to help children develop social skills, self-regulation, and emotional intelligence. Social leadership in early childhood education and care is an essential factor in supporting positive social and emotional development in young children in the UK. According to a study by Breslin and colleagues (2019), effective social leadership involves creating a supportive and inclusive learning environment, promoting positive social behaviors, and using evidence-based strategies to help children develop social skills and emotional intelligence. The study emphasizes the importance of social leadership in improving children’s academic and social outcomes, as well as their long-term well-being. Moreover, the research suggests that social leadership can be especially beneficial in supporting the development of children from disadvantaged backgrounds.

WELL-BEING AMONG SENIOR HIGH SCHOOL LEARNERS: A LITERATURE REVIEW

This literature review synthesizes a wide range of scholarly articles and official documents to explore the multifaceted concept of well-being, particularly in the context of education and mental health. Drawing upon theoretical frameworks such as Maslow's hierarchy of needs, ecological systems theory, and positive psychology, the review provides a comprehensive examination of the various dimensions that contribute to individual well-being. Key themes include the importance of addressing physical, social, emotional, and spiritual aspects of well-being within educational settings, as well as the role of holistic wellness programs in promoting overall health and happiness. The review highlights the significance of subjective well-being as a subjective evaluation of an individual's quality of life, emphasizing the need for comprehensive measurement tools that capture both hedonic and eudaimonic aspects of well-being. Furthermore, the review discusses the relationship between well-being and academic achievement, underscoring the reciprocal nature of this association. It also explores the impact of social support networks, emotional intelligence, and coping strategies on well-being outcomes, emphasizing the importance of fostering open communication channels and providing access to support services for students. Moreover, the review addresses emerging challenges and opportunities in the field, such as the growing recognition of mental health literacy as a public health goal and the increasing use of technology, including social media and virtual reality, to assess and enhance well-being. Finally, it discusses relevant policy initiatives, including mental health legislation and educational reforms aimed at promoting student well-being and resilience. Overall, this literature review provides valuable insights into the complex interplay between well-being, education, and mental health, offering implications for research, practice, and policy development in these critical areas.

A Smart Leader in VUCA World: Presenting Key Components of Strategic Leadership Using SLR Method

The current study compiles and summarizes the key findings of the researches conducted on strategic leadership to meet VUCA world’s demand for organizational excellence, sustainable growth, competitive advantages and people centric approach using SPAR-4-SLR protocol technique. Reputed international journals of ABDC A*, A & B ranking are referred to extract corresponding findings of quality research articles on strategic intents of progressive and transformational leadership. Using SLR method the study tries to collate relevant evidences based upon ‘systematic procedures and rationales’ disclosing key parameters of smart leadership required in today’s dynamic business world. Here, ‘smart’ word refers to a ‘learnt leader through experience’ than ‘a trained leader in a business school’. With the help of ‘Systematic Literature Review (SLR)’ technique, the study finds ‘idealized influence (4 component), intellectual stimulation (2 factors), individual consideration (4 factors) and inspirational motivation (4 factors) are identified as the key components of a strategic leadership in today’s VUCA world. The research also presents four elements of a smart leader viz. social intelligence, emotional intelligence, professional wisdom and spiritual intelligence.

SOCIAL AND EMOTIONAL DEVELOPMENT IN UNIVERSITY: EDUCATIONAL TRAINING ACTIVITY FOR SOCIAL WORK PROGRAM STUDENTS

In line with the Bar-On model, emotional-social intelligence is a cross-cutting section of interdependent emotional and social competencies, stressors, and facilitators that determine how effectively we understand and express ourselves, understand and relate to others, and cope with daily demands. The competencies, skills, and emotional and social facilitators mentioned in this conceptualization include the five key components described above, with each component encompassing a number of closely related competencies, skills, and facilitators detailed in the annex. Consistent with this model, being emotionally and socially intelligent means understanding and expressing oneself effectively, understanding and relating well to others, and easily coping with daily demands, challenges, and pressures (Bar-On 2006). Given the specialized literature detailing important aspects of socio-emotional development, I have developed a training program dedicated to final-year students in the social work specialization. The aim of this program is to develop socio-emotional skills and raise awareness of these skills for their professional application in a competent manner. I have extracted six elements from the Bar-On model (empathy, social responsibility, interpersonal relationships, stress management, problem-solving, and optimism) that are relevant to the practice of the social work profession.

Does Social and Organizational Support Moderate Emotional Intelligence Training Effectiveness?

