Wong Law Emotional Intelligence Scale Research Articles

Academic performance, emotional intelligence, and academic burnout: A cross-sectional study of a mediational effect in nursing students

BackgroundCourse failure arises as the ultimate result of students' declining academic performance in the face of high course demands. It can eventually lead to dropout and academic dissatisfaction. Emotional intelligence may play an essential role in decreasing the emotional effects of stress, such as academic burnout in nursing students. However, emotional intelligence is conceptualized multidimensionally, and each of its attributes may have a different impact on burnout reduction. ObjectiveTo explore the dimensions of emotional intelligence that may mediate the association between academic performance (course failure) and academic burnout in nursing students. DesignThe design was cross-sectional, with survey-based data collection. SettingsEducational setting, undergraduate nursing students at a private university in Metropolitan Lima, Peru. Participants154 students (77.3 % female) with a mean age of 25.9 years. MethodsA multiple mediation strategy was used, using the Wong-Law Emotional Intelligence Scale. Four emotional intelligence attributes (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were evaluated in the relationship of failed courses (dichotomous variable: yes/no) and academic burnout (single item based on physical and emotional exhaustion). The structural equation modeling framework was used. ResultsCourse failure (academic performance) positively affects academic burnout. Regulation of emotion is the only dimension of emotional intelligence mediating between course failure and academic burnout. The proportion of the mediating effect was 0.315, while the rest was around zero. Statistically significant gender differences were detected concerning burnout, with men scoring moderately higher than women. ConclusionsThe results indicate that the regulation of emotion may have a relevant role in reducing burnout compared to other emotional intelligence attributes. These regulatory skills are important for developing health care and positive patient relationships. Interventions focused on the regulatory characteristics of emotions and distinguishing different attributes of emotional intelligence while exploring its mediating effect should be strengthened. These implications are linked to the growing call to include EI in university education.

The impact of self-esteem, optimism and emotional intelligence on the professional development of future primary and pre-school teachers

ABSTRACT The way in which students can identify, regulate and manage their emotions can impact not only on their present positive attitude and increased self-esteem, but also on their subsequent professional performance. In this study, 798 pre-service teachers participated, with a mean age of 24.52 years (±5.48). The instruments used were: Wong Law Emotional Intelligence Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES). The aim was to determine the potential value of optimism and pessimism among the emotional intelligence and self-esteem of pre-service teachers. The results showed that emotional intelligence is related to optimism (R2 = .352) and moderately to pessimism (R2 = .148) and self-esteem (R2 = .135), with a root mean square error of .067. The practical consequences showed that emotional intelligence has a strong impact on socioemotional competencies, with optimism versus pessimism acting as mediating variables, which in turn contributes to the self-esteem of future teachers.

Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru

Introduction: Emotional intelligence (EI) is a key skill for the personal and academic development of university students. Therefore, it is appropriate to have relevant instruments to measure this construct. Objective: This study aims to analyze the evidence of validity and reliability of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students in the region of Lambayeque, Peru. Method: Our study has an instrumental design. We applied a virtual questionnaire distributed in social networks to 317 university students (124 males and 193 females) from different professional careers, aged between 18 and 30 years (M=20.3; SD=2.7). Confirmatory factor analysis was performed (WLSMV estimator), and internal consistency was assessed. Result: We found four correlated factors, higher order, and bifactor, the first being the one with the best-fit indices: X2(98) = 262.63, p < .001, CFI = .97, TLI = .96, RMSEA = .07 [CI 90%; .06 - .08], SRMR = .04 and WRMR = .91. Internal consistency results using the omega coefficient are ωSEA = .81, ωOEA= .79, ωUOE= .84 and ωROE = .85. Conclusion: The WLEIS in university students in the Lambayeque region of Peru has sufficient evidence of validity and reliability to guarantee the relevance of its application.

Differential Magnitude of Resilience between Emotional Intelligence and Life Satisfaction in Mountain Sports Athletes.

