Trait Emotional Intelligence Research Articles

PERCEIVED FATHERS ACCEPTANCE-REJECTION AND EMOTIONAL INTELLIGENCE IN ADOLESCENCE: A GENDER-BASED COMPARISON

Background of the Study: Parental figures have a crucial role in the event of the youngsters via “rearing and nurturing”; providing them well in time care, become role models for them so that children can learn to survive independently successfully. Parents significantly impact their children’s social development, particularly the interactions they form with those in their immediate social circle. This study aims to see if there is a link between teenagers’ emotional intelligence and their perceptions of their fathers. Psychological studies show that fathers significantly impact a child’s development. Methodology: A correlational study was undertaken at various private schools in Karachi, Pakistan. A total of 600 pupils were contacted, 300 of whom were boys and 300 of whom were girls mean age of 14±1.15. Petrides’ Trait Emotional Intelligence Questionnaire for Adolescents (TEIQue-ASF) and Rohner’s Parental Acceptance and Rejection Questionnaire P.A.R.Q. were utilized to collect data (Father Short Form). Results: Data was handled using descriptive statistics and the t-test in S.P.S.S. The gap in emotional intelligence between boys and girls was discovered to be statistically significant as girls who perceived their fathers as approving (142 + 19.71 ) were found to be higher on the variable of emotional intelligence as compared to the scores of boys who perceived their fathers as approving (139 + 17.61).In the meantime, the difference in emotional intelligence between girls and boys who believe their father rejects them is vanishingly negligible as (132.67 + 16.94) and (139 + 17.61), respectively. Conclusion: According to a study, adolescents who believe their father approves of them have higher emotional intelligence (E.I.) than those who believe otherwise.

Evaluation of dental behavior, anxiety, fear, and its correlation with trait emotional intelligence in 8-12-year-old children: Exploring a new frontier in behavior modification.

Children's fear and distress in dental settings often lead to anxiety and behavior issues. This study delves into why some children experience dental anxiety, whereas others do not, attributing differences to child-rearing and personality traits. Emotional intelligence (EQ), the ability to comprehend, generate, and manage emotions, is explored as a factor influencing a child's dental experience. This novel intelligence theory accommodates the intricacies of human-environment interactions. The study aimed to investigate the relationship between EQ and a child's dental anxiety, fear, and behavior in children aged 8-12 years. The Trait Emotional Intelligence Questionnaire-Child Short Form, specifically developed for children aged between 8 and 12 years, was used among 100 participants reporting to the department outpatient department. The Frankl's Behavior Rating Scale, Modified Child Dental Anxiety Scale, and Children's Fear Survey Schedule-Dental Subscale were used to evaluate behavior, anxiety, and fear, respectively. Results show a positive correlation between EQ and dental behavior (P = 0.002) whereas a negative correlation between EQ and dental anxiety and fear (P < 0.001). This study sheds light on the intricate interplay between emotional intelligence, dental behavior, anxiety, and fear among children. By recognizing the impact of EQ, dental practitioners could adopt personalized strategies to alleviate anxiety and enhance cooperation, improving overall dental experiences for young patients.

VISUALISING EMOTIONAL INTELLIGENCE GLOBAL RESEARCH TRENDS USING BIBLIOMETRIC ANALYSIS

The study of emotional intelligence (EI) is a rising trend frequently highlighted in psychology and leadership literature. EI influences performance in the workplace, academics, and personal-socio relationships. Therefore, synthesising and systematic study to understand the topic of interest and related network connections of EI are crucial to broadening the research field towards integrated efforts. The bibliometric analysis evaluates the global research trends in EI based on publication, co-authorship, affiliated countries, and author keywords. This analysis uses the Scopus database to generate data. A total of 5,783 articles published between 1966-2023 were retrieved. The result shows cumulative publications increased from three-digits between 2002and 2010 to four-digits between 2011 and 2023. The USA, Spain, and the United Kingdom have the highest number of publications or co-occurrences on EI, with trait EI, leadership, personality, and adolescence as the highest-used author keywords besides EI. However, based on the current trend from 2019 to 2023, resilience, prosocial behaviour, sustainability, and COVID-19 are high on the average citations and co-occurrences. In conclusion, the bibliometric analysis provides an overview of the current trend in the EI research field based on the keywords used in the Scopus list of published articles.

