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Academic literature on the topic 'Emotion-emotional intelligence'
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Journal articles on the topic "Emotion-emotional intelligence"
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Nguyen, Nhu Ngoc, Phong Tuan Nham, and Yoshi Takahashi. "Relationship between Ability-Based Emotional Intelligence, Cognitive Intelligence, and Job Performance." Sustainability 11, no. 8 (2019): 2299. http://dx.doi.org/10.3390/su11082299.
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Based on previous findings, which found that the three facets of ability-based emotional intelligence (EI) have varying effects on job performance, this study investigates the relationship between emotional intelligence, cognitive intelligence (CI), and job performance. The use of a cascade model suggests a progressive pattern, starting from emotion perception, followed by emotional understanding and emotion regulation, with downstream effects on job performance. Considering the advantages and disadvantages of both measurements, we employed the performance-based ability measurement, the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and the self-reporting ability EI measurement, Wong Law Emotional Intelligence Scale (WLEIS). Our findings supported the cascade model, but in the case of WLEIS measures, both self-emotion appraisal and others’ emotion appraisal precede emotion regulation, leading to a positive effect on job performance. Moreover, CI moderated the relationship between EI and job performance, such that a decline in CI rendered the relationship more positive. The MSCEIT and WLEIS showed similar results, thus supporting the cascading model and moderating effects.
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Fakunmoju, Sunday, Funmi Bammeke, and Ntandoyenkosi Maphosa. "The Effects of Emotional Intelligence and Parenting Styles on Self-Esteem in a Sample of Respondents in Nigeria." Technium Social Sciences Journal 17 (March 8, 2021): 276–98. http://dx.doi.org/10.47577/tssj.v17i1.2866.
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Studies consistently suggest that emotional intelligence and parenting styles are associated with self-esteem, although validation has relatively been based on correlation analysis. Using a sample of 252 respondents in Nigeria, the present study examined the relationships among parenting styles, emotional intelligence, and self-esteem with the aim of generating knowledge that transcends the nature and extent of their correlations. A bivariate analysis identified significant correlations: emotional intelligence (i.e., self-emotion appraisal, others’ emotion appraisal, uses of emotion, and regulation of emotion), authoritative parenting, and authoritarian parenting significantly positively correlated with self-esteem. There was no significant correlation between emotional intelligence and parenting styles. Results of the independent-samples t test indicated that emotional intelligence and self-esteem differed by gender. Specifically, women were more likely than men to report high self-emotion appraisal, others’ emotion appraisal, and uses of emotion. Similarly, women were more likely than men to report high self-esteem. Using multiple regression analysis, emotional intelligence and parenting styles were associated with self-esteem: being a student, emotional intelligence (i.e., self-emotion appraisal and uses of emotion), and authoritative parenting were associated with self-esteem. Emotional intelligence accounted for a larger effect on self-esteem than did parenting styles. In general, findings lend credence to the relevance of authoritative parenting in the development of self-esteem and suggest that, among components of emotional intelligence, uses of emotion and self-emotion appraisal may be considered in facilitating improvement of self-esteem among young adults at the developmental stage of increasing self-esteem. Implications of findings for research, education, and practice are discussed.
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Turnipseed, David L., and Elizabeth A. Vandewaa. "Relationship between Emotional Intelligence and Organizational Citizenship Behavior." Psychological Reports 110, no. 3 (2012): 899–914. http://dx.doi.org/10.2466/01.09.20.21.pr0.110.3.899-914.
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This study evaluated hypothesized positive linkages between organizational citizenship behavior and the emotional intelligence dimensions of perception, using emotion, understanding emotion, and management of emotion, involving two samples. Sample 1 comprised 334 employed college students, 52% male, with a mean age of 23.4 yr., who worked an average of 29.6 hr. per week. Sample 2 comprised 72 professors, 81% female, with a mean age of 47 yr. Measures were the Emotional Intelligence Scale and the Organizational Citizenship Behavior Scale. Results of hierarchical multiple regressions indicated a positive link between organizational citizenship behavior and emotional intelligence. There were differences between the samples. In Sample 1, each of the emotional intelligence dimensions were positively linked to citizenship behavior: using and managing emotion were the greatest contributors. In Sample 2, managing emotion was the only contributor. Emotional intelligence had the strongest relationship with citizenship behavior directed at individuals.