The field of mountain sports has its own characteristics, different from other sports modalities. Emotional intelligence and resilience not only refer to the adaptive capacity that can be developed after an adverse experience, but can also be factors that positively affect sporting performance in extreme conditions. In this study, 4818 athletes from the Spanish Federation of Mountain Sports and Climbing participated; 2696 were men (67.1%) and 1322 were women (32.9%), with a mean age of 49.42 years (±11.9). The Resilience Scale (RS-14), Wong Law Emotional Intelligence Scale (WLEIS-S) and Satisfaction with Life Scale (SWLS) were used. The aim was to provide evidence for the potential for resilience (personal competence and acceptance of self and life) among EI and life satisfaction in mountain and climbing athletes. The results showed that the coefficients of determination of personal competence [(Q2 = 0.286); (R2 = 0.578)], acceptance of self [(Q2 = 0.310); (R2 = 0.554)] and life satisfaction [(Q2 = 0.299); (R2 = 0.421)] for the estimation of the measurement model indicated a good model fit. In the future, it would be necessary to carry out specific studies discriminating by sport modality and methods for this area, with a large number of athletes and disciplines, as well as evaluating its possible applications for the improvement of emotional factors.

Mediating Role of Emotional Intelligence in the Relationship Between Resilience and Academic Engagement in Adolescents: Differences Between Men and Women.

Resilience and academic engagement have become some of the most important elements in the academic context, due to their relationships with school adjustment, the protective role against risky behaviors and the well-being of adolescents. Therefore, the objective of this study was to analyze the relationships established between the variables of resilience and academic engagement, the differences according to sex, as well as to determine the mediating role of emotional intelligence in the relationship between resilience and academic engagement in adolescence. A cross-sectional descriptive study was performed. The sample consisted of 802 secondary school students, with an average age of 13.65 years (SD = 1.24) (where 50.6% were women and 49.4% men) who filled out the Connor-Davidson Resilience Scale (CD-RISC 10), the General Academic Engagement Scale for Spanish Adolescents (CAADE) and the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S). The results showed the existence of positive relationships between resilience and factors of academic engagement. Furthermore, the mediation models showed the direct effect of emotional intelligence on this relationship. On the other hand, with respect to sex, men showed significantly higher averages in resilience and emotional intelligence, with no significant differences in the variable of academic engagement. Concluding, design of emotional intelligence intervention programs in secondary is recommended as an effective measure for promoting resilience and a positive academic trajectory.

Crea reflexión: experiencias de aprendizaje en prácticas clínicas

Objective: to design and incorporate a structured instrument for reflective record of clinical practices in e-portfolio format for Nursing Degree students in paediatric clinical practices. Method: a quanti-qualitative prospective longitudinal study; subjects: fourth year Nursing Degree students. Instrumentalization: reflective diaries, rubrics, California Critical Thinking Disposition Scale, Emotional Intelligence Assessment Scale, Wong Law Emotional Intelligence Scale, Bem Sex-Role Inventory, academic-formative tutoring. Sample characteristics will be described with central tendency and dispersion, according to their type and distribution. The assessment of effectiveness will be estimated through the change in scores compared with the patterns of reference of the status previous to training in reflective practice, and the status with training and experience on reflective practice. The tests used for hypothesis testing in these analysis will be bilateral, with a p< 0,05 significance level. Data processing will be conducted with SPSS 25.0. Codes, emerging categories and categorization rules will be identified for the content analysis of records, in order to generate creation of concepts. The AtlasTi-8 program will be used.Expected results: methodological guidelines for reflective practice, evaluation rubrics, digital portfolio. Development in skills on office tools for friendly records and deepening into the knowledge of reflective practice and critical judgment in Nursing Degree students within the setting of paediatric clinical practices

Emotional Intelligence and Resilience: Predictors of Life Satisfaction among Mountain Trainers

