Relevant bibliographies by topics / Emotional Intelligence / Health / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Emotional Intelligence / Health.

Dissertations / Theses on the topic 'Emotional Intelligence / Health'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Emotional Intelligence / Health.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Johnson, Debbi R. "Emotional Intelligence and Public Health Education: A Prescriptive Needs Assessment." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/14.

Full text
Abstract:
Emotional Intelligence is an ability that is crucial to the field of public health due to the fact that it encompasses the practitioner’s ability to communicate professionally, show empathy, obtain patient compliance and promote sustainable lifestyle changes in communities. This study seeks to evaluate a public health program in order to determine what emotional intelligence training currently exists, and what the attitudes of stakeholders are regarding emotional intelligence and its importance to the field of public health. This is done through interviews with the faculty, administrators and students, as well as a questionnaire that asks students to assess their own abilities in the area of emotional intelligence. The information gathered makes it possible to formulate recommendations to further incorporate emotional intelligence-building activities into the program. Results of the study show a direct correlation between public health and emotional intelligence competencies, which makes it an ideal program in which to integrate further training. Additionally, results indicate a gap between student’s self perception regarding their emotional intelligence abilities, and the perception their faculty and administration of student’s abilities. Finally, a significant lack of student engagement due to dissatisfaction with acceptance requirements appears to contribute to the perception of low emotional intelligence on the part of the students. Recommendations for future development of emotional intelligence in the program include the incorporation of training into the existing Orientation week, the addition of case studies into the courses most naturally related to emotional intelligence-building, the provision of training seminars for faculty, the inclusion of an advanced seminar for students on a voluntary basis, and the evaluation of the program using both a self-report emotional intelligence questionnaire and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) at the beginning and end of each term in order to track program effectiveness in the long term.
APA, Harvard, Vancouver, ISO, and other styles
2

Mobli, Nasim, and Pillamari Prasad Ramlubhai. "Emotional Intelligence in the Workplace : A study on Emotional Intelligence in Workers’ Occupational Health, Safety and Environment (HSE) in the workplace." Thesis, Jönköping University, Internationella Handelshögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50384.

Full text
Abstract:
Work-related accidents emerge from potential hazards that can cause different negative outcomes in different situations. Human errors are specific actions that can either directly (active errors) or indirectly (latent errors) cause an accident in the workplace. Nowadays in order to establish an applicable system in the way of maintenance and preferment of a work environment without any accidents that are trying to develop the HSE system. In fact, this management system has been using as a significant tool to control and improve the performance of health and safety and the environment in all development programs of industries and organizations. In this term, one of the important perspectives of HSE management is Emotional Intelligence which deals with the management’s ability and safety performance in the workplace. The purpose of this study is to investigate the relationship between Emotional Intelligence and Occupational Health, Safety and Environment (HSE) management in the workplace, to reduce industrial incidents of human factors. Therefore, there is a requirement for a better understanding of how Emotional Intelligence factors influence health and safety performance in the workplace. A qualitative study has been done to achieve this purpose. In this case, data has been collected through eight semi-structured interviews with HSE managers and officers that participated from different industries around the world.  The main focus of this collection data was extracting the perspectives of the individual’s views. Afterward, to create a theory, the data has been analyzed according to different steps for a grounded analysis regarding discovering how the Emotional Intelligence factors of employees impact their health and safety performance in the workplace.   The results of this study have shown that there are mainly two areas to study which are key roles of Emotional Intelligence in safety performance and key roles for effective Healthy, Safety, and Environment management. It has shown that the key roles of Emotional Intelligence in safety performance is being able to manage your own and being able to deal with other’s emotions. Besides, key roles for effective Healthy, Safety, and Environment management only three factors have been important to improve the safety act which is being able to make the correct decision in the emergency situation’ and ability to prevent incidents at the workplace as well as the level of perception of risk. These results demonstrated that strong factors of Emotional Intelligence are vital to improve the health and safety performance at the workplace and the improvement of these abilities should be approached for the workplace.
APA, Harvard, Vancouver, ISO, and other styles
3

Aucamp, Juanca. "Emotional intelligence, coping and health of non-professional counsellors / Juanca Aucamp." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1654.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ould, Susan. "Trait emotional intelligence : protecting health from the negative impact of stress." Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/1868/.

Full text
Abstract:
This thesis explored the ability of two trait EI subscales [Emotional recognition and expression (ERE), and Emotional control (EC)] to explain significant amounts of unique variance in health variables. It asked first, whether the relationship between trait EI and health was mediated by coping, social support or unhealthy behaviours; and second, whether the harmful effect of stressor exposure on health was moderated by trait EI subscales. The thesis focussed on two specific components of EI to aid understanding of how specific elements of trait EI influence health, cross sectional and longitudinal designs were used; both objective (salivary cortisol) and subjective (life event inventory) measures of stress were used; personality, gender and age were considered as control variables wherever the predictive power of EI was explored, and health was explored as a multidimensional construct. Additionally, the selected trait EI measure [the Swinburne University Emotional Intelligence Test (SUEIT; Palmer & Stough, 2001)],was well matched to the ability EI model proposed by Mayer & Salovey (1997) and did not include correlates of trait EI such as facets personality. Original contribution to knowledge are; first, the longitudinal investigation of trait EI subscales and health; and second, the exploration in a naturalistic setting of the capacity of trait EI subscales to explain significant variance in cortisol reactivity, when personality, gender and age were controlled. Results revealed neither ERE nor EC could explain significant amounts of variance in health variables (cross-sectionally or longitudinally), or in cortisol reactivity. However both ERE and EC were found to moderate the relationship between life event stressor exposure and health status. Moderational analyses revealed that, under a high frequency of stressful events, health was worse when EI subscales were low. In combination the results of these studies suggest that trait EI subscales ERE and EC are predictive of health only under high stress conditions. This finding is contradictory to the findings of recent meta analysis (Martins, Ramalho & Morin, in press), and discussion suggests that the discrepancy may be because past studies have used trait EI measures with content wider than the ability EI model (such as personality and happiness), which increased predictive power but reduced theoretical understanding.
APA, Harvard, Vancouver, ISO, and other styles
5

Peter, Paula Caterina. "Emotional Reasoning and Decision Making: understanding and regulating emotions that serve people's goals." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27062.

Full text
Abstract:
Increasing physical activity and adopting a healthy diet have the goal to enhance consumer welfare. The goal of this set of studies is to contribute to a research agenda that tries to support and enhance the life of consumers, through the exploration of emotional intelligence as a new possible avenue of research related to consumer behavior and health. Four studies are proposed that look at the possibility to introduce emotional intelligence in decision making and performance related to health (i.e. adoption and maintenance of a healthy diet/weight). The findings suggest the salient role of emotional reasoning (i.e. understanding and regulation of emotions) on decision making and performance related to health. Training on emotional intelligence and health seems to activate mechanisms that help people to use their knowledge in the right direction in order to make better decisions and improve performance related to health (i.e. adoption/maintenance of healthy diet/weight).
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
6

Kell, Yvette. "AN EXPLORATION OF EMOTIONALLY INTELLIGENT LEADERSHIP IN COLLEGIATE RECREATION STUDENT EMPLOYEES AND THEIR OWN PERCEPTIONS OF THEIR EMOTIONAL INTELLIGENCE AND EMOTIONALLY INTELLIGENT LEADERSHIP." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/40.

Full text
Abstract:
Universities are an ideal environment to assist students in the development of their leadership skills in a safe and supportive environment. The development of emotional intelligence (EI) has become an important aspect of student leadership development. The purpose of the study was to examine the emotionally intelligent leadership (EIL) scores of students working in a collegiate recreation setting and to examine their perceptions of their own EI and EIL. An exploratory, sequential, mixed-methods approach was used to explore the EIL scores of students employed in collegiate recreation departments at seven university sites. EIL was the theoretical framework used in this study (Shankman et al., 2015). The findings of this study showed no statistically significant difference in mean scores of EIL between students working in formal and informal leadership positions or between genders. Themes that emerged from the participant’s perceptions of their own EI and EIL were communication, confidence, perceived leadership ability, and teamwork. Understanding how students perceive their own EI and EIL can assist practitioners in the creation and development of intentional training and development programs.
APA, Harvard, Vancouver, ISO, and other styles
7

Rappold, Sally McHugh. "The Effect of Nursing Education on Emotional Intelligence Scores." Thesis, University of Montana, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744602.

Full text
Abstract:

The purpose of this research study was to examine the difference between three levels of nursing students (sophomore, junior, senior) and their assessed emotional intelligence (EI) scores. A quantitative, quasi-experimental study was conducted with a population of nursing students from five separate campuses at Montana State University, and a control group of education students at the University of Montana. The following research question was explored in this study: What difference, if any, does nursing education have on the emotional intelligence scores of sophomore, junior, and senior Bachelor of Science in Nursing (BSN) students? Students voluntarily completed the online EQ-i 2.0 assessment resulting in composite standard scores with a mean of 100 and a standard deviation of 15 calculated for the total, scale and subscale EI scores. Mean total standard EI scores were 103.59 (nursing students, n = 51) and 94.43 (education students, n = 7). A one-way analysis of variance (ANOVA), analysis of covariance (ANCOVA), and correlational statistical analyses were conducted. No statistically significant difference was found between the sophomore, junior, and senior students and their assessed EI scores. However, further analysis showed that a moderately strong positive correlation existed between participants’ ages and EI scores: (r = .34, n = 51, p =. 02) with R 2 = 0.11.

APA, Harvard, Vancouver, ISO, and other styles
8

Adelman, Patti. "Perceptions of Physician Leadership through the Lens of Emotional Intelligence." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599958.

Full text
Abstract:

In today’s healthcare environment, change is plentiful. Hospitals and healthcare providers are expected to provide excellent quality outcomes, exceed patient expectations, and transform the healthcare delivery system. All of these imperatives are required within a highly regulated environment that is also experiencing restrictive payment models and shrinking patient benefits/coverage. Effective leadership in healthcare is therefore more important now than ever before. To achieve these goals, the voice of the physician must become a growing part of an organization’s leadership ranks.

Although physicians need to participate as equal members of the transformational leadership team, are they prepared for this new and expanding role? Effective leadership requires the capacity to work collaboratively, display empathy, and obtain buy-in from various stakeholders. Physicians are expected to succeed in an environment where they not only lead themselves but help to develop the clinical and leadership skills of others; something that is in opposition to the development of their clinical competencies. This paper explored the relationship between the early professional socialization physicians receive within their medical school and residency program education and the leadership skills, in particular emotional intelligence, they demonstrate post training. This mixed methods study explored the perceptions of 36 physician administrative leaders at Northwell Health and the experiences they had during medical school and residency education. The interviews focused on this early professional socialization period and whether it prepares physicians in a way that fosters the development of essential interpersonal and leadership competencies. The primary method of data collection used in this study was in-depth one-to-one interviews. Deductive thematic analysis of the data utilized the competencies from the Emotional and Social Competency Inventory (ESCI) model to code the data. The interviews were strengthened by quantitative data obtained through the Emotional and Social Competency Inventory (ESCI), an online 360° assessment measuring emotional intelligence. Three key findings emerged from this study: 1) 100% of the physician leaders displayed leadership qualities and participated in leadership roles prior to beginning their formal medical careers, 2) physician behavior is learned through mentorship, and 3) the physician leaders feel emotional intelligence is a differentiating factor in effective leadership.