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Mogi, Eucaly. "Intelligence and emotion." Behavioral and Brain Sciences 23, no. 2 (2000): 210–11. http://dx.doi.org/10.1017/s0140525x00412422.
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The explicit system for action selection integrates emotional information with the higher-order cognitive processes which culminate in the language system. Even the basic feels of emotion are what they are because they are integrated into the higher cognitive processes. The relation between emotion and intelligence would become increasingly important as the focus of brain science shifts to the integrative function of the prefrontal lobe.
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MacCann, Carolyn, Yasemin Erbas, Egon Dejonckheere, Amirali Minbashian, Peter Kuppens, and Kirill Fayn. "Emotional Intelligence Relates to Emotions, Emotion Dynamics, and Emotion Complexity." European Journal of Psychological Assessment 36, no. 3 (2020): 460–70. http://dx.doi.org/10.1027/1015-5759/a000588.
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Abstract. Emotional intelligence (EI) should relate to people’s emotional experiences. We meta-analytically summarize associations of felt affect with ability EI branches (perception, facilitation, understanding, and management) and total scores ( k = 7–14; N = 1,584–2,813). We then use experience sampling ( N = 122 undergraduates over 5 days, 24 beeps) to test whether EI predicts emotion dynamics and complexity. Meta-analyses show that EI correlates significantly with lower negative affect (NA; ρ = −.21) but not higher positive affect (PA; ρ = .05). PA (but not NA) shows a significantly stronger relationship with emotion management (ρ = .23) versus other EI branches (ρ = −.01 to .07). In the experience sampling study, only management significantly related to higher PA, whereas lower NA was significantly related to total EI, perception, facilitation, and management. After controlling for mean affect: (a) only understanding significantly predicted NA dynamics whereas only management and facilitation significantly predicted PA dynamics; (b) management and facilitation predicted lower PA differentiation (EI was unrelated to NA differentiation); and (c) perception and facilitation predicted greater bipolarity. Results show that EI predicts affect, emotion dynamics, and emotion complexity. We discuss the importance of distinguishing between different branches of ability EI.
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Choi, Sun Yeob. "Concept Analysis of Emotional Intelligence in Nursing." Journal of Korean Academy of Fundamentals of Nursing 28, no. 2 (2021): 263–74. http://dx.doi.org/10.7739/jkafn.2021.28.2.263.
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Purpose: This study was done to clarify and analyze the concept of emotional intelligence in Nursing.Methods: Using the framework of Walker and Avant’s concept analysis, 60 articles on emotional intelligence were selected for this study.Results: Emotional intelligence was defined as aspects of individual recognition of emotion and relational activities of emotion. The attributes of emotional intelligence are competency to be aware, regulate, express and use nurses’ own and patients’ emotions in a therapeutic manner. The antecedents of emotional intelligence include meeting with patients, cognitive ability, empathy, modulating emotion and interpersonal skills. Consequences of emotional intelligence are forming relationship between nurse and patients, personal growth, achievement in workplace, high job satisfaction, low burnout and high quality of nursing care. The concept was clarified by presentation of model, borderline, contrary and related cases.Conclusion: This study is meaningful in that the concept and attributes of emotional intelligence are identified in the nursing area by reflecting the characteristic and the purpose of nursing. In addition, based on the results of this study, development of standardized tools to measure emotional intelligence and development of educational programs to enhance nurses’ emotional intelligence are recommended.
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Saud, Wafa Ismail. "Emotional Intelligence and its Relationship to Academic Performance Among Saudi EFL Undergraduate Students." International Journal of Higher Education 8, no. 6 (2019): 222. http://dx.doi.org/10.5430/ijhe.v8n6p222.
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AbstractThe purpose of the present study was to provide a description of the emotional intelligence level of Saudi EFL undergraduate students, as well as to examine the effect of emotional intelligence on success in foreign language learning. A total of 80 Saudi undergraduate students from the English Department at King Khalid University participated in this study. Data was collected by means of Schutte Self Report Emotional Intelligence Test (SSEIT), and by an English achievement test. SSEIT questionnaire data was matched with the students’ academic scores in the English language achievement test, and was analysed using SPSS. The findings indicated that Saudi EFL students scored a high level of emotional intelligence. The most popular intelligence subscales they used were “Utilization of Emotion” followed by “Management of Others Emotion” and “Management of Self Emotion” and finally, “Perception of Emotion”. Another finding indicated that two of the four subscales, “Utilization of Emotion and “Management of Others Emotion” were significantly associated with their English achievement level. The implications of the value of emotional intelligence in fostering academic achievement were considerable for both EFL teachers and academic policy makers.
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Mayer, John D., and Glenn Geher. "Emotional intelligence and the identification of emotion." Intelligence 22, no. 2 (1996): 89–113. http://dx.doi.org/10.1016/s0160-2896(96)90011-2.
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Hendra, Desy Ana, Hapsah Hapsah, Silvia Malasari, Yuliana Syam, and Andriani Andriani. "EMOTIONAL QUESTION OF STUDENTS IN UNDERGRADUATE COURSE OF SCHOOL OF NURSING - HASANUDDIN UNIVERSITY." Indonesian Contemporary Nursing Journal (ICON Journal) 2, no. 1 (2018): 20. http://dx.doi.org/10.20956/icon.v2i1.3581.
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Introduction: Lower level of caring in Indonesian nurses related to emotional intelligence level of nursing, and assertion to nurses for always being professional in any circumstances and this condition relatated to emotional intelligence which is formed when undergoing nursing education along emotional intelligence phenomena in nurses period of education and period of profession education between regular students and non-regular students. Method: the design of this study is descriptive research with crossectional approach. Sample selection technique using disproportionate stratified random sampling, with the number of respondent about 128 respondents. Primary data was obtained through a TEIQUE questionnaire in the form of question about Emotional Itelligence and the ability of recognizing emotion, managing emotion, self motivation, empathy, social skill Result: This study shows that, 55 % respondents have a high emotional intelligence and higer in term of recognizing emotion ability (80.5 %), managing emotion ability (56.3 %), self motivation ability (92.2 %), empathy ability (59.4 %), and social skill ability (63.3 %). Respondent characteristics who have higer in emotional intelligence were from adults (56.4 %), woman (56.4 %), unreguler students (96.4 %), widow/widowed marriage status (69.2 %), student who do not entered any organization (76.1 %), and students in seventh grade (69.4 %).Conclusion: : the result showed that more than half respondents have higer emotional intelligence (managing emotion ability, self motivation ability, empathy ability, social skill ability ) so that give us information about description of Emotional Intelligence in Undergraduate Hasanuddin University Nursing Students.
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Extremera, Natalio, Nicolás Sánchez-Álvarez, and Lourdes Rey. "Pathways between Ability Emotional Intelligence and Subjective Well-Being: Bridging Links through Cognitive Emotion Regulation Strategies." Sustainability 12, no. 5 (2020): 2111. http://dx.doi.org/10.3390/su12052111.
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Based on a primary prevention perspective, the main purpose of this study was to examine the relationships between ability emotional intelligence, cognitive emotion regulation strategies, and well-being indicators (e.g., psychological well-being and satisfaction with life), controlling for sociodemographic variables and personality traits in our analyses. Three hundred and seventy-eight college students (123 males; 252 females; 3 unreported) participated voluntarily in this study. We predicted that ability emotional intelligence would be significantly and positively correlated with well-being outcomes, and that cognitive emotion regulation strategies would mediate the associations between ability emotional intelligence and well-being, controlling for sociodemographic and personality traits. Structural equation modelling estimated by bootstrap method indicated that two adaptive cognitive coping strategies were found to act as partial mediators between ability emotional intelligence and well-being indicators. Our findings provide preliminary support for theoretical work linking ability emotional intelligence, cognitive emotion regulation strategies, and well-being outcomes, and contribute to the understanding of how ability emotional intelligence is related to subjective well-being via specific cognitive emotion regulation strategies in college students.