Given the dearth of systematic research and inconclusive results regarding the effectiveness of emotional intelligence (EI) training in adult training, this study was conducted to evaluate the effectiveness of EI training. This study aimed to assess the effectiveness of EI training on learning and transfer outcomes, considering underexplored moderation of social and organizational support with experimental and longitudinal research design. Training transfer was measured through changes in organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). Participants self-assessed their OCB and CWB levels, while their supervisors also provided evaluations, allowing for separate analysis. Data, from a sample comprising 176 government officials, were collected across different periods and analyzed employing diverse analytical tools. The results revealed positive effects of EI training on training outcomes in both samples but positive moderation effect of social and organizational support on the effect of EI training on training outcomes was observed in the self-evaluation sample but not in the supervisor evaluation sample. The findings advance the debate on social exchange theory and organizational support theory by showing the boundary condition of their applicability. Furthermore, this study clarifies the impact of EI training on training outcomes by emphasizing the nuanced role of social and organizational support.

Effect of Social Support and Emotional Intelligence to Self-esteem in Traditional Dancers

Effect of Social Support and Emotional Intelligence to Self-esteem in Traditional Dancers

대학생의 부모애착이 사회적 지지와 정서지능을 매개로 역기능적 진로사고에 미치는 영향

Objectives This study aimed to identify the impact the parental attachment of 4-year college students has on their dysfunctional career thoughts through social support and emotional intelligence to provide primary data that can be used for education and counseling for college students' career choice and preparation.
 Methods In order to verify the research question, an online survey was conducted on students currently attending universities in Korea by selecting a total of 17 regions, including Seoul, Sejong, Jeonnam, Ulsan, and Jeju. A total of 300 questionnaires were used for the final analysis, and a structural equation model was used to investigate the relationship among latent variables and to verify the significance of model goodness of fit, and single- and dou-ble-mediated effects.
 Results First, a single-mediated impact of social support was identified in terms of the relationship between pa-rental attachment and emotional intelligence, while emotional intelligence was determined as a single-mediated effect for social support and dysfunctional career thoughts. Second, the fully double-mediated effect of social support and emotional intelligence was identified in parental attachment and dysfunctional career thoughts.
 Conclusions This demonstrates that in the short term, interventions focusing on social support and emotional in-telligence rather than parental attachment are expected to have a direct and short-term effect. In a fundamental aspect, this means that counseling strategies and interventions are needed to help recognize and understand cli-ent problems, considering mediation for parental attachment.

PEDAGOGICAL SYSTEM FOR FORMING THE SOCIAL HEALTH OF CHILDREN AND YOUTH

The present academic paper is devoted to developing and implementing educational systems for the formation of social health of children and youth. Social health is defined in this context as a multifaceted concept that includes social skills, emotional intelligence, stress management, civic responsibility and tolerance. The primary purpose of the present research is to develop a pedagogical system that would contribute to forming and maintaining the social health of children and youth. Pedagogical approaches in the education system are distinguished, namely: psychological and pedagogical, socio-cultural, health-preserving, interactive, ecological and gender approaches. It has been determined that the formation of children’s social health is ensured through such aspects as the development of social skills by means of interactive activities and group work, training of emotional intelligence through professional exercises and learning stress management methods. The conducted research provides a valuable scientific and practical elaboration in the field of developing and implementing educational approaches to the formation of social health of children and youth. It has been emphasized that the established educational system for forming the social health of children and youth is comprehensive and systematic.

Bridging the gap: Using robotics to enhance emotional and social learning in K-12 education

This research explores the integration of robotics into K-12 education to enhance emotional and social learning (ESL). The theoretical framework draws from constructivism, social learning theory, experiential learning, socio-cultural theory, and emotional intelligence models. Implementation strategies include curriculum design, teacher training, student engagement, and ethical considerations. Challenges encompass ethical dilemmas, access disparities, and socio-cultural sensitivity. The future of robotics in education involves technological advances, global collaboration, and adaptive learning environments. The conclusion emphasizes the transformative potential of robotics in cultivating well-rounded individuals with technical proficiency and heightened socio-emotional skills. As the educational landscape evolves, the integration of robotics emerges as a dynamic force shaping a generation prepared for the complexities of the 21st century.