APA, Harvard, Vancouver, ISO, and other styles
9

Perdue, Cara. "Emotional Intelligence, Job Satisfaction, and Burnout for Dietitians." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1914.

Full text
Abstract:
There are low retention rates of dietitians and this impacts quality of care. Emotional intelligence (EI) may be the missing component to improve retention, due to EI increasing job satisfaction and decreasing burnout for other health providers. The purpose of this study was to examine the relationship between EI, job satisfaction, and burnout for dietitians. The theoretical framework utilized was the 4-branch model of EI. Method of inquiry was convenience, quantitative non-experimental design. Registered dietitians (N = 84,173) living in the United States were contacted via e-mail. Approximately 9.5% of dietitians (n = 8,038) completed the Wong and Law EI Scale, Job Diagnostic Survey, Copenhagen Burnout Inventory, and a demographic survey. Frequency was calculated based on coded data that 89.38% of dietitians indicated high level of EI (score -?¥ 4.5). Levels of EI and burnout for dietitians were examined with a Chi2 (p = 0.000), Pearson r correlation (r = 0.28, p = 0.000), and positive linear regression (r2 = 0.075, p = 0.000). Levels of EI and job satisfaction for dietitians were examined with a Chi2 (p = 0.000), Pearson r correlation (r = 0.271, p = 0.000), and positive linear regression (r2 = 0.070, p = 0.000). Significant findings reveal that dietitians possess increased levels of EI, a positive correlation exists between EI and burnout, and a positive correlation exists between EI and job satisfaction. Results may contribute to social change by highlighting the importance of EI in the field of dietetics to integrate EI in curriculum, encourage professional growth, and improve client outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

McDonald, Carmen. "The Relationship between Senior Healthcare Executives' Emotional Intelligence and Employee Satisfaction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1701.

Full text
Abstract:
The healthcare industry evolved on March 23, 2010, when the Affordable Care Act (ACA) was signed into law. The general problem prompting the need for this study was that healthcare workers are affected by patient and family anxiety, evolving evidencebased practices and treatments, and regulatory complexities. Outdated managerial skills with leaders lacking emotional intelligence may produce employee dissatisfaction, and satisfied workers may influence the quality of care and patient satisfaction. The purpose of this study was to examine the relationship between senior healthcare leaders' EI and employee satisfaction. EI theory was the conceptual foundation for this research. This quantitative study used a survey to collect EI scores from 25 senior healthcare executives using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and employee satisfaction scores from the Press Ganey Employee Voice Solution Survey collected by their organizations. Data were analysed using Pearson correlations, independent sample t tests, and ANOVAs to test the variables of EI and employee satisfaction. Assumptions of the t test and ANOVA were met to ensure the sample size was sufficient. The results of the Pearson correlation indicated that employee satisfaction percentile and score were not related to EI within the sample. No differences were found in EI by age, gender, years of experience, or educational level. The changes in healthcare require focusing on social change as it relates to service behaviors by all individuals who have any impact on the patient-care experience.
APA, Harvard, Vancouver, ISO, and other styles
11

Largen, Jessica. "The Relationship Between Stress, Satisfaction, and Emotional Intelligence in College Students." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/533.

Full text
Abstract:
The relationship between stress and satisfaction has been well documented. However, little is known about the possible mediating effect that emotional intelligence may have on that relationship. This study addressed the role emotional intelligence plays between stress and satisfaction. By collecting measures of stress, life satisfaction, satisfaction with school, and emotional intelligence, this researcher examined the question "Does emotional intelligence serve as a moderator in the relationship between satisfaction and stress?" Results indicated that, after removing the effects of stress, emotional intelligence and satisfaction demonstrated a positive significant relationship. Emotional intelligence was related to the Big Five factors of Conscientiousness, Extraversion, and Emotional Stability. No relationship was found between stress and life or college satisfaction. The results suggest that if college students can utilize emotional intelligence as a coping mechanism in the college environment, they will experience greater satisfaction that could then lead to a more positive college experience for the student and possibly a decreased rate of attrition for universities.
APA, Harvard, Vancouver, ISO, and other styles
12

Hall, Cherin M. "A quantitative study of the emotional social intelligence of pharmacy leaders." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617987.

Full text
Abstract:

There is a growing interest in exploring the emotional intelligence (EI) of pharmacy leaders. The purpose of this research was to explore the differences between leadership-certified and non-leadership-certified pharmacy leaders and their Total emotional quotient (EQ) score, as measured by the Emotional Quotient Inventory (EQ-i 2.0®). A secondary purpose was to identify if there was a difference between leadership-certified and non-leadership-certified pharmacy leaders and their EI scores with regard to the EQ-i 2.0® composite scales (Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management). In addition, the relationship between demographic features of pharmacy leaders and Total EQ scores was evaluated. A quantitative, non-experimental design using secondary data was used to measure EI in a stratified random sample of pharmacy leaders, including 2008-2012 graduates and 2013 participants of the American Society for Health System Pharmacy (ASHP) Foundation Pharmacy Leadership Academy (PLA). The results revealed a mean Total EQ score of 101.11, indicating an average level of EI function among pharmacy leaders. Leadership-certified pharmacy leaders had statistically significantly higher Total EQ scores than non-leadership-certified pharmacy leaders. Furthermore, leadership-certified pharmacy leaders scored significantly higher than non-leadership-certified pharmacy leaders on all five composite scales of EI. No demographic factors were significant predictors of Total EI score of pharmacy leaders. The results indicate graduates of the ASHP PLA had higher EI than current participants of the PLA, but there is a need for continued leadership and EI training for all pharmacy leaders across all areas of EI function.

APA, Harvard, Vancouver, ISO, and other styles
13

Tohemer, Mohammad. "The Association between Emotional Intelligence and Work Engagement in Frontline Nursing." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807083.

Full text
Abstract:

The purpose of this study was to assess the relationship between emotional intelligence and work engagement in the context of frontline nurses in acute care settings. The relationship between age, gender, years of experience, educational attainment, and specialization was investigated in relation to frontline nurses’ emotional intelligence and work engagement. This quantitative nonexperimental study was conceptualized to bridge a knowledge gap regarding the extent to which emotional intelligence and demographic factors are associated with work engagement in nursing. This study was based on theories concerning emotional intelligence and work engagement constructs. Participants included 142 frontline nurses working in an acute care setting within the United States. All data were gathered quantitatively using an online survey. The survey instrument included a compilation of two measurement scales (the Assessing Emotions Scale [AES] and the Utrecht Work Engagement Scale [UWES]) and a demographic questionnaire. The data analysis procedures included one-way analysis of variance, Spearman’s rho correlations, independent t-tests, and multiple regression analysis. The results of the study revealed that there is no statistically significant correlation between age, gender, years of experience, educational attainment, and specialty with emotional intelligence. Moreover, the findings revealed that there was a statistically significant positive correlation between emotional intelligence and age with work engagement level among frontline nursing. There was no statistically significant correlation found between gender, years of experience, educational attainment, and specialty with work engagement. The study results provide a pathway for researchers to better understand nurse emotional intelligence and work engagement in relation to demographic variables.

APA, Harvard, Vancouver, ISO, and other styles
14

Benington, Melanie Renee. "Emotional Intelligence and Sociodemographic Status in Associate Degree Nursing Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7531.

Full text
Abstract:
Emotional intelligence (EI) is essential for providing quality and competent care in the nursing profession. Because nurses need to be competent in EI, it is important to determine if inherent factors and academic performance contribute to the development of EI. The purpose of this study, guided by the 4-branch ability model of EI by Mayer and Salovey, was to examine the relationship of EI levels and academic performance, gender, and ethnic background in associate degree nursing (ADN) students who attended a community college. Using convenience sampling, 110 ADN students completed the Schutte Self-Report Emotional Intelligence Test and sociodemographic data. Data were analyzed using an independent t-test, and analysis of variances which indicated no statistical significance between EI levels and academic performance, gender, and ethnic background. Although the findings did not show statistical significance, drawing attention to EI among nursing students and nurse educators may increase nurse educators' awareness of the importance of cultivating EI in nurses and the need to incorporate concepts of EI into the nursing curricula. Doing so can effect positive social change because nurses with higher EI may be better able to understand and manage the emotions of others and themselves in stressful situations. The concept of EI is important to incorporate into nursing curricula to provide the nursing student opportunities to practice and apply the concepts learned in an educational setting. Doing so may improve students' preparation to use EI in their nursing careers. Future research could be done to determine if EI levels change throughout a nursing program and to determine if EI skills are taught in nursing programs.
APA, Harvard, Vancouver, ISO, and other styles
15

Davis, Sarah Kate. "Multidimensional pathways to adolescent resilience : the case for emotional intelligence." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/multidimensional-pathways-to-adolescent-resilience-the-case-for-emotional-intelligence(80fa6787-a439-466b-8720-eadb8e2fd0e3).html.

Full text
Abstract:
Emotional intelligence (EI) has been reliably associated with better mental health (Martins, Ramalho, & Morin, 2010) however the nature of this relationship in adolescence remains largely unexplored. The small body of existing adolescent research is disproportionately focussed upon the ‘trait’ versus ‘ability’ EI perspective and the association with mood (versus behavioural) disorders in the form of simple, descriptive relationships that reveal little about the processes underpinning such adaptive outcomes. This research redresses this imbalance and advances the field by examining how (whether directly or indirectly linked to known stress-illness processes) and when (under which stress conditions) EI (in both ‘forms’) might be associated with better adolescent mental health, whilst simultaneously exploring the conceptualisation of EI within this developmental period. Adult literature is equivocal on both fronts. Firstly, evidence points to differential incremental contributions from ability and trait EI in the prediction of internalising versus externalising symptomatology beyond known correlates of performance, i.e., personality and cognitive ability (e.g., Gardner & Qualter, 2010; Peters, Kranzler, & Rossen, 2009). Secondly, whilst there is some evidence to suggest that trait EI may directly attenuate the effects of chronic and acute stressors to promote adaptation (e.g., Mikolajczak, Roy, Luminet, Fillée, & de Timary, 2007), the role of ability EI in this regard appears unclear (e.g., Matthews et al., 2006). Indirect links to adjustment are also hinted at; coping mediates trait EI-health outcomes in youth though not all EI-influenced ‘adaptive’ coping styles (e.g., problem-focussed) appear to contribute to this effect (e.g., Downey, Johnston, Hansen, Birney, & Stough, 2010). Using cross-sectional, self-reported data from 1,170 adolescents (mean age = 13.03 years; SD = 1.26) the present research aimed to address this lack of clarity. Preliminary regression analyses found that collectively, EI made a significant, incremental contribution to the prediction of depression and disruptive behaviour in youth beyond the influence of higher-order personality dimensions and general cognitive ability. However, of the two, trait EI appeared the stronger predictor. Structural equation modelling of conditional indirect effects found that whilst both forms of EI can buffer the effects of stressors (family dysfunction, negative life events, socio-economic adversity) on disorder, the mechanisms by which this beneficial effect operates differs substantially according to context - effects appear contingent on stressor, health outcome and level of EI. For depression, ability EI influences the selection of avoidant coping when facing family dysfunction and negative life events, whilst trait EI modifies the effectiveness of active coping under family dysfunction only. In contrast, EI directly attenuates the effects of stressors on disruptive behaviour. Nevertheless, the results of supplementary path analyses augur for the importance of both forms of EI in adaptational processes; actual emotional skill (as ability EI) appears dependent on perceived competency (trait EI) to realise advantageous outcomes. Implications for the EI construct and related intervention programmes are discussed together with recommendations for progression of the field.
APA, Harvard, Vancouver, ISO, and other styles
16

Harris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.