High-level performance in mountain sports would be unlikely unless different emotional factors are taken into account through the analysis of psychological characteristics, such as mood, resilience, or motivation, among many other variables. In this study, 788 people with a sports degree from the Spanish Federation of Mountain Sports and Climbing (FEDME) participated, 75.3% of whom were men and 24.5% of whom were women. The mean age of the participants was 49.8 years (±12.8), ranging from 18 to 76 years. The Wong Law Emotional Intelligence Scale (WLEIS-S), the RS-14 Resilience Scale, and the Satisfaction with Life Scale (SWLS) instruments were used. The aim of this research was to determine the relationship between the dimensions of emotional intelligence, resilience, and life satisfaction. The results showed a relationship between several of the dimensions from the instruments used (p &lt; 0.01). In terms of gender, higher scores were found for women than for men. The regression model shows that both the dimensions of emotional intelligence [appraisal of own emotions (β = 0.104; p &lt; 0.001); use of emotions (β = 0.30; p &lt; 0.001); emotional regulation (β = 0.103; p &lt; 0.001)] and resilience [personal competence (β = 0.402; p &lt; 0.001)] are predictors of greater life satisfaction, positively explained by the regression model with 44.1% accuracy. Further proposals should extend the results obtained to the analysis of more sports modalities to provide evidence that would complement those extracted in this research.

The application of Wong-Law emotional intelligence scale in companies in Serbia

The application of Wong-Law emotional intelligence scale in companies in Serbia

Importance of Emotional Intelligence in Order to Reduce Suicidal Ideation in Adolescents’ Bullying Victims: A Mediation and Moderation Model

ABSTRACT The objective of this study has been to analyze the impact of emotional intelligence (EI), interpersonal difficulties and life satisfaction in the relationship between victimization and suicidal ideation. For this purpose, a total of 898 adolescents responded to the Peer School Victimization Scale, Wong-Law Emotional Intelligence Scale and Suicide Risk Inventory for Adolescents. Results from the mediation analysis revealed how EI, interpersonal difficulties and life satisfaction mediated the relationship between bullying victimization and suicidal ideation. Moreover, the moderation analyses revealed that the association between EI and suicidal ideation was moderated by gender and by age. Finally, from the moderated moderation analyses, it was observed how in cases of relational victimization, EI helped to reduce suicidal ideation to a greater degree in students that had never retaken a course than in students with this feature.

Validez y confiabilidad de la Wong-Law Emotional Intelligence Scale (WLEIS) en estudiantes cubanos de Estomatología en tiempos de COVID-19

IntroductionThe pandemic produced by SARS-CoV-2 impacted on educative systems, which justifies the necessity of research about the emotional capacities of the university students to face the challenges that COVID-19 imposes. ObjectiveTo analyze the evidences of validity and reliability of the Wong-Law Emotional Intelligence Scale (WLEIS) in Cuban dental students. Materials and methodsCross-sectional study with instrumental design. The scale was administered through a virtual questionnaire and later distributed by means of social networks to 307 students (81 male and 226 female). A confirmatory factorial analysis was performed and the intern consistency and the relation between the scale and other variables were evaluated. ResultsThrough the confirmatory factorial analysis, the model of four correlationated factors was evaluated and an adequate adjust was found, χ2(98)=303.1, P<.001, CFI=0.948, TLI=0.937, RMSEA=0.083 and SRMR=0.064. The results of the Omega intern consistency are ωSEA=0.84, ωOEA=0.77, ωUOE=0.83 and ωUROE=0.91. With respect to the relation of WLEIS with other variables, we had correlations ranging from 0.22 and 0.51 with general well-being, and inverse correlations ranging from −1 and −0.29 of three of its dimensions with depression, showing evidences of convergent and discriminant validity. ConclusionThe WLEIS in Cuban dental students in COVID-19 times resulted be valid and reliable.