Trait emotional intelligence and its impact on quality of life, anxiety, and depression in patients with gastric cancer

Aims/Background Trait emotional intelligence is associated with anxiety and depression symptoms and quality of life in cancer patients. However, studies on the relationship of trait emotional intelligence with anxiety, depression, and quality of life in gastric cancer patients are limited. This study investigates the relationship of trait emotional intelligence with depression and quality of life in gastric cancer patients to provide a theoretical basis for clinical management. Methods A total of 270 patients with gastric cancer treated in our hospital from July 2020 to July 2023 were selected, of which 31 patients with missing questionnaire entries and missed visits were screened out, resulting in the enrolment of 239 gastric cancer patients in this study. In this survey, self-administered general information questionnaires, namely Trait Emotional Intelligence Short Form (TEIQue-SF), European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire-Core 30 (EORTC QLQ-C30), and Hospital Anxiety and Depression Scale (HADS) were used. Results TEIQue-SF total scores were positively correlated with QLQ-C30 scores (p &lt; ..001) and negatively correlated with HADS-A and HADS-D scores (p &lt; ..001). TEIQue-SF total score was a superior positive predictor of the QLQ-C30 score (β = 0.412, p &lt; ..001) and a superior negative predictor of the HADS score (β = –0.740, p &lt; ..001). TEIQue-SF total score (β = 0.141, p = 0.006) and HADS score (β = –0.665, p &lt; ..001) were good predictors of QLQ-C30 score. The direct effect of TEIQue-SF total score on QLQ-C30 score was 0.141, while HADS score between TEIQue-SF total score and QLQ-C30 score had a mediated effect value of 0.492. Conclusion Trait emotional intelligence not only directly affects the quality of life, but also indirectly affects the quality of life through anxiety and depression. Clinicians should pay attention to the anxiety, depression, and emotional intelligence of patients with gastric cancer to help them improve their quality of life.

The Effect of Cold and Hot Executive Functions, Personality, General Intelligence and Emotional Intelligence in Transformational Leadership

This study investigates the role of hot and cold executive functions (EF) in transformational leadership, considering the mediating role of personality, general cognitive ability, and trait emotional intelligence (EI). EF plays an essential role in responding and adapting to new situations. The sample (N=316) consisted of students and leaders. Neuropsychological tests assessing specific domains of EF and questionnaires assessing personality, general cognitive ability, and trait EI were administered. The results showed that cold EF affects leadership, emphasizing the mediating role of personality. Furthermore, leaders performed better in communication skills, attention span, and working memory than students.

Trait Emotional Intelligence Anger Management and Professionalism of Police Officers

Trait Emotional Intelligence Anger Management and Professionalism of Police Officers

The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout

With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner's English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 second-year EFL students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students' effectiveness and learning outcome.

Cultivating insight and engagement: exploring the role of Trait Emotional Intelligence in Chinese art education.