Full text
Abstract:
Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O’Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that “[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics” (Knebel & Greiner, 2003, p. 3). Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students’ attitudes towards team-based learning. A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work. This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students’ attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student’s development influences their preparation for health professions careers.
APA, Harvard, Vancouver, ISO, and other styles
17

Hardy, Anneli. "The association between sense of coherence, emotional intelligence and behaviour a salutogenic perspective /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05272008-150957.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Armstrong, E. Nicole. "A Study on the Relationship Between Emotional Intelligence and Mental Illness Stigma." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1335.

Full text
Abstract:
Stigmatizing mental illness involves negative perceptions or attitudes about mental illness and the individuals who have mental illness, generating problematic consequences for both the general population and for people with mental illness. The theory of multiple intelligences proposes that intelligence includes skills and abilities in any area; emotional intelligence (EI), therefore, includes an individual's ability to identify, interpret, and regulate emotions and emotional responses. This study was designed to evaluate level of familiarity with mental illness as a potential predictor for stigmatizing mental illness, to assist in evaluating the relationship between stigmatizing mental illness and EI. The study was specifically designed to determine whether having higher EI is associated with a decreased likelihood to stigmatize mental illness, and whether increased familiarity is associated with greater EI and a decreased likelihood to stigmatize mental illness. It used bivariate correlations and hierarchical regression analyses, respectively, using data collected from a demographic questionnaire, the TEIQue-SF, the AQ-27, and the LOF. The target population consisted of emergency department (ED) staff (N = 43). Findings suggested that EI and mental illness stigma are correlated (r = -.514, p < .001) and that there is a significant interaction between EI and level of familiarity with mental illness (R2 = .269, F(3, 38) = 4.653, p = .007). ED staff are on the frontline of healthcare and serve as a gateway to systems of care and treatment; as a result, this study's findings are important and are intended to inform healthcare and stigma-combating organizations of factors that can improve the sensitivity and quality of care for individuals with mental illness who admit to healthcare systems.
APA, Harvard, Vancouver, ISO, and other styles
19

Heikkila, Dianna Marie. "The Relationship between Certified Registered Nurse Anesthetists' Emotional Intelligence and Burnout." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6043.

Full text
Abstract:
Certified Registered Nurse Anesthetists (CRNAs) administer more than 43 million anesthetics within the United States and practice in every setting where there is anesthesia. Stress and burnout can be a common problem for CRNAs. The purpose of this correlation study was to examine the relationship between emotional intelligence (EI) and burnout syndrome among CRNAs. The research questions assessed CRNAs and the relationship between EI and burnout syndrome, the burnout score and the four dimensions of EI, and EI and the three dimensions of burnout. Certified and recertified CRNAs (N = 506) completed the Wong and Law Emotional Intelligence Scale, the Maslach Burnout Inventory, and a demographics survey. The results of a correlation analysis and linear regression indicate that there is a correlation between EI and burnout syndrome for CRNAs and when increasing the EI score by one unit, a 20% reduction in burnout occurs. A relationship also exists between the burnout score and the four dimensions of EI for CRNAs, with self-emotion appraisal and regulation of emotion statistically significant (p < 0.05). Each component of burnout syndrome correlated with a CRNA's EI score, with diminished personal accomplishment having the strongest correlation (r = .451; p < 0.05). EI is present for CRNAs, and there is an inverse relationship with burnout syndrome, which is a new contribution to the literature. Regarding positive social change, results may yield modifications in the education of Student Registered Nurse Anesthetist (SRNA) or opportunities for CRNAs to build additional EI skills. This study offers healthcare administrators insight that EI is a factor in reducing burnout and beneficial to increasing wellness of the healthcare staff.
APA, Harvard, Vancouver, ISO, and other styles
20

Finch, Michelle L. "Emotional intelligence and empathy of nursing students in an immersive capstone clinical course." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/hpd_con_stuetd/39.

Full text
Abstract:
Background. Today’s baccalaureate nursing students need to be prepared to care for patients in an ever-changing, high acuity environment. Many programs offer a capstone immersive clinical experience. However, the benefits of this experience have not been fully explored, and the effect on patient care is unknown. Purpose. The purpose of the study was to determine if there was a change in levels of Emotional Intelligence (EI) and empathy in senior students who completed a capstone immersive clinical experience in the final semester of a baccalaureate nursing program. Theoretical Framework. The theoretical framework for this study was the Mayer and Salovey’s (1997) four-branch model of EI which evaluated EI and empathy of the senior nursing student. Methods. This quasi-experimental study was conducted at a baccalaureate degree program in the Mid-South. A convenience sample was utilized to examine the means of EI and empathy before and after a capstone immersive clinical experience. Results. Significance was found in students’ EI levels after the immersive experience. No significance was found in students’ empathy levels. Significance was not found in students’ EI or empathy with regards to gender and prior health care experience. In students with prior health care experience, empathy declined with increased exposure to clinical experience. Conclusions. EI and empathy along with caring and compassion need to be recognized as important concepts in nursing education. Implementation of EI and empathy in educational activities and evaluation of their effectiveness in nursing curricula will improve students’ preparedness as they complete their education and enter practice.
APA, Harvard, Vancouver, ISO, and other styles
21

Jarman, Karen. "Relationships of emotional intelligence of healthcare leaders and measures of employee satisfaction and turnover." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/KJarman2008.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

McGee, Nathan. "Trait Emotional Intelligence and Substance Use Behaviors among Student-Athletes: Mediating Effects of Coping." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535708944540075.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Ortiz, Deborah E. "The Association between Emotional Intelligence and Sexual Risk Behavior among Undergraduate College Students in the Greater Los Angeles." Scholarship @ Claremont, 2012. https://scholarship.claremont.edu/scripps_theses/89.

Full text
Abstract:
Sexual risk behaviors pose a major public health problem. However, sufficient research has not been done on the relationship between health risk behaviors and emotional intelligence. The purpose of this study was to examine the relationship between emotional intelligence, and sexual, smoking, and alcohol behavior among young adults. As well as explore the relationship between health risk behaviors. Emotional intelligence and sexual, alcohol, and smoking behavior of undergraduate college students from the greater Los Angeles area was assessed through an anonymous online questionnaire (n=80). There was no significant difference found in emotional intelligence between college students engaging in risk behaviors and college students not engaging in risk behaviors, for all risk behaviors assessed. However, there was a strong correlation found between college students engagement in different risk behaviors. These results indicate there is no significant relationship between emotional intelligence and health risk behaviors. Research about this relationship can be useful in designing interventions that reduce negative health outcome associated with health risk behaviors.
APA, Harvard, Vancouver, ISO, and other styles
24

Hesselgreaves, Hannah. "A study of emotional intelligence, leader member dyads and employee outcomes in the British National Health Service." Thesis, University of Strathclyde, 2007. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21678.

Full text
Abstract:
This study aimed to develop a model that explained the relationships between emotional intelligence (as a model of individual differences), the quality of hierarchical relationships (utilising leader-member exchange theory), and a selection of employee outcomes, of which stress was of particular interest. This model was tested using a sample of hospital staff within one national health board in Scotland. A cross sectional survey design was chosen. The sample consisted of 122 dyads from five hospitals. Each study variable was measured using previously validated measures. The key independent variables were emotional intelligence, measured using the ECI-2 (Boyatzis, Goleman, & Rhee, 1999) and leader-member exchange, using the LMX-7 (Graen & Uhl-Bien, 1995). Both were rated by supervisors and employees. The main dependent variables were stress, performance, organisational commitment, and job satisfaction. LMX was also tested for its hypothesised mediating effects on the relationship between emotional intelligence and stress, as was social support. Perceived organisational support, relationship tenure, and liking were control variables, to isolate the effects the key independent variables. Dyadic responses were matched and paired to analyse unique leader-member exchanges. Data were analysed using stepwise regresson analysis, and for the tests of mediation, 6 hierarchical regression analysis was employed. There were several main findings. Emotional intelligence (EI) was found to positively relate to the quality of leader-member exchange, suggesting that emotional intelligence may inform the development and management of hierarchical relationships. Emotional intelligence did not have a direct relationship with stress. EI also predicted performance, but not job satisfaction or organisational commitment. Percieved organisational support explained more variance in these outcomes that emotional intelligence of leader-member exchange quality. Leader-member exchange did influence the way in which stress was experienced, particularly the frequency with which employees felt job pressure. This relationship was non-linear. However, stress severity had a negative linear relationship with LMX, describing that LMX was related to lower stress intensity. LMX was positively related to performance. Finally, a hypothesised interaction between EI and LMX was not supported, suggesting that individual differences did not moderate the extent to which LMX impacted stress outcomes. It is considered that an interaction effect was not found because of the limited range in ratings of emotional intelligence and leader-member exchange. This study responds to an identified gap in the organisational behaviour literature, contributing to the exploration of how leader-member relationships are influenced by notions of individual differences such as emotional intelligence, and how outcomes at individual and organisational levels can be affected, particularly in large public sector organisations.
APA, Harvard, Vancouver, ISO, and other styles
25

Suehs, Derrick. "Emotional Intelligence and Employee Engagement| A Quantitative Study to Explore the Relationship between the Emotional Intelligence of Frontline Managers and Supervisors and the degree of Employee Engagement of their Direct Reports in a Tertiary Care Health Care Setting." Thesis, St. John Fisher College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10009744.

Full text
Abstract:

The health care industry is moving from a volume-based, fee-for-service financial reimbursement system to a value-based purchasing model. These changes have caused substantial challenges in the delivery of care. Hospital leaders must conduct business differently to lower cost, improve safety outcomes, and be more efficient and effective.

Numerous studies show engaged employees improve operational performance. Past studies point to leaders with high emotional intelligence who are effective at engaging employees. The purpose of this study was to determine if there is a statistically significant correlation between frontline managers and supervisors’ emotional intelligence and the degree of engagement of their direct reports.

The research questions were: (a) what is the level of employee engagement among those who participated in the study, (b) what is the level of emotional intelligence of the frontline managers and supervisors who participated in the study, and (c) using inferential statistics, is there a statistically significant correlation between emotional intelligence of frontline managers and supervisors and the employee engagement of their direct reports.

The study used non-experimental, quantitative analytics to test the hypothesis. A bivariate correlation procedure called Pearson’s Product-Moment Correlation was used to determine the potential relationship between the emotional intelligence of 24 frontline managers and supervisors and employee engagement of their direct reports, totaling 585 employees. Though a favorable, moderate correlation was found with a Pearson r of 0.39267 at a p value of 0.0577, the hypothesis was denied. The favorable correlated relationship found supports the growing scholarly work.

Future studies may provide greater understanding and value of the relationship between emotional intelligence and employee engagement. Additional recommendations were made to improve organizational performance through leadership development, recruitment, culture engineering, and ongoing assessment of managerial effectiveness.

APA, Harvard, Vancouver, ISO, and other styles
26

Van, der Merwe Shani. "The psychometric properties of an emotional intelligence measure within a nursing environment / S. van der Merwe." Thesis, North-West University, 2005. http://hdl.handle.net/10394/1061.