Emotional Intelligence Among Residents and Relationship with Educational Academic Performance

INTRODUCTION: Emotional intelligence (EI) is the ability of being aware of our feelings and the feelings of others to effectively manage our environment. We aimed to describe the EI of residents, and to understand the relationship between EI and academic performance among residents. METHODS: This was a cross-sectional study based on a voluntary survey of residents in a university hospital. Sociodemographic and academic characteristics were collected. We divided residents into technique-oriented and person-oriented subgroups. EI was measured using the Wong Law Emotional Intelligence Scale (WLEIS), a 16-item self-report scale defining 4 ability dimensions: expression of emotion in self, recognition of emotion in others, regulation of self-emotion, and use of emotion. Each item was answered following a 7-point Likert scale. RESULTS: A total of 56 residents were included. The mean age was 28.1 ± 2.17 years, 58.9% were women. Technique-oriented specialty was (58.9%) and person-oriented specialty (39.3%). Multivariate analysis found auto-satisfaction of provided care to be higher in residents with higher self-emotion recognition ability (β = 1.58; [0.68; 2.48]; p < 0.001), good regulation of emotions (β = 1.37; [0.23; 2.51]; p = 0.019), and better use of self-emotion (β = 1.55; [0.24; 2.87]; mp = 0.021). Self-emotion appraisal was significantly higher in technique-oriented specialties (β = 0.68; [0.18;1.18]; p = 0.008). And finally, better quality of sleep represented by more sleep hours was associated with higher ability to regulate self-emotion (β = 0.32 [−0.06; 0.58]; p = 0.017), and other’s emotion recognition (β = 0.32; [−0.01; 0.62]; p = 0.038) (Table).TableCONCLUSION: The well-being of residents influences greatly their EI, as shown with better sleep quality and work satisfaction. Higher EI predisposes residents to thrive academically. Therefore, interventions cultivating EI can optimize the wellness and academic performance of residents.

Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?

Understanding the emotional profile of students during their training, as well as associated psychosocial factors such as optimism versus pessimism and self-esteem, is critical to improving student performance, especially in the post-pandemic period. In this study, 798 university students participated, belonging to the Degrees of Early Childhood and Primary Education, with a mean age of 24.52 years (±5.48). The following instruments were used: Wong Law Emotional Intelligence Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES). The objective was to determine the predictive value of self-esteem on emotional intelligence and optimism vs. pessimism. A positive relationship between several dimensions of the instruments used (p < 0.01) were found. Moreover, the regression model predicted an association between emotional intelligence (use of emotions), pessimism and self-esteem. The practical consequences suggest the importance of the acquisition of emotional competences by university students is essential to obtain higher performances.

Does Childhood Maltreatment Predict Moral Disgust? The Underlying Mediating Mechanisms.

Although moral disgust is one of the most important moral emotions, there is limited evidence about the antecedents of it in China. This paper aimed to discuss the linkage between childhood maltreatment and moral disgust, and investigated the specific mechanism between these two variables from the perspective of emotional development and moral development, respectively, based on the Tripartite Model. By combining random sampling and cluster sampling, this study recruited 968 participants from college. Then, childhood maltreatment, moral disgust, emotional intelligence, and empathy were measured separately by using the Childhood Trauma Questionnaire (CTQ), Moral Disgust Scale (MD), Wong Law Emotional Intelligence Scale (WLEIS), and Interpersonal Reactivity Index–C (IRI). Additionally, the results of the mediation model analysis show that childhood maltreatment is negatively predictable of moral disgust. In addition, the mechanism by which childhood maltreatment influences moral disgust could be explained by the effect of emotional intelligence on empathy. To sum up, this study explored and explained the specific mechanism between childhood maltreatment and moral disgust, replenishing previous achievements and providing support for the design of intervention on moral disgust by improving emotional intelligence and empathy.