BackgroundThe present study focuses on the unique role of insight and Trait Emotional Intelligence in the realm of art education in China. Insight, traditionally associated with clinical outcomes such as mastering symptoms, developing adaptive behaviors, and enhancing quality of life, is newly contextualized in this study within the framework of art education. The expansion of insight research into areas like Social Psychology reflects its relevance beyond clinical settings, particularly in educational environments where creativity and emotional intelligence are pivotal.AimIn Chinese art education, insight is crucial not just for personal growth but also for professional development, integrating the understanding of emotions, culture, and artistic expression. This study explores how Trait Emotional Intelligence fosters insight and engagement in art students, underscoring its transformative impact on their educational and professional journey in the art world.MethodsUsing a sample of Chinese art education students at University level (N = 881), that answered a quantitative self-report questionnaire, statistical procedures are applied to test the relationships between Trait Emotional Intelligence, Insight orientation, and students’ academic engagement.ResultsIn the structural model, the path from Trait Emotional Intelligence to Insight Orientation was significant, indicating a positive relationship. Students’ Engagement was significantly predicted by Insight Orientation and Trait Emotional Intelligence.ImplicationsThis finding corroborates theoretical assertions that individuals with higher emotional intelligence are more inclined to have enhanced insight. The findings of the present study extend beyond the field of Art education, allowing us to provide a broad spectrum of social implications for Higher Education institutions.

Reading self-concept, trait emotional intelligence and anxiety of primary school children with dyslexia

IntroductionThe association between the cognitive and the affective domain in reading is well documented in research, especially when difficulties are manifested. The aim of this study was (a) to investigate levels of reading self-concept, trait emotional intelligence, and anxiety of students with dyslexia and compare them to students with no previous assessment and (b) explore the hypothesis that reading self-concept and trait emotional intelligence are negative predictors of state and trait anxiety taking into account students’ individual characteristics such as gender, school year, and school performance.MethodsA total of 794, fifth- and sixth-grade Greek primary school children aged 10 to 12 years old participated in the study. Of them, 50 children had a statement of dyslexia. The State and Trait Anxiety Inventory for Children, the Reading Self-Concept Scale, and the Trait Emotional Intelligence Questionnaire—Short Form were administered to the participants.ResultsThe results showed that children with dyslexia were more vulnerable in terms of their perceptions of reading self-concept and emotional intelligence as compared to typical peers. Moreover, students’ characteristics, i.e., grades in math and language and dyslexia, had a direct positive path to trait emotional intelligence and reading self-concept while trait emotional intelligence and reading self-concept predicted negative anxiety.DiscussionThe implications of the results in terms of the possible protective role of reading self-concept and emotional intelligence on anxiety for children with dyslexia are discussed, and suggestions for future research are presented.

Tapping the alphabets of learning-oriented assessment: self-assessment, classroom climate, mindsets, trait emotional intelligence, and academic engagement are in focus

This study investigates the role of self-assessment (SA), classroom climate (CC), and psychological variables in learning-oriented assessment (LOA) within English as a foreign language (EFL) education. Utilizing a mixed-methods approach, data was collected through surveys and semi-structured interviews from EFL learners and instructors. Findings reveal that SA plays a pivotal role in promoting learner autonomy, self-regulated learning, and academic engagement (AE). By actively involving students in the assessment process and providing opportunities for reflection and feedback, educators can empower learners to take ownership of their learning journey and enhance their overall learning outcomes. Moreover, the study underscores the importance of creating a supportive CC characterized by mutual respect, collaboration, and inclusivity. Positive teacher-student relationships and inclusive learning environments contribute significantly to students’ academic and socioemotional development. Additionally, the study highlights the influence of psychological variables such as growth mindset and emotional intelligence (EI) on student learning outcomes. Learners who adopt a growth-oriented mindset and possess high levels of EI are more likely to persevere in the face of challenges and actively engage in the learning process. The implications of this study suggest the importance of adopting a holistic approach to assessment and instruction in EFL education, with stakeholders urged to incorporate strategies to promote SA, create supportive CC, and foster psychological variables for enhanced student learning and well-being.