Full text
Abstract:
Nurses' working environment, together with their patient relationships, can elicit emotions which they will need to manage in order to perform successfully in their daily work activities. It is for this reason that it is crucial that sound emotional intelligence measures should be developed which hospitals can utilise to identify emotionally intelligent individuals for emotionally laden jobs or even to identify their developmental needs within the area of emotional intelligence. The objective of this study was to investigate the psychometric properties of the Emotional Intelligence Scale (EIS) developed by Schutte and colleagues in 1998 within a nursing environment. A convenience random sample of 5 11 nurses was taken from hospitals located in the areas of Klerksdorp, Potchefstroom, Krugersdorp, Johannesburg and Pretoria. The EIS was used as a measuring instrument. Cronbach alpha coefficients, Pearson-product correlation coefficients and MANOVAS were used to analyse the data. The results showed a 5-factor solution for the EIS, which explained 50,04% of the total variance. All of the five dimensions had adequate internal consistencies, except for the Negative Emotions dimension. Lastly, group differences were identified between personnel area and emotional intelligence, as well as between race and emotional intelligence levels. Recommendations were made for future research.
Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.
APA, Harvard, Vancouver, ISO, and other styles
27

Kaynak, Ovgu Ilke. "The Moderating Role of Emotional Intelligence in the Relation Between Peer Victimization and Alcohol, Tobacco, and Other Drug Use." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/104302.

Full text
Abstract:
Public Health
Ph.D.
This study describes the consequences as well as risk and protective factors associated with adolescent use of alcohol, tobacco, and other drugs (ATOD) and exposure to peer victimization. Peer victimization has been shown to be a risk factor for ATOD use and it may be important to identify factors that attenuate this relationship in order to pursue and develop preventive interventions. High emotional intelligence (EI) has been found to be associated with lower ATOD use, but the research evidence is mixed. High EI may neutralize the effects of exposure to peer victimization and act as a protective factor against increased ATOD use. Results from this cross-sectional study of 376 middle school students (45% male) found that youth who were victimized were more likely to report ATOD use. Youth who were better at identifying and sharing their emotions were less likely to report ATOD use. Conversely, youth who were better at influencing and socializing with others were more likely to report ATOD use. EI was not found to be protective in the presence of peer victimization. Results are discussed in the context of prevention related to increasing EI and reducing ATOD use.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
28

Bowen, Phillip W. "Emotional intelligence : coping and well-being amongst higher education academics : are they related? : how are they experienced?" Thesis, University of Northampton, 2016. http://nectar.northampton.ac.uk/9545/.

Full text
Abstract:
Woods (2010) points out that research in emotional intelligence has been carried out at school level, but little research has been undertaken with academics in higher education. Research around emotions within the organisational context also appears to be limited in higher education (Briner, 1999, 2005; Kumar and Rooprai, 2009). There, therefore, appears to be an area in which research can be carried out. The overall aim of this study was to evaluate the concept of emotional intelligence (trait EI) in the higher educational context (University) and to investigate the relationship between emotional intelligence, coping and well-being. The research explored: how university academics cope emotionally with interpersonal relationships; if there was a significant correlation between emotional intelligence and well-being; if emotional intelligence can help academics cope; the emotionally challenging experiences academics have and how they cope with them. Mixed methodology was used in this research using a sequential, explanatory approach. Triangulation brings together the findings from the analysis of quantitative and qualitative data. The quantitative aspect of the research included a sample size of 100% (N =533); 45.8% (N = 244) male, with a mean age of 48.78 (SD = 10.9); and 54.2% (N = 289) female, with a mean age of 47.29 (SD = 9.78). All participants worked for universities in different countries around the world. Pearson’s product moment correlation coefficient was used to analyse the quantitative data associated with: coping (Carver, Scheier and Weintraub, 1989), managing emotions (Petrides, 2009a); perceived stress scale (PSS) (Cohen, Kamarck and Mermelstein, 1983); emotional demands (COPSOQ) (Copenhagen Psychosocial Questionnaire, 2003); and home/work recovery (Querstret and Cropley, 2012). The analysis showed that there was an inverse correlation between PSS and managing emotions (r = -0.52) suggesting a relationship between managing emotions and perceived stress. There appeared to be less significant relationships between the other instruments. Curvature analysis was undertaken on the relationship between emotional intelligence (EI squared) and Perceived stress (PSS). The findings identified a small R squared change of 0.007, while the sig F change is 0.036 which suggests significance as it is less than 0.05. However, it is very small. The nonlinear effect (the addition) of the EI squared variable which is associated with the 0.007 change was 4.41 (F change) which again, appeared very small when compared with the linear F change of 168.32. Moderation was undertaken using Hayes’ (2016) “Process” model. The findings showed that when there was a low level of coping there was a significant negative relationship between PSS and EI (b = -0.16, 95% CI [-0.21, -0.11], t = -6.36, p =00). At the mean value of coping, there was a negative relationship between PSS and EI (b = -0.19, 95% CI [- 0.22, -0.15], t = -10.92, p =00). When there was a high level of coping there was a significant negative relationship between PSS and EI (b = - 0.21, 95% CI [-0.25, -0.17], t = -9.33, p =00). The findings suggest that notwithstanding how well academics cope there was a negative relationship between PSS and EI. The conditional effect of x on y values of the moderators showed that at low levels of coping there was a (negative) significant effect (p less than 0.05) of PSS on EI (-12.01, p < 0.05). At average levels of coping there was negative significant effect of PSS on EI (0, p < 0.05). At high levels of coping there was a positive significant effect. Mediation analysis was also undertaken to find out the effect PSS has on EI influenced by coping. The findings suggest that there was a small significant indirect effect of PSS on EI, through coping where b = 0.02, 95% CI [-0.05, 0.08]. The qualitative aspect of the research included interviews with 11 academics aged 29 to 58. Thematic analysis (TA) was undertaken identifying examples of emotional challenges and experience that are integrated into the study to contextualise the findings. The findings suggest that each person has his/ her own coping strategies which may overlap. This does not come out from findings of the questionnaire/ survey, exemplifying the advantages of undertaking interviews. The findings from the interviews were used to provide greater depth and explanation, than if quantitative data was used alone. Limitations identified include individual differences and challenges in generalising beyond the sample size. A further limitation was that different sample types, models and instruments may have been used in earlier research. Fuzzy generalisations are, therefore, made that replace the certainty of scientific generalisations that help contribute to theory and future research. Overall, it was apparent from the findings from the interviews that, whereas academics experience stressful/ challenging experiences, they use emotional intelligence to help them cope in a constructive manner using ways of coping such as: humour, emotional/ instrumental support. The findings from the quantitative data showed that as perceived stress goes down, emotional intelligence goes up. Each of the methods undertaken in this study support the view that academics do use emotional intelligence to help them cope with stressful and challenging experiences, dependent upon context and circumstances that he/ she experience. Recommendations are made that include training academics to understand their own emotions and to identify emotions in others and then to manage the emotions. This could help increase awareness of emotional intelligence. It is recommended that training be voluntary and be extended to all stakeholders. To embed the training into the organisational procedures and to help communication of emotional intelligence, policies should be developed to help academics and other stakeholders to cope with stressful and challenging experiences to help improve student experience.
APA, Harvard, Vancouver, ISO, and other styles
29

BARNES, DARLENE. "A Comparative Analysis of Emotional Intelligence and Job Performance Among Case Managers Working in Community-Based Mental Health Settings." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211998629.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Simons, Abigail. "The relationship between occupational stress, coping and emotional intelligence in a sample of health profession academics at a historically disadvantaged university." University of the Western cape, 2016. http://hdl.handle.net/11394/5628.

Full text
Abstract:
Magister Artium (Psychology) - MA(Psych)
Academe is no longer a low stress profession caused by the changing nature of academic work. Academics in health professions perceived a considerable degree of pressure related to the many roles they need to assume such as, teaching, administration, research, and community service. In addition, they are expected to continue practicing in their profession. Research has identified the key stressors experienced by academics, have recorded the debilitating effects of occupational stress and have emphasised that stress left unmanaged can result in burnout. However, such studies on academic well-being and occupational stress are lacking within the South African context. Similarly, studies into the coping strategies used by academic staff and the impact of emotional intelligence on stress and coping remain a focus for further research. Therefore, the overall aim of this study was to determine the relationship between occupational stress, coping and emotional intelligence among academic staff in health professions at a historically disadvantaged university. The study used an online survey design and the sampling frame comprised of all academic staff in a Faculty of Community and Health Sciences at a historically disadvantaged university. Descriptive statistics, correlation matrices and multiple regressions were used to analyse the data. Ethics clearance was obtained from the relevant university committee, and consent to conduct the study at the identified institution was given by the Registrar. As evidenced by the results, significant associations emerged between occupational stress, coping and emotional intelligence. Emotional intelligence was identified as an essential factor that can predict the subjective well-being among academics.
APA, Harvard, Vancouver, ISO, and other styles
31

Van, Wyk Mirna F. "Emotional-social competencies that enhance wellness in teachers : an exploratory study /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1277.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Foye, Una. "Understanding eating disorders: Exploring the impact of self-esteem, emotional intelligence and health literacy on disordered eating attitudes and behaviours." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665503.

Full text
Abstract:
The aim of this research is to explore the factors that are involved in the development and maintenance of disordered eating attitudes and behaviours. While major strides in research have provided an understanding into the complexity of these disorders, considerable gaps remain with little evidence existing for the effective prevention and treatment of these disorders. The theories of self-esteem, emotional intelligence and health literacy are considered as central themes to understanding the onset and maintenance of these disorders. This study aims to explore these onset and maintenance variables using a mixed methods sequential design. Phase one used a qualitative design conducting a series of semi-structured interviews, focus groups and personal narrative to explore the experiences of individuals with personal or professional experience of eating disorders (n=32). Phase two used a quantitative design to statistically test and model the findings within a large general sample (n=435). The results from this study provide an in-depth qualitative and quantitative exploration of the variables which motivate and maintain disordered eating. These results provide insights into the unique barriers and risk factors which are associated with disordered eating. The results indicate these three variables have considerable impact on the onset and maintenance of disordered eating, with interactions occurring between these variables, suggesting unique pathways towards clinical risk of eating disorder development. This indicates the need to develop holistic interventions that help target programs towards the barriers and factors which maintain an eating disorder. This study provides a unique contribution to the field of eating disorders as it offers new insights into the impact of low self-esteem, emotional intelligence and health literacy as key variables within disordered eating onset and maintenance. It is envisaged that the findings of this study can be used to inform and further develop intervention areas to promote positive, and timelier, interventions.
APA, Harvard, Vancouver, ISO, and other styles
33

Van, Zyl Lelanie. "Job insecurity : emotional- and behavioural consequences / L. van Zyl." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3089.