Relationship between Emotional Intelligence and Optimism According to Gender and Social Context (Urban vs. Rural)

The aim of the present study was to evaluate the influence of Emotional Intelligence on optimistic–pessimistic attitudes in a sample of 177 people from the Autonomous Community of Andalusia (Spain). The sample consisted of 102 women (57.60%) and 75 men (42.40%), who live in different localities depending on the number of residents (urban and rural context). The instruments used in the study were: The Life Orientation Test Revised (LOT-R), Emotional Quotient Inventory (EQi-C), and Wong–Law Emotional Intelligence Scale (WLEIS-S). The results indicated that Emotional Intelligence was positively related to optimism and negatively related to pessimism (p &lt; 0.01). In addition, pessimism was found to be significantly related to the rural context, but not to the urban context. The multigroup Structural Equations model was developed for the gender variable, and it had good structural validity (χ2 = 96.485; RMSEA = 0.056; GFI = 0.901; CFI = 0.900; IFI = 0.907), which was greater for the female gender. The practical consequences of this study help to understand the usefulness of EQ on optimism–pessimism as an attribute between urban vs. rural areas and the effect of living in socio-culturally different environments.

The relationship between mindfulness and envy: The mediating role of emotional intelligence.

Envy is a mixed negative emotion that is characterized by feelings of hostility, inferiority, resentment, and depression. It has been found that mindfulness is negatively associated with envy. This paper aimed to explore the interaction between mindfulness and envy by referring to the mindful emotion regulation model, and it also examines the mediation of emotional intelligence. Six hundred and seventy-six participants (182 men and 494 women) completed the Mindful Attention Awareness Scale, the Dispositional Envy Scale, and the Wong Law Emotional Intelligence Scale. Results suggest that mindfulness is significantly and negatively correlated with envy. Meanwhile, a multiple mediation analysis indicated that regulation of emotion and use of emotion partially mediate the impact of mindfulness on envy. The current study not only provides a theoretical basis for possible mechanisms underlying the inhibition of envy, but also provides valuable guidance for developing mindfulness-based intervention programs aiming at reducing the negative effects of envy.

Careless responses and construct validity of Wong-Law Emotional Intelligence Scale.

Careless response in the investigation of emotional intelligence has not been explicitly addressed. In a sample of 180 Spanish adults responding to the Wong-Law Emotional Intelligence Scale, a small prevalence (7.2%) was detected. The impact was small on the psychometric parameters, but they were less inflated, more realistic, and precise.

Risk Factors of Psychological Disorders After the COVID-19 Outbreak: The Mediating Role of Social Support and Emotional Intelligence

PurposeThe present study examined the risk factors of psychological disorders after COVID-19 outbreak and tested the possible mediating role of social support and emotional intelligence on the relationship between COVID-19 pandemic exposure and psychological disorders. MethodsWe conducted an online survey from May 25, 2020 until June 10, 2020 among Chinese university students who had been quarantined at home due to the COVID-19 pandemic. Social support was assessed using the Social Support Rating Scale. Self-perceived emotional competency was measured using a Chinese version of the self-report Wong Law Emotional Intelligence Scale. The 10-item Kessler Psychological Distress Scale was used to assess nonspecific symptoms of psychological disorders. ResultsA total of 6,027 college students participated in the survey, of whom 2,732 (45.3%) reported mental health issues. Men and people in a relationship showed higher frequencies of psychological disorders. Social support and emotional intelligence were both negatively associated with psychological disorders. Stepwise linear regression revealed that the most important predictors of psychological disorders were self-emotion appraisal, family relationships, and showing panic about COVID-19 on the social media. Path analysis suggested that the association between pandemic exposure and psychological disorders was partially mediated by emotional intelligence, but not by social support. ConclusionsEmotional intelligence may mediate the relationship between COVID-19 pandemic exposure and psychological disorders. Psychological interventions fostering emotional intelligence and social support should be implemented among university students to reduce the psychological harm caused by the COVID-19 pandemic