Social Anxiety in Students with Specific Learning Disorders Based on Emotion Regulation and Emotional Intelligence: The Mediating Role of Perceived Self-Efficacy

Background: One of the basic challenges faced by children with specific learning disorders (SLD) is social-emotional problems. Objectives: Considering the importance of social anxiety in interacting with others and its negative consequences in the family, society, and academic life of students with specific learning disabilities, the present study aims to develop a causal model of social anxiety in these students based on emotion regulation and emotional intelligence, taking into account the mediating role of perceived self-efficacy. Methods: The research employed a descriptive approach and utilized path analysis. The statistical population of this research comprised all the students with SLD who were referred to the student counseling centers and LD centers affiliated with the education organization of Sanandaj city in the academic year 2022 - 2023. The research sample consisted of 360 students aged between 8 and 12 years old with SLD, selected from the statistical population through purposeful sampling. In this research, the self-report version of Leibovitz's Social Anxiety Scale for children and adolescents by Masia-Warner et al., Shields and Cicchetti's emotion regulation inventory, Trait Emotional Intelligence Questionnaire by Mavroveli et al., and Muris' Children's Self-Efficacy Questionnaire were utilized. The fit indices of the model were also confirmed. Results: The variables of emotion regulation, perceived self-efficacy, and emotional intelligence directly affected the social anxiety of students with SLD. Additionally, the social anxiety of students with SLD was significantly related to the mediation of perceived self-efficacy with emotion regulation and emotional intelligence (P &lt; 0.01). Conclusions: Therefore, to reduce the social anxiety of students with SLD, it is recommended that educators and experts develop educational programs to increase adaptive emotion regulation strategies, enhance perceived self-efficacy, and strengthen emotional intelligence.

Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory

The key to excellence in Science, Technology, Engineering, and Mathematics (STEM) disciplines requires mastery of the dynamics that underlie student learning and achievement. Among these factors, self-regulated learning, motivation, and emotional intelligence play critical but distinct roles in attaining academic outcomes. However, the relationships among these educational and psychological factors are not fully understood from the perspective of self-determination theory. This study delves into the intricate relationship between emotional intelligence, motivation to learn science, and self-regulated learning among Chinese STEM students. A sample of 650 undergraduate STEM students from various universities in China participated in this study. The pilot test was conducted before distributing the questionnaires, including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Science Motivation Questionnaire II (SMQ-II), and the Motivated Strategies for Learning Questionnaire (MSLQ). Using the structural equation modeling, this study found a significant correlation between self-regulated learning, motivation to learn science, and emotional intelligence. Moreover, the study showed the predictive role of self-regulated learning in determining STEM students’ emotional intelligence and motivation to learn science. This study provided some important implications for policy-makers and instructors in considering self-determination theory in STEM education and developing STEM students’ motivation, emotional intelligence, and self-regulated learning to enhance educational outcomes.

The Role of Trait Emotional Intelligence in Quality of Life, Anxiety, and Depressive Symptoms After Radiotherapy in Lung Cancer Patients with Brain Metastases.

We aimed to investigate the association of trait emotional intelligence (TEI), anxiety, depression, and quality of life (QoL) in lung cancer individuals with brain metastases receiving radiotherapy. A total of 289 individuals with brain metastases from lung cancer after radiotherapy participated. Data were collected from October 2018 to December 2022. Data were collected on variables such as patient demographics, medical characteristics, TEI, anxiety, depression, and QoL. Pearson correlation analysis and structural equation modeling were used to analyze the data. Correlation coefficients between TEI and anxiety, depression, and QoL scores were -0.451 (P = .007), -0.580 (P = .002), and 0.391 (P = .009). The correlation coefficient for depression and QoL was -0.433 (P = .008). Anxiety and depression mediate the positive correlation between trait EI and QoL. Individuals with high idiosyncrasies of emotional intelligence are able to more effectively regulate negative emotions associated with cancer symptoms and treatment, and thus better perceive QoL. Trait EI training can reduce anxiety and depression symptoms and further improve the QoL of lung cancer individuals.

The Associations of Perceived Self-Efficacy with Emotional Intelligence, Personality, Resilience, and Attitudes Towards Death among Midwives.

Midwives' self-efficacy can significantly affect the provided care and, therefore, maternal and neonatal outcomes. The aim of the present study was to investigate associations of perceived self-efficacy with emotional intelligence, personality, resilience, and attitudes towards death among midwives in Greece. From 2020 to 2022, a total of 348 midwives were recruited in this descriptive cross-sectional study. The participants were employed as independent professionals, in public hospitals or regional health authorities. Data collection involved five research instruments: the General Self-Efficacy Scale (GSES), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Eysenck Personality Questionnaire (EPQ), the Connor-Davidson Resilience scale (CD-RISC), and the Death Attitude Profile-Revised (DAP-R) scale. The mean score for the GSES was 29.1 (SD = 4.2), suggesting a moderately elevated level of self-efficacy among midwives. The results revealed that higher scores on the GSES were significantly associated with higher scores on the Extraversion subscale (p < 0.001) and lower scores on the Neuroticism (p < 0.001) and Lie (p = 0.002) subscales of the EPQ. Additionally, high self-efficacy was significantly correlated with high emotional intelligence (p < 0.001), high neutral acceptance of death (p = 0.009), and high resilience (p < 0.001). These findings highlight the relationship between the self-efficacy of Greek midwives and various psychological factors, as well as the multifaceted nature of self-efficacy and its importance for midwives' psychological well-being and professional functioning.

Examining the association between emotional intelligence and chatbot utilization in education: A cross-sectional examination of undergraduate students in the UAE

BackgroundWhile Emotional Intelligence (EI) demonstrably affects academic success, literature lacks exploration of how implementing chatbot in education might influence both academic performance and students' emotional intelligence, despite the evident potential of such technology. AimTo investigate the associations between Emotional Intelligence (EI), chatbot utilization among undergraduate students. MethodsA cross-sectional approach was employed, utilizing a convenience sample of 529 undergraduate students recruited through online questionnaires. The participants completed the Trait Emotional Intelligence Questionnaire and modified and a modified versions of the unified theory of acceptance and use of technology (UTAUT) model. Resultsof the 529 participants, 83.6 % (n = 440) of participants regularly used chatbot for learning. Students demonstrated a moderate average EI score (129.60 ± 50.15) and an exceptionally high score (89.61 ± 20.70) for chatbot acceptance and usage. A statistically significant (p < 0.001) positive correlation was found between chatbot usage frequency and EI total score. Gender and major emerged as significant factors, with female students (p < 0.05) and health science students (p < 0.05) utilizing chatbot less compared to male and other major students, respectively. A negative correlation (r = −0.111, p = 0.011) was observed between study hours and chatbot usage, suggesting students with higher study hours relied less on chatbot. ConclusionsThe positive correlation between chatbot use and EI in this study sparks promising avenues for enhancing the learning experience. By investing in further research to understand this link and integrate AI tools thoughtfully, policymakers and educators can cultivate a learning environment that prioritizes both academic excellence and student well-being, reflecting the values and perspectives of UAE culture.

The mediating role of trait emotional intelligence in the relationship between parental neglect and cognitive emotion regulation strategies

BackgroundExamining children’s abilities to recognize and regulate their emotions in the context of parental neglect is of significant importance in order to comprehend the dynamics of and to support the development of emotional skills of children, particularly those at risk of neglect. From this point of view, the aim of the study was to examine the mediating role of trait emotional intelligence (trait EI) in the relationship between parental neglect and cognitive emotion regulation strategies (CERS) in children.MethodThe study group consisted of 265 children (135 girls and 130 boys) who were attending two separate primary schools in the city center of Antalya, Turkey. The mean age of the children was 10.27 ± 0.45. As the data gathering instruments, an “Individual Information Form” was administered to assess the socio-demographic information of the children, while the “Multidimensional Neglectful Behavior Scale-Child Report was administered to examine the level of neglect of children by the parents, the “Trait Emotional Intelligence Questionnaire-Child Form” was administered to assess the trait emotional intelligence level, and the “Cognitive Emotion Regulation Strategies for Children Scale” was administered to assess the CERS of the children.ResultIt was found that trait EI played a full mediator role in the relationship between CERS and both maternal and paternal neglect (p < .05), except for the relationship between paternal neglect and maladaptive CERS (p > .05).ConclusionsThe results may suggest that neglected children use all emotion regulation skills, including both adaptive and maladaptive, to cope with their negative emotional experience, but may use adaptive CERS more if their trait EI is higher.

Levels of emotional intelligence and years of experience on resilience among working adults

Emotional intelligence scores and resilience levels were evaluated to investigate the correlations between them. Analyzing the impact of years of experience and emotional intelligence on resilience was one of the objectives. Resilience, years of experience, and emotional intelligence were defined operationally, and hypotheses were developed. 151 Indian working professionals between the ages of 21 and 35 provided self-report questionnaires from which data was gathered. The Trait Emotional Intelligence Questionnaire - Short Form and the Connor-Davidson Resilience Scale were employed. To analyze the data, multiple regression analysis and Pearson's correlation coefficient were used. The findings showed that emotional intelligence and resilience were positively correlated, with emotional intelligence being a substantial predictor of resilience. There was, however, little proof that years of expertise and resilience were related. Sample and response biases, a cross-sectional design, a focus on demographics, and confounding variables were among the limitations. To achieve a thorough grasp of emotional intelligence, years of experience, and resilience across varied groups, future research should make use of demographic diversification, random sampling, longitudinal investigations, and objective assessments.

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.

Leveraging Technology Enhancement: The Well-Being Emotional Intelligence, Security Keys to the University Students’ Readiness in Digital Learning Ecosystem

The principle of the digital learning ecosystem is the application of the educational process through digital learning environment platforms that help users learn more effectively. Educational institutions, teachers and students must evolve to adapt and be ready for the new world of learning. The individual’s emotional quality can influence their readiness in the digital learning ecosystem. This study aimed to examine whether there is a significant relationship between students’ readiness in the digital learning ecosystem and their emotional intelligence levels. This study utilized a correlational research method and multiple linear regression analysis. For data collection, the primary tools used were Trait Emotional Intelligence Scale-Short Form (TEIS-SF) and the Online Learning Readiness Scale (OLRS). The questionnaires were administered to 103 students enrolled in seven different higher institutions in Brunei. The results of the research showed that there was a link between students’ online learning readiness levels and their emotional intelligence levels. This study found that students with a high well-being sub-dimension of emotional intelligence had high online learning readiness levels.

The Relationship between Attitudes toward Death and Emotional Intelligence, Personality, Resilience, and Justice Beliefs: A Cross-Sectional Study of Midwives in Greece.

Midwifery practice inevitably includes miscarriages, stillbirths, and neonatal deaths. The aim of the present study was to investigate the relationship between attitudes toward death and emotional intelligence, personality, resilience, and justice beliefs among midwives in Greece. A descriptive cross-sectional study was conducted from 2020 to 2022 among 348 midwives employed in public hospitals, in regional health authorities, or as independent professionals. Research instruments included the Death Attitude Profile-Revised, the Connor-Davidson Resilience Scale, the Trait Emotional Intelligence Questionnaire-Short Form, the Eysenck Personality Questionnaire, and the Belief in a Just World scale. The results revealed that greater emotional intelligence was significantly associated with higher scores in the escape acceptance subscale. Midwives scored low on the neutral acceptance subscale (2.9 ± 0.8), with the highest score being recorded in the escape acceptance subscale (4.6 ± 1.0), which was significantly associated with greater emotional intelligence. Neuroticism was significantly associated with the death avoidance, approach acceptance, fear of death, and escape acceptance subscales. Finally, the subscale of distributive justice beliefs for self and others was significantly associated with the subscales of death avoidance and approach acceptance. These findings highlight the nuanced perspectives within the healthcare community. As we delve deeper into the complexities of end-of-life care, understanding these diverse attitudes is crucial for providing comprehensive and empathetic support to both patients and healthcare professionals.