Full text
Abstract:
Current day organisations must revert to many measures to survive in the very competing business environment. One of these measures is to reduce the number of employees. This leads to perceptions of job insecurity, not only in the employees who are not made redundant but also in employees in so-called stable organisations who are aware of these measures being implemented in other organisations. Researchers found conflicting results of job insecurity regarding performance of employees experiencing job insecurity. On the one hand it was reported that job insecurity leads to higher job performance and on the other that it leads to lower job performance. To reconcile these conflicting findings Jordan, Ashkanasy and Hartel (2002) developed a model. In their two stage model in which they postulate that perceptions of job insecurity could lead to lower affective organisational commitment and higher job-related stress and this in turn could lead to negative coping behaviour (stage one). They then include emotional intelligence (EI) as moderator of all the links between the above mentioned constructs (stage two). They are of the opinion that employees with high EI will experience higher affective organisational commitment and lower job-related stress than employees with low EI when perceptions of job insecurity are experienced. They also postulate that employees with high EI will be less inclined to revert to negative coping behaviour. The main objective of this study was to investigate whether this model would be applicable to employees of private health care organisations in Gauteng. In the first article a literature review was conducted to determine how job insecurity, affective organisational commitment, job-related stress and coping were conceptualised as well as the relationships between these constructs. This was done to investigate the first stage of the model of Jordan et al. (2002). In the second article a literature review was conducted to determine how job insecurity, affective organisational commitment, job-related stress, coping and EI were conceptualised. The relationships between these constructs and the role of EI as moderator of these relationships were also determined. This was done to investigate the second stage of the model of Jordan et al. (2002). A non-experimental correlation research design was used. Employees of private health care organisations were the participants. The Job Insecurity Inventory, the Organisational Commitment Questionnaire, the Experience of Work Life and Circumstances Questionnaire, the Cope Questionnaire and the Emotional Intelligence Scale were used, as well as a biographical questionnaire. The SPPS program and partly STATISTIKA were used to perform the statistical analysis. Descriptive statistics were used to analyse the data. Cronbach alpha coefficients and factor analyses were used to assess the reliability and validity of the measuring instruments. Pearson product-moment correlation coefficients were used to specify the relationships between the variables. Multiple regression analysis was used to determine the moderating influence of emotional intelligence. It was determined that, in this specific research group, job insecurity has a negative correlation with affective organisational commitment. Job insecurity has a positive correlation with job-related stress levels. A positive correlation was found between job-related stress levels and certain negative coping behaviours, such as denial, behavioural disengagement and mental disengagement. A negative correlation was found between affective organisational commitment and negative coping behaviour, specifically the use of drugs or alcohol. All of these correlations were statistically and practically significant. It was found that job insecurity as independent variable explains 12.1% of the total variance in affective organisational commitment. It was also found that job insecurity as independent variable explains 21.1 % of the total variance in the job -related stress levels. These findings indicated that the first stage of the model of Jordan et al. (2002) could be supported. Multiple regression analyses were performed to determine the moderating effect of EI as discussed above. The results indicated that EI had only a slight but significant moderating effect on the job insecurity -affective organisational commitment relationship and no effect on the job insecurity - job-related stress relationship. The results also indicate that EI moderates the strength of the relationship between affective organisational commitment and coping behaviour to such an extent that affective organisational commitment's predictive value is reduced to closely insignificant whilst EI emerges as the primary predictor of coping behaviour (both positive and negative). This may imply that emotionally intelligent employees will tend to use more problem-focused coping behaviour irrespective of the affective organisational commitment that they experience. Although to a lesser extent in this study, it was found that emotionally intelligent employees also make use of emotion-focused coping behaviour appropriate for managing affective states associated with experienced stress. Concerning avoidant coping strategies EI significantly negatively moderates alcohol-drug disengagement as a coping strategy, meaning employees with high EI will tend not to revert to the use of drugs or alcohol as coping strategy. It was concluded that EI does not buffer employees against the emotional consequences of job insecurity in this research group, as proposed by the model of Jordan et al. (2002), but rather enables them to cope with these emotional effects using problem-focused- and emotion- focused coping strategies, but not avoidant strategies. The latter finding is in line with the proposed model of Jordan et al.(2002). Conclusions, the limitations of this research and recommendations for private health care organisations and for future research were made.
Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2009.
APA, Harvard, Vancouver, ISO, and other styles
34

Rittershausen, Kerstin. "Coaching, empowerment och hälsa : En litteraturstudie." Thesis, University of Skövde, School of Life Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4010.

Full text
Abstract:

Begreppen coaching och empowerment har blivit mycket populära. Coaching är att hjälpa människor att lyckas. Empowerment översätts på svenska med egenmakt och maktmobilisering. Syfte med denna studie är att undersöka hur coaching kan hjälpa till att främja empowerment och därmed bidra till att öka människornas hälsa. Frågeställningar är: Vilka samband finns det mellan coaching och empowerment? Hur påverkar empowerment människornas hälsa? Kan man öka individens hälsa med coaching? Uppsatsen grundas på en litteraturstudie. I resultatet analyseras elva vetenskapliga artiklar. Resultatet visar att empowerment och coaching har mycket gemensamt och att båda främjar människornas hälsa. Coaching kan förbättra självförtroendet (själv-efficacy), självkänslan (self-esteem), självmanagement, coping, autonomi, empowerment, smärt- och stresshanteringen, ledarkompetensen och den emotionella intelligensen. Coaching leder till en attitydförändring som underlättar livsstilsförändringar och höjer livskvalitén. Coaching främjar människans Känsla Av SAMmanhang (KASAM) som innebär mer hanterbarhet, begriplighet och meningsfullhet i livet. Studiens slutsats är att coaching är ett sätt att göra empowerment. Diskussionen behandlar skillnaderna mellan empowerment och paternalism, emotionell intelligens och dess betydelse och hur coaching påverkar hälsan. Dessutom diskuteras sambandet mellan psyke och kropp, betydelsen av coping och hur coaching främjar ledarkompetenserna. Slutligen behandlas coaching i kontexten till empowerment och Känslan Av SAMmanhang (KASAM).


The concepts of coaching and empowerment have become very popular. Coaching enables people to make positive changes in their lives. The Swedish translation for empowerment is “the mobilization of power”. The aim of this study is to explore how coaching can help to promote empowerment and thereby help to increase people's health. The research investigates the following questions: What is the link between coaching and empowerment? How does empowerment improve people's health? And finally: Is it possible to increase the individual's health with coaching? The essay is based on a literature review. It analyzes the results of eleven scientific articles. The results show that empowerment and coaching have a lot in common and that both promote people's health. Coaching can improve self-confidence, self efficacy,self-esteem, self-management, coping, autonomy, empowerment, pain management, stress management, management skills and emotional intelligence. Coaching leads to a change in attitudes that facilitate lifestyle changes and improve the quality of life. Coaching encourages people sense of Coherence (SOC), which means more manageability, comprehensibility and meaningfulness in life, which leads to the conclusion that coaching is one way to do empowerment. The discussion deals with the differences between paternalism and empowerment, emotional intelligence and its importance and how coaching affects health. It discusses the relationship between mind and body; the importance of coping and how coaching promotes leadership abilities. Finally coaching is treated in the context of empowerment and the sense of coherence (SOC).

APA, Harvard, Vancouver, ISO, and other styles
35

Papis, Karol Grzegorz. "Emotional intelligence and sociotropy-autonomy in young women with DSM-IV-TR hypochondriasis : a mixed-method study." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/582290.

Full text
Abstract:
DSM-IV-TR classifies hypochondriasis as a complex somatoform disorder, characterised by physical complaints for which no organic cause could be identified. DSM-5 replaced it with two new diagnostic terms: somatic symptoms disorder and illness anxiety disorder. The distinction was based on the presence or absence of somatic symptoms, and concerns have been raised with regards to the validity of these new diagnostic concepts. While there has recently been an increase in recognising the role of the underlying anxiety in this condition, the psychological needs of individuals with hypochondriasis remain unclear. It is conceivable that specific emotional and interpersonal dimensions play a mediating role in the onset of hypochondriacal presentations, and have explanatory power with regards to the improvement of tailored therapeutic interventions. The present study used a mixed methodology, with an emphasis on the qualitative component, to investigate emotions and the interpersonal aspects of hypochondriasis. Six young adult females meeting the diagnostic criteria for both DSM-IV-TR hypochondriasis and DSM-5 illness anxiety disorder formed a clinical group for the present study. Semi-structured interviews were administered and analysed in line with the Interpretative Phenomenological Analysis (IPA). Four major themes emerged from the qualitative data: 1) Early life experience; 2) Inward focus; 3) Learned helplessness; and 4) Experience of psychological therapy. Eight subordinate themes were identified: (i) Unmet emotional needs; (ii) Emotional isolation; (iii) There is something wrong with me; (iv) Emotional reasoning; (v) Self-fulfilling prophecy; (vi) External locus of control; (vii) Over-reliance on other people; and (viii) The experience of psychological therapy. Fifty-one female undergraduate psychology students formed a matched comparison group for the study and enabled a supplementary quantitative analysis to be conducted. The quantitative measures included measures of trait (TEIQue-SF) and ability emotional intelligence (MSCEIT) as well as a measure of sociotropy-autonomy (SAS). The quantitative data showed that the clinical group scored significantly lower than the comparison group on the measures of trait emotional intelligence, understanding emotions, and autonomy. Additionally, the clinical group scored significantly higher than the comparison group on the measure of sociotropy. The theoretical and therapeutic recommendations are discussed in light of the limitations of the present study. In conclusion, emotional and interpersonal aspects of DSM-IV-TR Hypochondriasis and DSM-5 illness anxiety disorder in young women provide a useful framework for the conceptualisation and therapeutic management of these conditions. It appears that with its scientific knowledge base, therapeutic flexibility, focus on reflective practice, and the emphasis on an effective working relationship, the discipline of counselling psychology is well-suited to address the needs of participants with hypochondriacal presentations.
APA, Harvard, Vancouver, ISO, and other styles
36

Sousa, Ana Sofia Marques de. "Inteligência emocional como competência na formação do futuro gestor de saúde de instituições de saúde : proposta de uma unidade curricular." Master's thesis, Universidade Nova de Lisboa. Escola Nacional de Saúde Pública, 2011. http://hdl.handle.net/10362/9674.