Early Education Care from Its Practitioners to Achieve Sustainability

(1) Background: Early intervention professionals are involved in the reconceptualisation of their service due to the exceptional situation caused by the COVID-19 epidemic, within the family context and aware of the children’s needs, with an impact on their emotional well-being to ensure sustainability. An analysis of their socio–emotional profile and training is increasingly needed to face their professional development effectively; (2) Methods: In this study, 209 early intervention professionals participated (n = 209), with an average age of 37.62 (±9.02). The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEIS-S) and the Utrecht Work Engagement Scale (UWES-9). The purpose of the study was to examine the relationship between early intervention (EI) and engagement as predictors of greater life satisfaction using Structural Equation Modelling (SEM). (3) Results: There exists a relationship between some dimensions of the instruments used (p &lt; 0.01). The model obtained good structural validity (χ² = 3.264; Root Mean Square Error of Approximation (RMSEA) =.021; Goodness-of-Fit Index (GFI) = 0.991; Comparative Goodness of Fit Index (CFI) = 0.999; Incremental Fit Index (IFI) = 0.999). Subsequently, the results described above were verified through Bayesian statistics, thereby reinforcing the evidence provided; (4) Conclusions: Findings highlight the importance of providing professionals with emotional tools and strategies, from the educational context, in order to carry out their activity effectively and ensure the sustainability within the current situation, while remaining fully engaged.

Impact of Reflection on Empathy and Emotional Intelligence in Third-Year Medical Students.

This study analyzed the impact that structured Reflection Rounds had on self-reported empathy and emotional intelligence scores for third-year medical students. Third-year students at the Renaissance School of Medicine at Stony Brook University (RSOM) were required to participate in Reflection Rounds during their core clinical clerkships. Over the study period, 285 students participated. Reflection Rounds are facilitated, small-group meetings, where students reflect upon their thoughts, feelings, and emotions about clinical experiences and receive feedback from peers and a trained facilitator. Empathy and emotional intelligence (EI) scores were measured pre- and post-intervention utilizing the Jefferson scale of empathy (JSE) student version and Wong law emotional intelligence scale (WLEIS) (Hojat 2016; Wong and Law Leadersh Q. 13:243-74, 2004). Participation in the study was voluntary. Pre-intervention surveys were collected from 185 students for the JSE and 173 students for the WLEIS. Post survey responses were collected from 120 students for both scales. Empathy scores increased from 80.4 to 82.6 (p = 0.02) post-intervention. No significant difference in EI scores was demonstrated post-intervention, 5.4 to 5.5 (p = 0.55) CONCLUSION: Students who participated in Reflection Rounds did not demonstrate the erosion of empathy that has been previously documented following the completion of the clerkship year. Improvements in empathy scores were demonstrated. No change in EI was observed post-intervention. It is possible that an intervention such as Reflection Rounds may represent a way of preventing the empathy decline that can be seen in medical students as they progress through their training.

Emotions as Predictors of Life Satisfaction among University Students.

Emotional management is a decisive factor in building stimulating environments for the comprehensive development of individuals. In this study, 338 students enrolled in education degrees (n = 338), with an average age of 22.88 years (±5.50), participated. The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEI-S), Trait Meta Mood Scale 24 (TMMS 24) and Emotional Quotient Inventory (EQi-C). The objective was to determine the complementarity of certain dimensions of EI that predict greater life satisfaction based on the multivariate statistics of structural equations. The multi-group model obtained good structural validity (χ2 = 103,729; RMSEA = 0.078; GFI = 0.917; CFI = 0.942; IFI = 0.943). In addition, significant correlations were found between life satisfaction and all dimensions were included in the emotional intelligence instruments used (p < 0.01). In terms of gender, we found that women had higher scores in all EI dimensions, in contrast to life satisfaction, where men had higher scores. The findings suggest the importance of working emotions in future educators to become satisfied and effective professionals.