Effect of an intervention program in the development of emotional, motor and cognitive skills of 5th-6th graders

The aim of this study was to investigate the effect of literature program on development emotional and motor skills of students aged 10-12 in the sport of volleyball. Students from 5th and 6th grade (Ν=257, 123 boys and 134 girls), participated in the research. The students were randomly divided into two groups. The first group (n=173) followed a 4 months literature program using the literary book "The Knight in Rusty Armor" and the second group (n=84) followed the typical Physical Education program. The teaching of emotional skills was combined with a program of learning the Volleyball cognitive backhand skill. Social-emotional intelligence was assessed with the questionnaire "Emotional Quotient-Inventory: Youth Version (EQ-I:YV)" by Bar-On and Parker, while the cognitive assessment of backhand service was carried out with criteria sheet 4 (p. 65) of the Physical Education book of the 5th-6th grade teacher. The non-parametric Friedman test – K related samples and the non-parametric Wilcoxon signed-rank test were used to evaluate the effect of the literature intervention. The results showed that the intervention program was effective with the students of the experimental group showing a significant improvement in terms of emotional skills: intrapersonal (P=0.290, Df(1), χ2: 1.119), empathy (P=0.128, Df(1), χ2: 2.312), social responsibility (P=0.610, Df(1), χ2: 0.261), adaptability (P=0.006, Df(1), χ2: 7.615), stress control (P=0.000, Df(1), χ2: 53.161) and general mood (P=0.790, Df(1), χ2:0.071). There was also an improvement in the cognitive of the back-hand service technique skill, (P=0.000, Df(2), χ2: 61.843). In contrast, students in the control group did not show any improvement in emotional skills and performance of cognitive backhand service skill. Therefore, the findings support the positive contribution of literature to the improvement of emotional and motor skills through the practice of the intervention program.

The Role of Corporate Social Responsibility and Emotional Intelligence Towards Effective Management: Empirical Evidence from Saudi Arabia

In today’s fast-paced business world, companies are experiencing rapid changes and fierce competition, where Social and Environmental Responsibility needs to be prioritized for good management practices. Corporate Social Responsibility (CSR) and Emotional Intelligence (EI) have become increasingly important in management. However, there is a shortage of research that scientifically explores how these two elements interact, particularly within Saudi Arabia’s private corporate sector. To fill the gap, this research aims to examine the relationship between CSR, EI and effective management in the private corporate sector and its impact on organizational performance, on any possible mediating or moderating factors. An online survey with 200 respondents (employers and managers of the business sector) was conducted and analyzed using SPSS along with factor analysis to extract latent factors from the observed variables. The findings revealed that both EI and CSR have a significant positive impact on effective management. At the same time, CSR and EI emerged as stronger predictor of effective management. These results highlight the importance of fostering EI and integrating CSR initiatives to enhance managerial effectiveness in organizations, leading to long-term sustainability with a positive impact on the community.

The influence of Emotional Intelligence in the choice of conflict resolution strategy

The purpose of this article is to examine the need for emotional intelligence (EI) in conflict resolution and workplace. Based on the review of emotional intelligence models, we aimed to comprehend the ability to resolve the effect of conflict and the process of regulation and processing of conflicts. Data were collected from a total of 280 university employees through Emotional Quotient Inventory (EQ-i 2.0) and Thomas-Kilmann Conflict Mode Instrument (TKI). The results showed that the categories most frequently used by the participants were 'Accommodation’, ‘Avoidance' and 'Compromise'. Women are among those who have used this kind of conflict resolution most. Additional results revealed significantly higher EI levels in females, a positive relationship between emotional intelligence and social intelligence, positive emotional intelligence in the Social Sciences department, and the significant impact of emotional intelligence on conflict resolution styles.The present article reported the impact of emotional intelligence on conflict resolution models, including the role of administrative staff in the Albanian context.

Strategic Management Adopting Digital Intelligence (Business Intelligence) for Dentistry and Dental Clinics

This qualitative research article aims to identify digital intelligence (business intelligence) essentials among dentistry and dental clinics for their strategic management. The systematic review is based on valid secondary data using sources from Google Scholar, Scopus, Web of Science and reliable online sources from 2020-2024. The researchers employed observations in data collection via online platforms from July 2023 to December 2023. The content analysis and Free Word Cloud Generator were adopted for interpretation and data analysis. The results reveal that since the 1950s, X-ray, digital imaging and Artificial Intelligence (AI) have helped dentists diagnose oral diseases. Integrating digital use into strategic management for dentistry and dental clinics revolutionizes oral healthcare delivery by improving efficiency, personalization, and accessibility of dental appointments, digital marketing, communications, and processes. Digital intelligence (business intelligence) in dentistry and dental clinics may be related to dental marketing and ethics, which involve ethical and transparent promotion of dental products, services, and research with integrity and patient welfare in mind. Marketing communications must also protect patient privacy. Dental clinics and researchers in dentistry must obtain informed consent, maintain confidentiality, and prioritize patient safety to ensure patient safety, professional ethics, and public confidence. AI-driven digital intelligence (business intelligence) is integrated with human intelligence (emotional intelligence, social intelligence, and cognitive capabilities). Using digital intelligence (business intelligence), AI helped dentists in strategic management diagnose dental diseases, and digital marketing and technology adoption have been discussed in this article regarding digital intelligence (AI integrated with human intelligence) in contemporary studies. This article explains the essentials of digital intelligence in dentistry and dental clinics. However, this paper is a systematic review and may not include respondents. Thus, questionnaires and interviews are recommended for further studies for perceptions insight results.

The Influence of Emotional Intelligence in the Choice of Conflict Resolution Strategy

The purpose of this article is to examine the need for Emotional Intelligence (EI) in conflict resolution and the workplace. Based on the review of emotional intelligence models, we aimed to comprehend the ability to resolve the effect of conflict and the process of regulation and processing of conflicts. Data was collected from 280 university employees through the Emotional Quotient Inventory (EQ-I 2.0) and the Thomas-Kilmann Conflict Mode Instrument (TKI). The results showed that the categories most frequently used by the participants were 'Accommodation', 'Avoidance', and 'Compromise'. Women are among those who have used this kind of conflict resolution the most. Additional results revealed significantly higher EI levels in females, a positive relationship between emotional intelligence and social intelligence, positive emotional intelligence in the Social Sciences Department, and the significant impact of emotional intelligence on conflict resolution styles. The present article reported the impact of emotional intelligence on conflict resolution models, including the role of administrative staff in the Albanian context.

Impacts of digital connectivity on Thailand’s Generation Z undergraduates’ social skills and emotional intelligence

Notwithstanding the pervasive utilization of digital technology in social and educational realms, an in-depth understanding and exploration of the interrelationships amongst digital connectivity, social skills, and emotional intelligence, particularly within Generation Z demographic–known for their heavy reliance on digital platforms–remains elusive. This study endeavors to address this gap. Applying structural equation modeling, it examined the interrelationships between digital connectivity, social skills, and emotional intelligence, surveying a sample of 518 Generation Z students (comprising 77.61% females, 20.64% males, and 1.74% non-binary) across various academic years and disciplines at a university located in Southern Thailand. PLS-SEM software was employed to evaluate the structural model and substantiate the research hypotheses. Our findings suggest that digital connectivity did not detrimentally impact social skills. However, it negatively influenced emotional intelligence among Generation Z students, observable both at the operational level and in terms of fostering the capacity to regulate one’s own and others’ emotional states. Despite this, social skills proved to significantly enhance emotional intelligence. The same consistent pattern of a positive and significant influence is observed when testing the indirect effect of digital connectivity on emotional intelligence through social skills. Furthermore, it was found that robust and effective digital connectivity could potentially bolster understanding and management of emotions in the digital age, much like well-developed social skills. Hence, this study provides substantial insights into the nuanced impacts of digital connectivity on the social and emotional development of Generation Z students.

Navigating Unprecedented Challenges: A Narrative Review of Socio-Emotional Learning Competencies and Emotional Intelligence Among Nurses and Nursing Students in the COVID-19 Era

This narrative review examines the importance of social and emotional learning (SEL) competencies and emotional intelligence (EI) among nurses and nursing students, particularly during the COVID-19 pandemic. Emotional intelligence and Socio-Emotional Learning are interconnected concepts encompassing the effective perception, understanding, management, and utilization of emotions. EI encompasses skills such as self-awareness, self-regulation, empathy, and interpersonal effectiveness, while SEL is an educational framework designed to cultivate specific social and emotional skills in students. SEL programs aim to foster competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Within the healthcare environment, the proficiency of nurses and nursing students in EI not only impacts their personal well-being but also exerts a substantial influence on patient outcomes and the overall quality of care. The integration of SEL into the training of healthcare professionals holds the potential to augment their capacity to establish positive patient relationships, effectively manage stress, and deliver compassionate care. This study seeks to describe the influence of SEL competencies and emotional intelligence on students and nurses during and after the COVID-19 crisis. Recognizing the important nature of incorporating SEL competencies and emotional intelligence into the education and practice of nurses and nursing students is crucial for fostering psychological resilience, nurturing positive relationships, and ensuring the provision of high-quality care, particularly amidst unprecedented challenges like the COVID-19 pandemic. Keywords: emotional intelligence, socio-emotional learning, COVID-19, nursing

On the study of factors of fake news perception by mass audience (case study of student youth)

The article deals with the problem of perception of false (fake) information by mass audience, especially by students. Fake information today is similar to viruses that instantly "infect" the mass of recipients. A separate category of fake information is fake news, the worst consequence of which is real actions of people based on unreliable information that does not correspond to the facts of objective reality. Students are an active social group and the main consumers of information of social networks where fakes are mainly circulated. Fake news is a product of the post-truth era, characterized by the state of society when the truth becomes those facts and situations that the public believes in. The paper analyses the socio-psychological factors that influence the perception of fake information by student youth. Authors highlights the following socio-psychological factors: social attitudes, cognitive distortions, trust issues and emotional intelligence. The structure of social attitudes is considered and the conclusion is made on the basis of cognitive theories that fake news influencing the affective component of social attitudes changes these attitudes. Cognitive distortions such as the Dunning-Kruger effect, affect heuristics, and confirmation bias play a significant role in this process. The authors conclude that the low level of trust actualizes the problem of trust fake news in Russian society. Authers found that students believe false information more than true information, they are unable to distinguish deception. They use the intuition when try to understand if the information is fake. Emotional intelligence does not directly influence competence in recognizing fake news but influences criticality in assessing one's ability to recognize it. Further study of the issue should consider IQ and EQ indicators for developing scientific and practical recommendations to reduce trust in fake news.

The Impact of Social Media Information Literacy on Malaysian Youth’s Emotional Intelligence

Social media has evolved into a network that helps users find information. Social media platforms like Facebook, Twitter and Instagram are now important sources of up-to-date news and information. In order to give people the ability to assess, inform about potential threats or effects, and be aware of false information in the network, social media information literacy (SMIL) has been developed. However, that social media can have negative emotional effects that decrease in emotional quotient (EQ) among young people will directly lead to social problems like crime. In this quantitative study, Malaysian youth between the ages of 19 and 40 were examined to determine the impact of social media information literacy (SMIL) on emotional intelligence (EQ). 241 students from three universities in Malaysia who were selected through proportional stratified random sampling and simple random sampling made up the respondents. Data are gathered using a "Google Form" questionnaire and data analysis uses descriptive and inferential statistical analysis to get the results. Social media information literacy (SMIL) and emotional intelligence (EQ) were found to be significantly correlated by Pearson correlation inference analysis. The results of this study have implications for institutions seeking to develop human capital, technology, and media. Other organizations interested in exploring the field of social media information literacy (SMIL) and emotional intelligence (EQ) can use it to meet the sustainable development goals (SDG) in digital sustainability as recommended by UNESCO.

Relationship between Social Capital and Digital Competence in Indonesia Senior High School Population

Employee performance is the issue that gets the most attention in every scientific study. Once performance is important for an organization's progress, policymakers must know the factors affecting employee or organizational performance. This study aims to determine the effect of digital competence, social capital, and emotional intelligence on teacher performance through job satisfaction as an intervening factor. Data were obtained by distributing questionnaires to 419 public high school teachers in Batam City. The research uses qualitative and quantitative approaches. The data analysis method is a structural equation model using the Smart-PLS device. The study's results found that digital competence, social capital, and emotional intelligence directly positively and significantly affected teacher job satisfaction. Second, digital competence, emotional intelligence, and job satisfaction have a direct positive and significant effect on teacher performance. In contrast, social capital directly does not have a significant effect on teacher performance. Third, job satisfaction fully mediates the effect of social capital and emotional intelligence on teacher performance, but job satisfaction does not mediate the effect of digital competence on teacher performance. The results of this study recommend that school leaders or principals at State High Schools improve digital competence and social capital.

Evaluasi Konstruktivisme Sosial Sebagai Pendekatan Pendidikan Karakter di Era Digital

This study aims to evaluate the effectiveness of social constructivism approach in shaping student character in the digital era. In the context of the development of information and communication technology, the challenges faced in character education are increasingly complex. Therefore, this study uses the literature review method to analyze related theories, evaluate the impact of the digital era on character formation, and develop a social constructivism model that is suitable for character education in the digital era. The results showed that social constructivism, which emphasizes the role of social interaction, collaboration, and shared learning, has great potential in shaping students' positive character. The social constructivism approach model developed in this study integrates technology as an aid in character learning. Teaching strategies that focus on collaboration, social interaction, and project-based learning encourage students to develop social skills, empathy, and emotional intelligence. Evaluation of the implementation of this model shows improvement in the development of student character. They are able to collaborate better, have a deeper understanding of character values, and can live social interactions positively in the challenging digital age. Recommendations include teacher training in integrating technology in character education, development of appropriate digital learning resources, and parental involvement in supporting character education at home. Support from schools and relevant stakeholders is also considered important in creating an educational environment that supports student character development in the digital era. This research provides an in-depth look at the role of social constructivism and technology in shaping student character in the ever-evolving digital age.