Full text
Abstract:
RESUMO - Introdução: A formação de um gestor neste século é um verdadeiro desafio, pois apesar das instituições de ensino superior formarem profissionais com capacidade para actuar na área da Gestão da Saúde, é difícil afirmar que tal formação seja suficiente para produzir os grandes gestores exigidos actualmente para orientarem Instituições de Saúde modernas. Assim, muitos são os estudos que têm mostrado que os gestores de saúde mais eficazes se assemelham num requisito crucial: a Inteligência Emocional (IE). Objectivos: Perceber a importância do ensino das competências emocionais nos Cursos de Mestrado em Gestão da Saúde; analisar de forma descritiva/analítica e crítica o módulo opcional de Emoção, Liderança e Coaching na Gestão da Saúde leccionado no Mestrado em Gestão da Saúde na Escola Nacional de Saúde Pública; e por fim construir uma proposta de Unidade Curricular de Inteligência Emocional. Metodologia: Realizou-se uma revisão da literatura que permitiu desenvolver e adquirir conhecimentos, conceitos e teorias na área da IE. De seguida, procedeu-se a uma análise descritiva/analítica e crítica do módulo opcional de Emoção, Liderança e Coaching na Gestão em Saúde leccionado no Mestrado em Gestão da Saúde na Escola Nacional de Saúde Pública, com base na revisão de literatura anteriormente efectuada; e por fim tentou-se construir uma proposta de Unidade Curricular de Inteligência Emocional a ser leccionada a futuros gestores de saúde. Conclusões: Este trabalho tem como principal intuito por um lado, mostrar através da vária literatura consultada que a Inteligência Emocional é uma competência essencial a ser desenvolvida pelos gestores em saúde de hoje em dia, pois as competências que a englobam fazem toda a diferença na organização, tornando os funcionários mais motivados, seguros e comprometidos com o que fazem; por outro lado foi um trabalho que permitiu reunir dados e ampliar as ideias sobre Inteligência Emocional. Da análise efectuada do módulo leccionado no Mestrado em Gestão de Saúde na Escola Nacional de Saúde Pública, o que se pode concluir é que a carga horária assim como o peso do módulo que é opcional, é pouco significativo (tendo uma percentagem apenas de 3,33% dos ECTS (Sistema Europeu de créditos curriculares que significa European Credit Transfer System) e de acordo com os dados disponibilizados pela colega Mestre Joana Areias no IV Curso de Mestrado em Gestão da Saúde, apenas 36,6% dos alunos frequentaram este módulo, o que revela que ainda nem todos os futuros gestores de saúde estão dispertos para a importância do desenvolvimento da Inteligência Emocional como competência essencial nas suas práticas.
ABSTRACT - Introduction: The formation of a manager in this century is a real challenge, because despite the higher education institutions train professionals with the ability to act in the area of Health Management, is difficult to argue that such training is sufficient to produce the great managers currently required to guide the modern Health Institutions. Thus, many studies have shown that health managers more effective resemble a crucial requirement: Emotional Intelligence (EI). Purposes: Realizing the importance of teaching emotional skills for Master in Health Management; examine in a descriptive / analytical and critical way the optional module Emotion Coaching and Leadership in Health Management taught in the Master of Health Management at the Escola Nacional de Saúde Pública, and finally build an adequate proposal for Emotional Intelligence Course. Methods: After a review of the literature that allowed to develop and acquire knowledge, concepts and theories in the area of IE, I proceeded to a descriptive/analytical and critical analysis of the optional module Emotion Coaching and Leadership in Health Management taught in the Master of Health Management at the Escola Nacional de Saúde Pública, based on the literature review previously undertaken; and finally tried to build a proposal for a Course of Emotional Intelligence to be taught to future health managers. Conclusion: This work has a main purpose, in the one hand shows through the various literature that the Emocional Intelligence is an essencial skill to be developed by the managers in health care today, because the Emotional Intelligence´ competences will make the difference in an organization, by making the employees more motivated and committed to secure what they do; on the other side it was a work that brought together data and extend the ideas about Emocional Intelligence. Relatively, the analysis about the module taught in the Master of Health Management at Escola Nacional de Saúde Pública, which can be concluded is that the workload as well as the weight of the optional module is insufficient (having only a percentage of 3,33% of the ECTS) and according to the data released by the Master Joana Areias only 36,6% of the students who attended the IV Master Program in Health Management chosen this module, which reveals that not even all the future health managers are awakwn to the importance of developing Emotional Intelligence as a core competency in their pratices.
APA, Harvard, Vancouver, ISO, and other styles
37

Kellner, Frank Wade. "Examination of How Nursing Students' Coping Methods for Stress are Related to Ability and Personality as Indicated by Emotional Intelligence [Ability] and Locus of Control [Personality]." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1505237/.

Full text
Abstract:
Undergraduate nursing students face tremendous stress in regards to academic and clinical demands while emotional intelligence (EI) is a topic of interest in the nursing field. This study examined whether problem-focused coping methods for stress are related to ability and personality. In this study, EI represented ability and locus of control (LOC) represented personality. Confrontive coping, seeking social support, and planful problem-solving represented the problem-focused coping variables. A survey instrument which represented a combination of the Assessing Emotions Scale, Perceived Stress Scale, Ways of Coping Scale (Revised), and the Rotter Locus of Control Scale was administered to 11 undergraduate nursing schools during the spring semester of 2019. The results indicated that EI had strong and statistically significant correlations with each of the other variables in the study which were LOC, stress, confrontive coping, seeking social support, and planful problem-solving. The results further supported that EI was a statistically significant predictor for each of the three problem-focused coping variables. It was concluded that level of stress did not mediate the relationship between EI and any of the three problem-focused coping methods. In addition, LOC moderated the relationship between EI and stress. The limitations and possibilities for future research are addressed in this study. Specifically, future research should examine specific stressful encounters in addition to the participants' perception on if the stressful encounter was impactful and if the participant had the resources to cope with the stressful encounter. This information would provide insight into each participant's primary and secondary appraisals.
APA, Harvard, Vancouver, ISO, and other styles
38

Kellner, Frank Wade. "Examination of How Nursing Students' Coping Methods for Stress are Related to Ability and Personality as Indicated by Emotional Intelligence (Ability) and Locus of Control (Personality)." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505237/.

Full text
Abstract:
Undergraduate nursing students face tremendous stress in regards to academic and clinical demands while emotional intelligence (EI) is a topic of interest in the nursing field. This study examined whether problem-focused coping methods for stress are related to ability and personality. In this study, EI represented ability and locus of control (LOC) represented personality. Confrontive coping, seeking social support, and planful problem-solving represented the problem-focused coping variables. A survey instrument which represented a combination of the Assessing Emotions Scale, Perceived Stress Scale, Ways of Coping Scale (Revised), and the Rotter Locus of Control Scale was administered to 11 undergraduate nursing schools during the spring semester of 2019. The results indicated that EI had strong and statistically significant correlations with each of the other variables in the study which were LOC, stress, confrontive coping, seeking social support, and planful problem-solving. The results further supported that EI was a statistically significant predictor for each of the three problem-focused coping variables. It was concluded that level of stress did not mediate the relationship between EI and any of the three problem-focused coping methods. In addition, LOC moderated the relationship between EI and stress. The limitations and possibilities for future research are addressed in this study. Specifically, future research should examine specific stressful encounters in addition to the participants' perception on if the stressful encounter was impactful and if the participant had the resources to cope with the stressful encounter. This information would provide insight into each participant's primary and secondary appraisals.
APA, Harvard, Vancouver, ISO, and other styles
39

Liddle, Keir. "The impact of leadership on the delivery of high quality patient centred care in allied health professional practice." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28081.

Full text
Abstract:
The Healthcare Quality Strategy for NHS Scotland, relates its overall vision of healthcare quality to six dimensions of care as: Safe, Efficient, Effective, Equitable, Timely and Patient Centred. Patient Centred Care also underpins many subsequent policies such as the management of Long Term Conditions (Scottish Government, 2008) and the Chief Medical Officers Realistic Medicine report (Barlow, et al., 2015) Leadership styles and associated policies and procedures are often assumed to inhibit or encourage the delivery of quality Patient Centred Care and the NHS invests millions of pounds per year in Leadership training. At a clinical team and management level there are behaviours and initiatives that can arguably have positive and negative impacts on the ability of individual practitioners to provide quality Patient Centred Care. However there have been no attempts to empirically test the association between (good) Leadership and quality Patient Centred Care. Without any evidence of such a relationship, NHS investment of substantial resources may be misguided. Additionally, much of the focus of research in both Leadership and Patient Centred Care has focused on medical practitioners and nurses. There is little research that focuses on the impact of allied health professionals' (a term describing 12 differing health care professional groups representing over 130,000 clinicians throughout the United Kingdom) practice on the quality of person centred care and how this is affected by Leadership structures and styles. This study aimed to explore whether there is a direct or indirect link between (transformational) Leadership and achieving the delivery of high quality Patient Centred Care (PCC) in allied health professional (AHP) practice. Aim The aim of this thesis was to explore whether it was possible to empirically demonstrate a relationship between Leadership (good or bad) and Patient Centred Care, and to do this in relation to Allied Health Professional practice. Research questions I. Is there a relationship between Transformational Leadership and Patient Centred Care in AHP practice? II. How do AHP’s conceptualise Leadership and its impact on their ability to deliver PCC? III. Do local contexts influence the ability of leaders to support Patient Centred Care? Study one Study one was designed to answer research question one: exploring the relationship between transformational Leadership and Patient Centred Care using survey design. Two groups of Allied Health Professionals were selected to take part in the study: Podiatrists and Dieticians. Clinical team leaders from across 12 Podiatry teams and 12 Dietetic teams completed a survey composed of measures of transformational Leadership and self-monitoring. Clinicians from these teams were also be asked to complete questionnaires on their perception of their clinical leaders’ transformational Leadership skills. This allowed comparison of self-assessed Leadership and team assessed Leadership. Clinicians were also asked to collect patient experience measures from 30 of their patients. Study Two Study Two was designed to answer research questions 2 and 3: how do AHPs conceptualise Leadership and how do they view the link between Leadership and their ability to deliver Patient Centred Care; and how might local context impact on professional Leadership and therefore its potential to enable or inhibit Patient Centred Care. In depth interviews were conducted with clinicians and clinical team leaders to explore the barriers and facilitators to effective Leadership, teamwork and the provision of quality care. Interviews were conducted with 21 Podiatrists and 12 Dieticians and analysed using a framework analysis approach. Results I. Is there a relationship between Patient Centred Care and transformational Leadership in AHP practice? The theory that there is a link between transformational Leadership and Patient Centred Care was confirmed. A significant relationship was discovered for the dietetics group linking Transformational Leadership with patient centred quality of care measures. There was also a relationship in the podiatry group that was suggestive of a relationship. II. How do AHP’s conceptualise Leadership and its impact on their ability to deliver PCC? AHP’s in both groups had broadly similar conceptualisations of Leadership and both groups played down the role of Leadership in the delivery of Patient Centred Care. A far more salient factor in achieving the delivery of high quality Patient Centred Care for the AHP’s interviewed was professional autonomy. III. Do local contexts influence the ability of leaders to support Patient Centred Care? A number of contextual issues related to both Patient Centred Care and Leadership were identified from the qualitative analysis. These were centred on systemic factors, relating to management and bureaucracy, and individual factors, such as relationships within teams. In Podiatry a major shift in the context of care was ongoing during the study, namely a greater emphasis on encouraging patients to self-care. This affected the relationships between patients and Podiatrists, and Podiatrists and managers, in a way that Podiatrists felt it negatively impacted on their ability to provide quality Patient Centred Care. Conclusion A weak relationship was observed between Transformational Leadership styles and the delivery of Patient Centred Care in two Allied Health Professional groups. Professional autonomy was identified as being more likely to facilitate delivery of person centred care. Organisational issues and intervening policy directives can impact on the delivery of Patient Centred Care, regardless of Leadership. Recommendations Further work exploring the link between Leadership and Patient Centred Care is required. The concept of professional autonomy should be fostered within Leadership programs to enhance delivery of Patient Centred Care. The impact of individual policies, such as moves towards more self-care, on quality criteria need to be more fully considered. Whilst such policies may make care more efficient, there may be negative consequences for other quality care criteria, such as Patient Centred Care.
APA, Harvard, Vancouver, ISO, and other styles
40

Jones, Neena White. "Simulated Clinical Experience: An Investigation of Emotion Understanding and Management." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7481.

Full text
Abstract:
Many investigators have documented that lack of emotional intelligence (EI) in professional nursing correlates with patient dissatisfaction, negative patient outcomes, and litigation. However, much less information is available to nurse educators for an effective instructional strategy to increase EI skills, specifically emotion understanding and management (the most influential branches of EI) in nursing students. Grounded in the theory of EI and the theory of simulation, the purpose of this quantitative quasi experimental study was to introduce educational technology as a useful strategy for influencing EI in a convenience sample of 88 second semester students in a baccalaureate program. Research questions for the study examined the treatment (human patient simulators, stressful situational scenarios, and role playing) for changing EI skill levels. Repeated measures, within factors analysis of variance was used to test for a relationship between the variables at three time periods during a semester. Key results for emotion understanding were significant with small effect, F(1.973, 171.686) = 7.526, p = .001, partial ω2 = .047. Key findings for emotion management were significant with medium effect, F(1.827, 158.965) = 9.981, p < .0005, ω2 = .063. However, conclusions were mixed for influence, as the instructional strategy resulted in negative EI learning (consistent decreased gain) for most participants. By weeding out irrelevancies, this study contributes to current nursing research and informs nursing educators of the need to continue the search for an effective strategy for teaching emotion understanding and management skills in nursing curricula.
APA, Harvard, Vancouver, ISO, and other styles
41

Wiliams, Shelley-Ann. "Moderators between work context and psychological health in a public service sector / S. Williams." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4990.

Full text
Abstract:
Work context has many consequences for the psychological outcomes of employees. These outcomes also have consequences for the employer through possible loss of productivity, impaired health of employees which may be associated with absenteeism and turnover intention, among others. The literature also shows that these outcomes are not always the same even under similar working conditions. Theorising in cognitive psychology indicates that the way in which an individual appraises a situation may be more important to psychological outcomes than the actual presence of a stressor. Recently, personal resources have been hypothesised to influence these individual differences. Few if any studies have explored such personal resources as moderators in the relationship between work context and psychological outcomes, especially in the South African public service context. Thus, the general aim of this study was to determine whether personal resources (emotional intelligence, self-efficacy and explanatory styles) are moderators in the relationship between work context Gob demands and job resources) and psychological outcomes (psychological well-being and work engagement) in a sample of government employees. A cross-sectional survey research design was implemented. Data were collected from 459 participants with the following measuring instruments, the Job-Demands Resources (JD-R) Scale, the Satisfaction with Life Scale (SWLS), the Affectomemter-2 Short-form (AFM.), the Utrecht Work Engagement Scale (UWES) , the Emotional Intelligence Scale (ElS), the General Self-efficacy (GSE) scale, and the Explanatory Style (ES) Questionnaire. A demographic questionnaire was developed by the first author to capture diverse information from the participants relating to gender, turnover intention, post level and so forth. Analyses were conducted mainly in 2 steps. Firstly, multiple regression analyses were used to test the main effects of work context variables on psychological outcomes. Secondly, two-step hierarchical regression analyses were used to test whether personal resources (emotional intelligence, self-efficacy, and explanatory styles) moderated the relationship between work context variables and psychological outcomes. Before testing the moderation, all independent variables and moderator variables (dimensions of personal resources) were centred so as to exclude the possibility of any multicollinearity in the regression equation. The results of the study, reported in three articles/manuscripts, showed significant main effects for work context and the personal resources as predictors of psychological outcomes. In the second place, the results also showed that the personal resources used in this study moderate the relationship between work context and psychological outcomes. In the first article, it was concluded that emotional intelligence is of potential value, especially in the public sector that is focussed on optimal service delivery, and where emotional encounters are stock-in-trade. Emotional intelligence is a valuable personal resource to cultivate for establishing, developing, and maintaining positive outcomes in psychological well-being in the workplace. In the second article, it was concluded that as self-efficacy beliefs facilitate actions and behaviour taken by individuals, it is important that feedback and modelling could play an important role especially in service-oriented work contexts that may need self-regulation of emotions. In the third article, it was concluded that as attributional feedback can induce change in how individuals perceive their success or failure in a task, the role of explanatory styles in psychological outcomes could be cultivated through active feedback given to employees on their performance and possibilities of future growth in the organisation. Overall it was concluded that a lack of job resources in the presence of high job demands will undermine psychological outcomes even in the presence of personal resources. Therefore, the consequences for health impairment and negative outcomes cannot be over-emphasised in a situation where job demands outstrip job resources. Employees in the public service require skills such as social and emotional competency, self-efficacy and optimism as these are important tools in dealing with the public. Employees must have initiative, flexibility, motivation to achieve, empathy, self-esteem and confidence, self-control, and group management among fellow employees and the public that is served by them. Although the limitations for this study are related to the fact that it was a cross-sectional research design and data was collected using self-reports, insights were gained about the role of personal resources in the relationship between work context and psychological outcomes. Based on all three articles, it was recommended that cross lagged panel studies may be useful in further clarifying the role of personal resources in longitudinal studies about the relationship between job resources and psychological outcomes and possible upward spirals arising from facilitating these relationships. Aspects of such studies may also include a qualitative assessment of what participants perceive as job resources and personal resources and these help them to achieve their goals.
Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2010.
APA, Harvard, Vancouver, ISO, and other styles
42

Cayo-Rojas, César F., and Ana Sofía Miranda-Dávila. "Empathy in medical education: An opportunity after the COVID-19 crisis." Universidad de Ciencias Medicas de La Hab, 2020. http://hdl.handle.net/10757/655703.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Radoja, Stevan. "Can school lessons devised using psychological theories and therapeutic approaches positively impact on the mental health and emotional intelligence of young people affected by war including ex-child soldiers in Northern Uganda?" Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/110119/.

Full text
Abstract:
The aim of this investigation was to identify if school lessons, which were designed to incorporate psychological theories and therapeutic approaches, could improve the mental health and/or emotional intelligence of the students being taught the lessons (N=76). The lessons (the intervention program) were designed by the researcher and taught by local teachers at 11 secondary schools to year 7 and year 8 pupils in an area of Northern Uganda where a civil war had taken place during the previous 22 years between a rebel group and government forces. The study comprised the intervention group who were taught the lessons over 2 years and a control group living in the same area that were not taught the lessons. Both groups were given a Mental Health (MH) and Emotional Intelligence (EI) questionnaire designed by the researcher at the beginning of the intervention period and at the end. Volunteers from the intervention group also took part in a semi structured interview. Teachers who taught the program were also given a questionnaire to elicit their views on the benefits and workability of the program. The findings indicated a significant effect of the intervention on most aspects of MH and EI in the intervention group compared with the control group. The effects of the intervention did not vary significantly between genders. Teachers’ questionnaires indicated an overall positive effect on teacher student relationships, behavior and general benefits to students. The elements of the program such as the teaching approach, methods of learning, content and effect on relationships between students were not examined but form part of a discussion into the potential future direction /further research for programs with similar aims.
APA, Harvard, Vancouver, ISO, and other styles
44

Craven, Scott Hinckley. "Dentists as Clinician Managers: Leadership Influences on Dental Team Empowerment and Engagement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3667.

Full text
Abstract:
Leadership training is virtually nonexistent for dental students, and practicing dentists rarely engage in any form of leadership development, relying primarily on mentoring by senior colleagues and on-the-job experiences. Dentists serve in a hybrid role as clinicians and managers to provide quality dental care and establish a profitable business, respectively. This quantitative study investigated the ways in which the emotional intelligence (EI) and leadership styles of 16 dentist clinician managers (DCMs) affected their dental teams. Specifically, the effects of leadership style and EI of DCMs on individual psychological empowerment (PE), team PE, and employee engagement were explored. Team PE effects on individual PE and employee engagement also were assessed. A multiple regression analysis and a correlational analysis were conducted to examine the effects of leadership style and EI on team and individual levels of PE and employee engagement of various groupings of dental teams in the Utah region. The results showed positive and significant predictive relationships between servant leadership style, transformational leadership style, and team PE and the dependent variables (DVs). DCM EI, transactional leadership style, and laissez-faire leadership style did not significantly contribute to predicting the DV outcomes. The results add to the limited amount of available research on the clinician manager model used extensively in the dental industry. The study also identified leadership styles that might be more conducive to clinician management, and it showed whether the clinician manager model is a viable model in the health care industry.
APA, Harvard, Vancouver, ISO, and other styles
45

Moffat, Mary I. "Certified Case Managers’ Lived Experiences in Hospital Networks: A Phenomenological Inquiry." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510574423348934.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Esboriol, Valéria. "INTELIGÊNCIA EMOCIONAL, CAPITAL PSICOLÓGICO E PERCEPÇÃO DE SUPORTE ORGANIZACIONAL EM GESTORES DO SEGMENTO DE SAÚDE." Universidade Metodista de São Paulo, 2013. http://tede.metodista.br/jspui/handle/tede/1336.

Full text
Abstract:
Made available in DSpace on 2016-08-03T16:34:28Z (GMT). No. of bitstreams: 1 Valeria Esboriol.pdf: 696246 bytes, checksum: f9dbac0f83292104149a5d360602417d (MD5) Previous issue date: 2013-11-27
The healthcare industry is heavily impacted by several factors and is considered one of the most important branches of the Brazilian economy. The healthcare professional is challenged to meet the management of issues for which it was not developed in his academic educational process. Whereas emotionally intelligent people and at the same time carrying positive psychological states that integrate psychological capital,have a psychic structure that enables them to achieve leadership positions,this study aimed to interpret and discuss the correlations between emotional intelligence,psychological capital and perception organizational support. Study participants were 123 managers with academic health degree and experience in the health industrie. Data collection was conducted through self-administered electronic questionnaire and data were analyzed using descriptive and bivariate analysis through SPSS software in its version 19.0 . It was evident that these professionals possess in greater evidence of self awareness the ability of emotional intelligence, on the other hand have limitations on the availability and the establishment of personal relationships (sociability) as relevant in the management process.Already dimensions related to psychological capital , focused on job performance , demonstrated that this professional is confident in its ability to contribute to company goals and to overcome possible obstacles inherent in their work activities. Added to your psychological capital to support the perception that the organization can offer you support when you need to feel good and perform their tasks.
O setor de saúde é fortemente impactado por diversos fatores e é considerado um dos mais importantes ramos da economia brasileira.O profissional da área é desafiado a responder pela gestão de temas para os quais não foi desenvolvido em seu processo educacional acadêmico. Considerando que pessoas emocionalmente inteligentes e ao mesmo tempo portadores de estados psicológicos positivos, que integram o capital psicológico, possuem uma estrutura psíquica que lhes possibilite atingir posições de liderança, este estudo objetivou interpretar e discutir as correlações entre inteligência emocional, capital psicológico, e percepção do suporte organizacional. Participaram do estudo 123 gestores com formação acadêmica em saúde e experiência em organizacões do segmento saúde. A coleta de dados foi realizada através de questionário eletrônico auto aplicável e os dados foram submetidos a análise descritiva e bivariada através do software SPSS em sua versão 19.0. Evidenciou-se que estes profissionais possuem em maior evidência a habilidade da inteligência emocional de autoconciencia, por outro lado apresentam limitações na disponibilidade e no estabelecimento das relações pessoais (sociabilidade) tão relevantes no processo de gestão. Já as dimensões relativas a capital psicológico, voltadas para o desempenho no trabalho, demonstraram que este profissional é confiante na sua capacidade de contribuição com os objetivos da empresa, bem como de superar os possíveis obstáculos inerentes a sua atividade laboral. Soma-se a seu capital psicológico a percepção de suporte que a organização possa lhe oferecer, quando necessitar de apoio para sentir-se bem e realizar suas tarefas.
APA, Harvard, Vancouver, ISO, and other styles
47

Monier, Hélène. "Les régulations individuelles et collectives des émotions dans des métiers sujets à incidents émotionnels : quels enjeux pour la GRH ?" Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE3027/document.

Full text
Abstract:
Tant au niveau de la littérature que des pratiques, ce n’est que récemment que la GRH considère la composante émotionnelle au travail (Allouche, 2012). Pourtant, le courant des Relations Humaines, et diverses disciplines distinctes de la GRH, ont intégré cette dimension depuis les années 1930. À partir des travaux de Weiss et Cropanzano (1996) en comportements organisationnels, de Salovey et Mayer (1990 et 1997) et de Gross (Gross 1998 et 2014 ; Gross & John, 2003) en psychologie, d’Hochschild (1998, 2003a et 2003b) et de Goffman (1959, 1969 et 1973) en sociologie, de recherches en GRH et sociologie du travail à propos du soutien social et des régulations sociales (Reynaud, 1988, 1997 et 2003 ; Ruiller, 2010), notre thèse exploite et combine une diversité de cadres théoriques, afin d’explorer les fonctions et les régulations des émotions au travail dans quatre métiers sujets à incidents émotionnels : policiers, urgentistes, enseignants en REP+ et téléconseillers en centre d’appels. À travers une étude de cas multiple au sein de ces secteurs, nous avons triangulé les données issues d’ethnographies, de 107 entretiens, et de documentations, afin d’analyser les cas de ces professionnels en primo contact avec un public, dans une optique comparative. D’une part, nous faisons émerger un modèle d’application managériale revisitant l’analyse des facteurs de RPS, et des préconisations managériales opérationnelles, ces apports intéressant la préservation de la santé de l’individu, et la qualité de service. D’autre part, nous introduisons un modèle théorique général de structuration du processus émotionnel au travail, intégrant le concept de « régulation émotionnelle collective ». Cet apport principal de la thèse, à la GRH, envisage les émotions à la fois comme des objets, des outils et des effets du travail, retentissant sur la santé de l’individu et sur la qualité du service
At a theoretical as well as practical level, it is only recently that the emotional component of work has been taken into account by the HRM (Allouche, 2012). However, since the 1930s, the Human Relations movement and various disciplines distinct from HRM, have included this dimension. In order to examine the emotional functions and regulations of work through four different lines of work most prone to emotional incidents, such as police officers, emergency room staff, teachers in priority education zone, and call center operators, this PhD dissertation exploits and combines various theoretical frameworks. The latter are based on the research conducted by Weiss and Cropanzano (1996) in organizational behaviors, by Salovey and Mayer (1990, 1997) and Gross (Gross, 1998, 2014 ; Gross & John 2003) in psychology, by Hochschild (1998, 2003a, 2003b) and Goffman (1959, 1969, 1973) in sociology, and on studies about social support and social regulations in HRM and sociology of work (Reynaud, 1988, 1997, 2003 ; Ruiller, 2010).To analyze the cases of these professions that involve direct contact with the public from a comparative perspective, we have triangulated data from ethnographies, 107 interviews, and documentation, through a multiple case study within these sectors. On the one hand, we offer a managerial application model revisiting the analysis of the psychosocial factors, as well as operational managerial recommendations, as they help preserve both the professional’s health, and quality of service. On the other hand, we introduce a general theoretical model structuring the emotional process at work, that integrates the concept of "collective emotional regulation". This main contribution of the PhD dissertation to HRM, is that it views emotions as objects, tools and effects of work, which impact the individual’s health and the quality of service
APA, Harvard, Vancouver, ISO, and other styles
48

Magno, Rosales Paola Eliana. "Inteligencia emocional percibida y afrontamiento del estrés académico en universitarios de Ciencias de la Salud de Lima." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653752.

Full text
Abstract:
El objetivo de esta investigación fue determinar la relación entre inteligencia emocional percibida y afrontamiento del estrés académico en los universitarios de Ciencias de la Salud. Para ello, participaron 211 estudiantes limeños de inicios de pregrado (1° ciclo = 67% y 2°ciclo = 33%), donde se trabajó con mujeres (57,6%) y hombres (42,4%) entre los 18 y 21 años. Se aplicó la escala de Inteligencia Emocional Percibida-TMM24 (Espinoza- Venegas; Ramírez- Elizondo y Sanhueza- Alvarado, 2015) y la escala de Afrontamiento del Estrés Académico (ACE-A) (Canabach, Valle, Rodríguez, Pineiro y Freire, 2010). Los resultados arrojaron que existe una correlación positiva entre ambas variables (p<.01). Se determinó la relación entre dimensiones, donde evidenció una correlación positiva significativa entre Regulación emocional con Reevaluación positiva (r= .61**); una correlación moderada entre Comprensión emocional y Reevaluación positiva (r= .48**) y baja (r=.25**) entre la dimensión Percepción emocional y Búsqueda de apoyo. En cuanto a los resultados comparativos se encontraron diferencias significativas en la estrategia de planificación según el promedio ponderado de notas (p.< .05), siendo mayor en aquellos estudiantes con notas entre 16 y 19.
The objective of this research was to determine the relationship between perceived emotional intelligence and coping with academic stress in university health science students. For it, we worked in a sample of 211 Limeño students of beginnings of undergraduate (1° cycle = 67% and 2° cycle = 33%), where we worked with women (57.6%) and men (42.4%) between the 18 and 21 years old. We applied the Perceived Emotional Intelligence Scale-TMM24 (Espinoza- Venegas; Ramirez- Elizondo and Sanhueza- Alvarado, 2015) and the Academic Stress Management Scale (ACE-A) (Canabach, Valle, Rodriguez, Pineiro and Freire, 2010). The results showed that there is a positive correlation between both variables (p<.01). It was determined the relationship between dimensions, where it showed a significant positive correlation between emotional regulation with positive reassessment (r= .61**); a moderate correlation between emotional understanding and positive reassessment (r= .48**) and low (r= .25**) between the dimension Emotional perception and Search for support. As for the comparative results, significant differences were found in the planning strategy according to the weighted average of grades (p.< .05), being higher in those students with grades between 16 and 19.
Tesis
APA, Harvard, Vancouver, ISO, and other styles
49

Ribot, Horas Arantxa. "Cuidando al cuidador: diseño, aplicación y evaluación del programa EMOCARE. Educación socioemocional destinada a familiares cuidadores de personas con trastorno mental." Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/666378.

Full text
Abstract:
The Spanish Psychiatric Reform in 1985 promoted the change in the treatment of people with mental illness, moving from hospitalization to community rehabilitation. All the services and resources deployed to implement the Reform were insufficient, so the relatives were the ones who began to take most of the care of the patients (McNiel, Rosales and Binder, 1992). This fact impacted negatively into the informal caregivers and so their wellbeing was affected. Due to this new reality the mental health professionals understood the need of providing them with formation, assistance and emotional support. Facing this reality, it’s been designed, applied and evaluated the effectiveness of the EMOCARE program. This is a pedagogical intervention based on socioemocional learning and seeks to promote the emotional intelligence of caregivers who provide assistance to people with mental illness, all of them patients of the Parc Sanitari Sant Joan de Déu. The intervention has been developed during 8 weekly sessions that lasted a total of 16 hours. To this end, has been carried out an exploratory and quasi-experimental research with two research groups and in three different research times (T1 before starting the program, T2 at its end and T3 after six month of T2). After running the descriptive analyzes, correlations, t student test, ANOVA and ANCOVA, it is possible to conclude that the EMOCARE program reported positive results in terms of design (M=38.5, DT=2,12) and implementation (M=4.66, DT=.2) and is a suitable tool to improve the well-being of caregivers of people with mental illness disorder.
La Reforma Psiquiátrica Española de 1985 impulsó un cambio en el tratamiento de las personas con trastorno mental, pasando de su internamiento a la rehabilitación comunitaria. Con su implantación no se desplegaron todos los servicios y recursos que hubieran sido necesarios y fueron los familiares los que empezaron a atender la mayor parte de los cuidados que los pacientes necesitaban (McNiel, Rosales y Binder, 1992). Este hecho repercutió negativamente en los cuidadores informales y se vio afectado su bienestar, por lo que los profesionales del campo de la salud mental entendieron la necesidad de ofrecerles formación, asistencia y apoyo emocional. Ante esta realidad, se ha diseñado el programa EMOCARE orientado a fomentar la inteligencia emocional de familiares cuidadores de personas con trastorno mental vinculados al Parc Sanitari Sant Joan de Déu de Barcelona. Se trata de una intervención de corte socioemocional, de 16 horas de formación repartidas en 8 sesiones de periodicidad semanal, se ha aplicado a cuatro grupos de intervención y se evaluado su eficacia. Para ello, se ha llevado a cabo una investigación exploratoria y cuasi-experimental de dos grupos a los que se ha entrevistado en tres tiempos distintos (T1 antes de iniciar el programa; T2 al finalizarlo y T3 transcurridos 6 meses del T2). Tras llevar a cabo análisis descriptivos, correlaciones, pruebas t de Student, ANOVA y ANCOVA, se concluye que el programa EMOCARE ha sido valorado positivamente en cuanto a su diseño (M=38,5; DT= 2,12) e implementación (M=4,66; DT=0,2) y que es una herramienta adecuada para mejorar el bienestar de los familiares cuidadores de personas con trastorno mental.
APA, Harvard, Vancouver, ISO, and other styles
50

Allen, Wendy. "The heart of the head : the emotional dimension of leadership: an examination and analysis of the role emotional intelligence plays in successful secondary school and academy leadership." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:4698.

Full text
Abstract:
Education is currently in the midst of a serious crisis in terms of leadership sustainability, retention, recruitment and succession. There are those who would cite the constant barrage of educational change and reform, along with the over-emphasis on accountability for outcomes, as the major reasons for making the role of headteacher or principal a less and less attractive career option. However, even under increasingly difficult circumstances, there are still school leaders who continue to do an exceptional job and who are sustained and energized by it while others, facing the same leadership challenges and difficulties, fall by the wayside. This research study explores the role of emotional intelligence in explaining the disparity. The concept of emotional intelligence is a relatively new construct by comparison with cognitive intelligence, providing different insights from traditionally associated measures of intelligence. From the emergence of the construct in the early 1990s to current times much has been written about emotional intelligence in relation to the world of work and effective leadership per se, but far less specifically related to the role it can play in effective school leadership. The research study therefore sets out to root the construct firmly in the world of education by carrying out an extensive review of the literature, using the outcomes to develop a school-based emotional intelligence model of effective school leadership and testing out the credence of the developed model through a comparative study of a number of acknowledged outstanding secondary school and academy headteachers and principals.The thesis is divided into five chapters. The first chapter outlines the purpose of the study that is to determine if emotional intelligence offers a different insight from those traditionally associated with effective school leadership. Further to this, it sets the scene for the exploration of the theoretical framework best suited to the purpose and nature of this research. The second chapter through an examination and review of the literature illustrates the emergence of the differing schools of thought in relation to the emotional intelligence construct and further informs the chosen theoretical framework which supports the development of a model for effective school leadership. Chapter 3 examines the possible research methodologies and approaches and considers the most appropriate forms for investigating the key elements arising from the proposed study. The fourth chapter discusses the research findings from the semi-structured interviews and the comparative outcomes from an integrated thematic analysis of the cases and further informs the developing model for effective school leadership. Chapter 5 provides an evaluation drawing conclusions and recommendations from what has been established through the research and what can be learnt from best practice. How to proceed in successfully sustaining, developing, retaining, and recruiting secondary school and academy leaders now and in the future, and the role the developed model could play in this, are proposed as opportunities for further lines of research.The thesis as a whole not only provides new information on how the challenges and complexities of leading secondary schools and academies can be successfully met and supported, but also offers a practical model for building emotionally intelligent school communities through emotionally intelligent leadership.The primary method of research is semi-structured interviews and the comparative thematic analysis of the findings supported by review of the literature.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Emotional Intelligence / Health' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography