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1
Kim, Kihwan. "THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON THE NEGOTIATION OUTCOMES AND THE MEDIATION EFFECTS OF RAPPORT, NEGOTIATIION STRATEGY, AND JUDGMENT ACCURACY." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/200.
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Negotiation is one of the most critical processes that determine organizational performance. Since the 1950s, scholars have revealed that negotiator cognition and decision-making processes play a crucial role in determining negotiation performance. Recently, scholars have started to pay attention to the importance of emotion in negotiation and have suggested that emotional intelligence is likely to contribute to improving negotiation performance. However, few studies have tested the relationship between emotional intelligence and negotiation outcomes. The current study contributes to the literature on negotiation by empirically testing the influence of emotional intelligence on negotiation outcomes, and also examining the mediating effects of rapport, negotiation strategy, and judgment accuracy. In particular, the current study hypothesized that emotional intelligence would have a positive association with both economic outcomes (individual and joint gain) and social outcomes (satisfaction, trust, desire to work in the future), and that rapport, bargaining strategy, and judgment accuracy would mediate the relationships between emotional intelligence and negotiation outcomes. This study employed a laboratory experimental design. 204 business major students (102 dyads) at the junior and senior level participated in a negotiation task involving a job contract where one party played the role of personnel manager and the other played the role of new employee. The direct effects of emotional intelligence on negotiation outcomes were tested using regression analysis, and the mediating effects of rapport, strategy, and judgment accuracy were tested using Baron and Kenny's (1986) four-step approach. Emotional intelligence scores of participants were measured using the 33-item Emotional Intelligence Scale (Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim, 1998). The current study found that emotional intelligence had a significant effect on the opponent's trust, satisfaction, and desire to work in the future, and that rapport and negotiation strategy fully or partially mediated the relationship between emotional intelligence and trust, satisfaction, and desire. Implications, future research issues, contributions, and strengths/weaknesses of the current research are discussed.
2
Lundberg, Michaela, and Linda Janze. "When Proving You Are Right Is Not Enough : The Relationship Between Emotional Intelligence and Interest-Based Negotiations Among Purchasers." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31080.
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Garcia, Ana Cláudia Ferreira. "Inteligência emocional e estratégias de negociação." Master's thesis, Instituto Superior de Economia e Gestão, 2014. http://hdl.handle.net/10400.5/7612.
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Mestrado em Gestão de Recursos HumanosO presente estudo tem como objetivo analisar as relações existentes entre a inteligência emocional e a negociação no contexto organizacional português. Mais especificamente pretende-se analisar a relação entre a inteligência emocional, a frequência de utilização das duas estratégias - integrativa e distributiva -, e a sua eficácia percebida pelos próprios. Com uma amostra constituída por 178 inquiridos, esta análise teve como intuito testar várias hipóteses e responder a algumas questões exploratórias, recorrendo-se ao software SPSS. Os resultados sugerem que a inteligência emocional está positivamente relacionada com a negociação integrativa e a perceção de eficácia, e negativamente correlacionada com a negociação distributiva. Verificou-se também que a negociação integrativa e a negociação distributiva têm um papel mediador na relação entre a inteligência emocional e a perceção de eficácia. Concluiu-se ainda que o género e a inteligência emocional são as variáveis com maior capacidade preditiva nas estratégias de negociação. Assim, a inteligência emocional demonstra ser uma capacidade essencial na negociação. Este estudo é uma mais-valia para a investigação desta temática uma vez que está inserido no contexto organizacional português, sendo escassas as pesquisas realizadas neste âmbito no nosso país. Ainda assim, deveria alargar-se o estudo a outras zonas de Portugal e complementar os instrumentos utilizados com outras medidas que não sejam de auto relato.
This study aims to analyze the relationship between emotional intelligence and negotiation in Portuguese organizational context. More specifically, the analysis considers the relationship between emotional intelligence and the frequency of the two negotiation strategies - integrative and distributive - and their perceived effectiveness. With a sample of 178 respondents, this analysis aimed to test several hypotheses and answer some exploratory questions, using SPSS software. Results suggest that emotional intelligence is positively related to integrative negotiation and perceived efficacy, and negatively related to distributive negotiation. It was also found that integrative negotiation and distributive negotiation play a mediating role in the relationship between emotional intelligence and perceived effectiveness. Results also show that gender and emotional intelligence are the variables with the greatest predictive ability in negotiation strategies. Thus, emotional intelligence is a valuable skill for negotiations. This study is a contribution to research on this issue since it is undertaken in Portuguese organizational context, and there is a scarcity of research done in this field in our country. Still, the study should be extended to other areas of Portugal and instruments used should be complemented with other measures than self-report measures.
4
Gursel, Gulistan. "The Relationship Between English Instructors." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611184/index.pdf.
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This study aimed at investigating the relationship between English instructors&rsquonegotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of &ldquo
Rahim Organizational Conflict Inventory II (ROCI II)&rdquo
and &ldquo
Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gathering instrument was implemented on 120 English instructors working at METU, TOBB ETU, Ç
ankaya University, Atilim University, and Trakya University. Data gathered from 30 English instructors from the same universities were used for the piloting of the study. The data gathered from 120 English instructors in English Preparatory Schools represented the results of the main study. In analyzing the data, descriptive statistics as frequency, percent, average, and standard deviation, and inferential statistics as ANOVA was used. As the second scale of the current study, semi-structured interviews were conducted with 16 English instructors employed at these universities. The results of the interviews were analyzed through content analysis. The results of the study revealed that there is a relationship between English instructors&rsquo
use of negotiation strategies and their gender, age, educational background, work experience and the personality traits of introversion-extroversion.
5
Gardner, Kathryn Jane. "Ability emotional intelligence, trait emotional intelligence and borderline personality disorder." Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/21832/.
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This thesis explored convergent, discriminant, concurrent and incremental validity of four Emotional Intelligence (EI) measures examined were one ability EI measure (Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT]); and three self-report/trait EI measures (Schutte Emotional Intelligence Scale [SEIS], Multidimensional Emotional Intelligence Assessment [MEIA] and Trait Emotional Intelligence Questionnaire [TEIQue]). Participants (N = 307) were drawn predominantly from community and student populations. The MSCEIT showed reasonably good validity, although there were only small amounts of incremental validity in predicting psychologica flunctioning of the trait EI measures the SEIS and MEIA performed similarly well, although the former was more distinctive from personality. The TEIQue produced mixed findings: the factors tructurew as inconsistent with the theoreticals tructure (preliminarya nalyses) but incremental validity was favourable. Placed within a theoretical context, results confin-n the distinctiveness of ability andt rait El. In addition, the trait EI measures appear to be assessing the same latent variable, although some small subscale level correlations question this conclusion. Findings also question whether a ll components of ability EI are assessing a type of intelligence, but suggest that trait EI has utility as a personality measure beyond the Big Five. Based on Study 1, the MSCEIT and SEIS were selected for use in more explanatory research. Study 2 (N = 523) examined the role of ability and trait EI in Borderline Personality Disorder (BPD), a disorder that may be attributable to emotion dysregulation. Consistent with this, poor emotion regulation (ability and trait EI) was especially characteristic of non-clinical BPD adults, as were poor emotional understanding and trait emotion perception. Strong evidence was lacking for a differential role of ability El in the disparate BPD feature/criteria, whilst trait EI was most related to 'affective and self dysregulation'. Findings also suggest that low trait emotion regulation is a possible contributing factor to BPD and eating disorder. These findings extend past work regarding the emotional skills and traits of non-clinical persons with BPD features. The greater role of ability and trait emotion manage menitn BPD is consistent with Linehan's (1993a, 1993b) emotion dysregulation theory of the disorder.
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Warwick, JanetteKaye. "Emotional intelligence is ...? /." Title page, table of contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspsw299.pdf.
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Kehoe, Christiane Evelyne. "Parents' meta-emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence." Swinburne Research Bank, 2006. http://hdl.handle.net/1959.3/4486.
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Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006."July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.
8
Golubenko, Juliana. "Emotional intelligence among leaders /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09SPS/09spsg629.pdf.
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Angelica, Lim. "MEI: Multimodal Emotional Intelligence." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/188869.
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Walker, Alison. "Emotional intelligence in adolescents." Thesis, University of Birmingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435323.
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McNamara, Justin. "The trainability of emotional intelligence /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18514.pdf.
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Webb, Shannon. "Examining emotional intelligence and leadership." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001345.
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Gardner, Lisa, and lgardner@swin edu au. "Emotional intelligence and occupational stress." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20060502.131940.
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The experience of occupational stress has long been implicated in the development of
negative outcomes for the individual employee and the employing organisation. General
well-being as well as levels of job satisfaction and organisational commitment have been
identified in the literature as decreasing as a result of the experience occupational stress.
The intertwined relationship between occupational stress and emotion has also been
proposed to play a role in the stress�outcomes relationship. Although emotions are an
integral and inseparable part of everyday organisational life, they are difficult to measure
and as such have generally been ignored in the organisational literature.
Recent research has begun to focus on the role of emotions in the workplace and a
development from this approach has been to conceptually examine the relationship between
cognition and emotions. This movement has largely been attributed to new research around
the construct of Emotional Intelligence (EI). Emotional Intelligence involves behaviours
related to the experience of emotion; specifically EI involves expressing, recognising,
understanding and managing emotions. Despite the interest in workplace EI, very little
empirical research has examined the role EI may play in occupational stress. This thesis
systematically examined the relationship between EI and the occupational stress process,
including stressors, strains (health), and outcomes of stress (job satisfaction and
organisational commitment). The first study of this thesis involved the administration of a
questionnaire to 320 employees. The results of Study 1 indicate that four dimensions of EI
were particularly important in the occupational stress process: Emotional Recognition and
Expression, Understanding Emotions, Emotional Management and Emotional Control. It
was concluded that utilising EI was related to the experience of occupational stress, and to
the outcomes of occupational stress (both health and attitudes), such that employees who
reported using EI were less likely to report feelings of stress, ill-health and lowered
satisfaction and commitment.
The results of Study 1 provided a rationale for the development of an EI training program, a
program to teach employees how to utilise the dimensions of EI more effectively in the workplace and to teach them how to deal with the negative emotions that arise from the
experience of occupational stress. The prevalence of occupational stress in the Australian
workforce is increasing and as a consequence many stress management intervention
programs have surfaced in the literature, although none with emphasis on utilising emotions
more effectively. The aim of Study 2 in this thesis was to develop, implement and evaluate
an EI training program which had an emphasis on stress management.
Study 2 involved the development of a five-session group training program and a
standardised training manual. The training program was evaluated in terms of the variables
identified in Study 1 (EI, occupational stress, strains, and outcomes of stress). The sample
consisted of 79 teachers (55 with complete data sets). Baseline measures were taken at two
time intervals prior to participation in the EI training program. Participants were assessed
immediately after participation in the program and at a five-week follow-up interval.
The findings of Study 2 demonstrated the effectiveness of the EI training program in terms
of improving levels of EI, decreasing feelings of stress and strain and improving the
outcomes of stress. These changes were evident immediately after completion of the
training program and were maintained (or improved upon) at the follow-up time period.
However there were some limitations to Study 2. Specifically, the short duration of the
training program, the short follow-up time interval (of only five weeks) and the use of
secondary stress management prevention tools were each limitations of this training
program. Further research is necessary to address these limitations and to more accurately
determine the efficacy of the training program developed in this thesis.
Despite the limitations of Study 2, the EI training program implemented and evaluated in
this thesis illustrated that a training program focussed on the emotional experiences of
employees is able to successfully engage employees and assist them in dealing with the
experience of occupational stress and the consequences of stress. Furthermore, these results
demonstrate that the EI training program was successful in improving the employee�s level
of EI, providing support for the theory that EI can be learned and developed.
Overall, the development and implementation of an EI training program, in this thesis,
demonstrated that behaviours underpinning the dimensions of EI can be learned and that
training programs focussed on the emotional experiences of employees in the workplace
can be effective in improving employee well-being and in decreasing feelings of
occupational stress. The results of this thesis therefore provide support for including EI
training programs as part of stress management for employees.
14
Barkley, M. "Improving ability emotional intelligence measurement." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546008.
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Dacre, Pool Lorraine. "Emotional intelligence and graduate employability." Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/3571/.
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This thesis explores the role played by emotional intelligence (EI) in graduate employability. It also investigates whether or not it is possible to teach EI within a Higher Education (HE) environment in order to develop these abilities in undergraduate students and enhance their employability potential. To evaluate possible measures for this research, Study 1 investigated the underlying dimensionality of a new self-report measure of EI, the Emotional Self- Efficacy Scale (ESES) and its relationship with more established measures of individual differences: ability EI, trait EI, personality and cognitive ability. Participants included 822 undergraduate students and 263 graduates already in the workplace. Analysis of the data suggested a multi-dimensional factor structure for the ESES which could be used as a reliable measure of emotional self-efficacy (ESE). The results of the study were also interpreted as offering support to theoretical models of ESE that propose a difference between people’s actual emotional skills (ability EI) and their judgments of these abilities. From the findings of Study 1 the measure was deemed appropriate for use in Studies 2 and 3. Study 2 investigated the relationship between ESE and graduate employability. The ESES was used, together with measures of employability and career satisfaction. These were completed by 306 graduates in the workplace and the data analysed using structural equation modelling. ESE was found to be an important predictor of graduate employability. Additionally, employability was found to mediate the relationship between ESE and career satisfaction. Previous theoretical work has proposed that adaptive emotional functioning is a key element in the development of graduate employability. This study is the first to provide empirical evidence of this relationship and some recommendations in light of these findings are proposed. There is evidence to suggest that EI is an important predictor of health, wellbeing and, more importantly for this research, a number of employability-related outcomes. Study 2 established that ESE is also an important predictor of graduate employability. Study 3 investigated whether or not it is possible to teach and develop EI and ESE in undergraduate students who will shortly join the graduate working population. An innovative intervention delivered through a taught undergraduate module based on established EI theory was developed. This was delivered to 66 undergraduate students, who completed measures of ability EI and ESE at pre and post intervention. The study included a control group of students who participated in a different taught module and provided comparative pre and post intervention data. The findings demonstrate that it is possible to improve both ability EI and ESE in young adults, through teaching and learning strategies aimed at increasing knowledge and understanding of emotional functioning. This is the first study to design, deliver and evaluate an ability EI and ESE intervention for UK based undergraduate students. The findings from Studies 2 and 3 provide support for the idea that ability EI and ESE can be taught within HE with the resultant positive implications for graduate employability.
16
Anderson, Gilma Yannet. "Emotional intelligence and leadership emergence." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3172.
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The study looked at how emotional intelligence helps leaders meet the needs of their team. In order to be successful, teams need to exist in an environment that is burn-out preventative and fosters creativity. It was hypothesized that leaders would help meet these needs by creating an unthreatening work environment. Data was gathered from 391 individuals working in existing self-managed work teams in private and public sectors. The hypothesized model was tested using a multilevel analysis approach of structural equation modeling. Results indicated that a leader's emotional intelligence predicts a non-threatening work environment for both between and within teams, thus allowing for self-managing work teams to be more creative and burn-out preventative.
17
Isensee, Emily. "Emotional Intelligence and Teacher Leaders." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264093.
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The purpose of this study was to understand principals’ perceptions and perceived attributes of strong teacher leaders, determine how these attributes link to emotional intelligence and learn how these attributes are developed. In this study, emotional intelligence will be defined as “the abilities to recognize and regulate emotions in ourselves and in others” (Goleman, 2001, p.14). This study summarizes data collected through semi-structured interviews with 11 school principals and assistant principals from a variety of schools, school districts and across multiple states. Overall, this study lead to three main discoveries: 1) top perceived attributes of teacher leaders are closely connected to EI skills 2) teacher leader development strategies that best support EI are comprehensive, job-embedded, sustained over time, peer-focused, goal-focused, differentiated for teacher’s needs and leverage a variety of practices and tools, and 3) teacher leaders with high EI have a positive impact on their schools.
18
Farrow, Danielle S. "Emotional intelligence and coping in a high emotional labour occupation /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19386.pdf.
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Sánchez, Anguix Víctor. "Complex negotiations in multi-agent systems." Doctoral thesis, Universitat Politècnica de València, 2013. http://hdl.handle.net/10251/21570.
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Los sistemas multi-agente (SMA) son sistemas distribuidos donde entidades autónomas llamadas
agentes, ya sean humanos o software, persiguen sus propios objetivos. El paradigma de SMA ha
sido propuesto como la aproximación de modelo apropiada para aplicaciones como el comercio
electrónico, los sistemas multi-robot, aplicaciones de seguridad, etc. En la comunidad de SMA, la
visión de sistemas multi-agente abiertos, donde agentes heterogéneos pueden entrar y salir del
sistema dinámicamente, ha cobrado fuerza como paradigma de modelado debido a su relación
conceptual con tecnologías como la Web, la computación grid, y las organizaciones virtuales.
Debido a la heterogeneidad de los agentes, y al hecho de dirigirse por sus propios objetivos, el
conflicto es un fenómeno candidato a aparecer en los sistemas multi-agente.
En los últimos años, el término tecnologías del acuerdo ha sido usado para referirse a todos aquellos
mecanismos que, directa o indirectamente, promueven la resolución de conflictos en sistemas
computacionales como los sistemas multi-agente. Entre las tecnologías del acuerdo, la negociación
automática ha sido propuesta como uno de los mecanismos clave en la resolución de conflictos
debido a su uso análogo en la resolución de conflictos entre humanos. La negociación automática
consiste en el intercambio automático de propuestas llevado a cabo por agentes software en nombre
de sus usuarios. El objetivo final es conseguir un acuerdo con todas las partes involucradas.
Pese a haber sido estudiada por la Inteligencia Artificial durante años, distintos problemas todavía
no han sido resueltos por la comunidad científica todavía. El principal objetivo de esta tesis es
proponer modelos de negociación para escenarios complejos donde la complejidad deriva de (1) las
limitaciones computacionales o (ii) la necesidad de representar las preferencias de múltiples
individuos. En la primera parte de esta tesis proponemos un modelo de negociación bilateral para el
problema deSánchez Anguix, V. (2013). Complex negotiations in multi-agent systems [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/21570
Palancia
20
MacCann, Carolyn Elizabeth. "New approaches to measuring emotional intelligence." University of Sydney, 2006. http://hdl.handle.net/2123/934.
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Doctor of Philosophy (PhD)New scoring and test construction methods for emotional intelligence (EI) are suggested as alternatives for current practice, where most tests are scored by group judgment and are in ratings-based format. Both the ratings-based format and the proportion-based scores resulting from group judgments may act as method effects, obscuring relationships between EI tests, and between EI and intelligence. In addition, scoring based on standards rather than group judgments add clarity to the meaning of test scores. For these reasons, two new measures of emotional intelligence (EI) are constructed: (1) the Situational Test of Emotional Understanding (STEU); and (2) the Situational Test of Emotion Management (STEM). Following test construction, validity evidence is collected from four multi-variate studies. The STEU’s items and a standards-based scoring system are developed according to empirically derived appraisal theory concerning the structure of emotion [Roseman, 2001]. The STEM is developed as a Situational Judgment Test (SJT) with situations representing sadness, fear and anger in work life and personal life settings. Two qualitative studies form the basis for the STEM’s item development: (1) content analysis of responses to semi-structured interviews with 31 psychology undergraduates and 19 community volunteers; and (2) content analysis of free responses to targeted vignettes created from these semi-structured interviews (N = 99). The STEM may be scored according to two expert panels of emotions researchers, psychologists, therapists and life coaches (N = 12 and N = 6). In the first multi-variate study (N = 207 psychology undergraduates), both STEU and STEM scores relate strongly to vocabulary test scores and moderately to Agreeableness but no other dimension from the five-factor model of personality. STEU scores predict psychology grade and an emotionally-oriented thinking style after controlling vocabulary and personality test scores (ΔR2 = .08 and .06 respectively). STEM scores did not predict academic achievement but did predict emotionally-oriented thinking and life satisfaction (ΔR2 = .07 and .05 for emotionally-oriented thinking and .04 for life satisfaction). In the second multi-variate study, STEU scores predict lower levels of state anxiety, and STEM scores predict lower levels of state anxiety, depression, and stress among 149 community volunteers from Sydney, Australia. In the third multi-variate study (N = 181 psychology undergraduates), Strategic EI, fluid intelligence (Gf) and crystallized intelligence (Gc) were each measured with three indicators, allowing these constructs to be assessed at the latent variable level. Nested structural equation models show that Strategic EI and Gc form separate latent factors (Δχ2(1) = 12.44, p < .001). However, these factors relate very strongly (r = .73), indicating that Strategic EI may be a primary mental ability underlying Gc. In this study, STEM scores relate to emotionally-oriented thinking but not loneliness, life satisfaction or state stress, and STEU scores do not relate to any of these. STEM scores are significantly and meaningfully higher for females (d = .80), irrespective of gender differences in verbal ability or personality, or whether expert scores are derived from male or female experts. The fourth multi-variate study (N = 118 psychology undergraduates) distinguishes an EI latent factor (indicated by scores on the STEU, STEM and two emotion recognition ability measures) from a general cognitive ability factor (indicated by three intelligence measures; Δχ2(1) = 10.49, p < .001), although again cognitive ability and EI factors were strongly related (r = .66). Again, STEM scores were significantly higher for females (d = .44) and both STEU and STEM relate to Agreeableness but not to any other dimension from the five-factor model of personality. Taken together, results suggest that: (1) STEU and STEM scores are reasonably reliable and valid tests of EI; (2) EI tests assess slightly different constructs to existing measures of Gc, but more likely form a new primary mental ability within Gc than an entirely separate construct; and (3) the female superiority for EI tests may prove useful for addressing adverse impact in applied settings (e.g., selection for employment, promotion or educational opportunities), particularly given that many current assessment tools result in a male advantage.
21
Thory, Kathryn. "The moral economy of emotional intelligence." Thesis, University of Strathclyde, 2009. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=11255.
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Luizza, Theresa. "Exercise, self-esteem, and emotional intelligence." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/199.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
23
Henderson, Laura Noelle. "Emotional Intelligence and Conflict Management Style." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/361.
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The relationship between emotional intelligence (EI) and conflict management was investigated using 229 college students and 4 3 participants from organizational settings. A positive correlation was found between emotional intelligence scores and use of the integrating style of handling conflict with one's bosses, one's subordinates and one's coworkers. Of the five styles of handling conflict, emotional intelligence had the highest significant positive relationship with the integrating style; this style is generally considered to be the best approach to handling conflict. High levels of emotional intelligence were associated with high levels of socially desirable responding. Emotional intelligence scores decreased with age, and no significant differences were found between scores for males and females. Regression analysis revealed that the three integrating styles of handling conflict, socially desirable responding, age and years of education explain 24% of the variance in emotional intelligence. A significant positive relationship was found between being happy in the workplace and use of the integrating style with subordinates and co-workers. The findings in this study may be applicable for organizations, in that incorporating programs aimed at increasing employees' emotional intelligence skills may be conducive to a more satisfying work environment, as well as an increase in profitability for the organization.
24
Price, Travis Miles. "Emotional Intelligence in Medical Laboratory Science." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1711.
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The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In addition to demographic-based questions, the survey contained a list of 16 items, three skills traditionally considered important for successful work in the medical laboratory as well as 13 EI-related items. Laboratory administrators were asked to rate each item for its importance for job performance, their satisfaction with the item's demonstration among currently working medical laboratory scientists (MLS) and the amount of responsibility college-based medical laboratory science programs should assume for the development of each skill or attribute. Participants were also asked about EI training in their laboratories and were given the opportunity to express any thoughts or opinions about EI as it related to medical laboratory science. This study revealed that each EI item, as well as each of the three other items, was considered to be very or extremely important for successful job performance. Administrators conveyed that they were satisfied overall, but indicated room for improvement in all areas, especially those related to EI. Those surveyed emphasized that medical laboratory science programs should continue to carry the bulk of the responsibility for the development of technical skills and theoretical knowledge and expressed support for increased attention to EI concepts at the individual, laboratory, and program levels.
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McKinley, Sophia Kim. "The Emotional Intelligence of Resident Physicians." Thesis, Harvard University, 2014. http://etds.lib.harvard.edu/hms/admin/view/50.
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Since academic literature indicates that emotional intelligence (EI) is tied to work performance, there is increasing interest in understanding physician EI. We studied the EI of resident physicians in surgery, pediatric, and pathology residency programs at three academic centers to describe the EI profiles of residents in different specialties and determine whether gender differences in resident physician EI profiles mirror those in the general population. 325 residents were electronically invited to complete the validated Trait Emotional Intelligence Questionnaire (TEIQue), a tool comprised of 153 items that cluster to 15 independent facets, 4 composite factors, and 1 global EI score. The overall response rate was 42.8% (n=139, 84 women). Global EI of all residents (mean=101.0, SD=8.0) was comparable to the general population sample and was not statistically different between specialties or genders. EI profiling demonstrated distinct strengths and opportunities for development between specialty groups with an effect of specialty on sociability factor (p=0.005) and five TEIQue facets including optimism, stress management, emotion management, assertiveness, and social awareness (p=0.008-0.043). Women scored higher than men in emotionality factor (p=0.044) and the TEIQue facets impulse control, empathy, relationships, and self-motivation (p=0.004-0.049). Men scored higher than women in sociability factor (p=0.034) and 2 facets including stress management and emotion management (p=0.008-0.023). Linear regression demonstrated that age had a statistically significant predictive relationship with Global EI, though the effect was small (B=0.033, p=0.014). These findings suggest that similar to the general population, male and female residents may benefit from specific training of different EI domains to enhance well-rounded development. EI profiling may also inform future educational programming decisions for each specialty. Future research should focus on the functional relationship between educational interventions that promote targeted EI development and enhanced clinical performance.
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Crosby, Robert S. "Effect of Emotional Experiences on Emotional Intelligence Among U.S. Military Leaders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/2965.
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Military veterans may have constructive skills and abilities in emotional intelligence (EI) that assist in managing emergencies, crises, and relationships. However, according to U.S. government-employment statistics, the joblessness rate of military veterans is up to 400% higher than that of nonveterans. The paucity of research conducted on the relationship between EI and prolonged intense emotional experiences, such as those experienced during military deployments, lessens the abilities of these veterans to market their EI skills in the pursuit of employment. The purpose of this quantitative nonexperimental survey study was to observe, evaluate, and compare the Wong and Law Emotional Intelligence Scale scores of military veterans regarding combat or humanitarian mission experience. The research questions addressed whether military leaders with combat or humanitarian mission experiences score higher on EI tests than veterans without deployment experience. The Mayer and Salovey EI model, experiential learning theory, and general causation theory served as the theoretical basis for this study. Data accrued from 132 randomly selected military leaders, analyzed through an analysis-of-variance test and the Welch test of equality of means, indicated a significant statistical relationship between a combination of combat and humanitarian mission experience and EI scores, F(1, 59.506) = 38.062, p < .05. This result indicates that veterans with both combat and humanitarian mission experiences have increased EI scores when compared to veterans without combined combat and humanitarian mission experiences. All other hypotheses were statistically insignificant. The results may help veterans decrease the disparity in joblessness rates compared with those among nonveterans and may aid human resource managers to locate competent candidates for employment.
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McLaughlin, Erin B. "An Emotional Business: the Role of Emotional Intelligence in Entrepreneurial Success." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115117/.
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Successful entrepreneurial activity is important for a healthy economy and can be a major source of job creation. While the concept of entrepreneurship has been around for quite some time, researchers continue to explore the factors that underlie entrepreneurial performance. Specifically, researchers have sought to further examine why some entrepreneurial ventures are more successful than others. the concept of emotional intelligence (EI) has gained the attention of researchers and practitioners alike. Practitioners have realized that employees can no longer be perceived as biological machines that are capable of leaving their feelings, norms, and attitudes at home when they go to work. Researchers are embracing the concept of emotional intelligence because of its relationship with efficiency, productivity, sales, revenues, quality of service, customer loyalty, employee recruitment and retention, employee commitment, employee health and satisfaction, and morale. While there is considerable evidence documenting the effects of emotional intelligence on leadership performance, job performance in large firms, and educational performance, very little research has examined how emotional intelligence affects entrepreneurial performance and the variables that account for this relationship. Individuals in entrepreneurial occupations face business situations that necessitate unique skills and abilities in social interactions. Emotional intelligence has implications for entrepreneurial situations and social interactions such as negotiation, obtaining and organizing resources, identifying and exploiting opportunities, managing stress, obtaining and maintaining customers, and providing leadership. the primary purpose of this study is to investigate emotional intelligence in the context of entrepreneurship. in addition, the study will shed light on the mediating effects of individual competencies, organizational tasks, and the environmental culture and climate. the results of the study provide insights for emotional intelligence researchers, entrepreneurship researchers, individuals with entrepreneurial aspirations, academic institutions, as well as government and financial entities that provide resources to new ventures.
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Allen, Margaret. "Investigating Emotional Intelligence in Children: Exploring its Relationship to Cognitive Intelligence." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/708.
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The phrase emotional intelligence was made popular in the mainstream culture by Daniel Goleman's book Emotional Intelligence. Goleman's book focuses mainly on aspects of emotional intelligence in adults, as does most of the literature that exists concerning emotional intelligence. The little empirical research that exists in the field of emotional intelligence has been conducted primarily with adults. With the advent of the BarOn Emotional Quotient Inventory: Youth Version, it has become possible to measure this construct in children. In the current study, sixty children ages nine to twelve were administered the BarOn EQ-i:YV and the Wechsler Intelligence Scale for Children - Third Edition. The Full Scale IQ standard score, Performance IQ standard score, Verbal IQ standard score, Picture Arrangement subtest scale score, and Comprehension subtest scale scores were compared to the BarOn EQ-i:YV Total EQ scores to determine the relationship between them. Small, significant positive correlations were found between the Total EQ standard score and Full Scale IQ standard score, Total EQ score and Performance IQ standard score, Total EQ standard score and Picture Arrangement subtest scale score, and Total EQ standard score and Comprehension subtest scale score. All hypotheses were confirmed. A positive and statistically significant correlation exists between emotional intelligence and cognitive intelligence. The relationship was small enough; however, that it can be concluded that the BarOn EQ-i:YV and the WISC-1H were measuring two different but overlapping types of intelligence.
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Corso, Lisa. "Social Intelligence: Social Skills Competence and Emotional Intelligence in Gifted Adolescents." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.
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Two schools of thought diverge into an ongoing debate as regards to the social intelligence of gifted youth. One view holds that the gifted are often maladjusted (Chronbach, 1960; Hollingworth, 1942). The contrary view is that they are more likely to be well adjusted, with overall above average social and emotional intelligence (Allen, 2000; Chesser, 2001; Kihlstrom & Cantor, 2000; Neihart, 1999). The current research is consistent with views supporting enhanced overall social and emotional intelligence of gifted youth. Some researchers have argued that emotional intelligence and social skills competence are subsets of social intelligence (Chesser, 2000; Greenspan, 1979; Kihlstrom & Cantor, 2000; Morgan, 1996; Salovey & Mayer, 1990,1993). In order to sample the domains of social intelligence in gifted adolescents, a measure of emotional intelligence (Bar-On Emotional Quotient - Inventory: Youth Version) was combined with a measure of social skills competence (Social Skills Rating Scale- Secondary Student and Parent Forms). Participants were students (n = 100) in a very selective summer program for gifted adolescents, and parent respondents (n = 76). This research addresses the following four hypotheses as regards to the relationship between social skills competence and emotional intelligence in gifted adolescents. It was hypothesized that gifted adolescents were expected to score in the above average range on emotional intelligence. Gifted adolescents scored significantly higher than norm samples on the scales of Adaptability, Stress Management and the Total EQ composite. It was also hypothesized that gifted students have above average social skills ratings. Gifted students scored significantly higher than average on all scales of the Social Skills Rating System (SSRS) Secondary Student form. Third, it was hypothesized that the constructs of emotional intelligence and social skills competence are related as regards to the self ratings of gifted adolescents. The SSRS Total Scale and all scales of Bar-On EQ-i: YV were significantly correlated. Fourth, parental ratings were consistent with the hypothesis that they would rate their adolescents as having overall average social skills. The means for overall social skills on the Total Scale and Cooperation subscale were in the average range. The Assertion subscale was found to be below average. Parent ratings were significantly above average in the areas of Responsibility and Self-Control, which may be strengths for gifted youth. A significant positive relationship was found between the composites for social skills competence and emotional intelligence. Some differences were noted between the sub-scales of these constructs, suggesting that gifted individuals may tend to have a specific profile of strengths and weaknesses in these domains. This relationship is also consistent with hierarchical theories of social intelligence maintaining that social skills and emotional skills are separate areas of related abilities. These findings suggest that social intelligence domains are important in drawing a complete profile of differential abilities in gifted students. In talent identification, it may be useful to combine measures of social skills competence and emotional intelligence with cognitive evaluations to provide a wider range of information as regards to the abilities of the gifted.
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Raza, Ahsan, and Muhammad Kashif. "The Impacts of Emotional Intelligence on Leadership and Teamwork : Whether Action Learning Sets (ALS) Improves Emotional Intelligence (EI)." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-49009.
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Stockton, Susan L. "Resilience among elementary educators as measured by the personal and organizational quality assessment-revised and the emotional quotient i nventory short /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4416.
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Thesis (Ph. D.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 8, 2007) Includes bibliographical references.
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Codier, Estelle. "The Emotional Intelligence of Clinical Staff Nurses." Diss., University of Hawaii at Manoa, 2006. http://hdl.handle.net/10125/22048.
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Dozens of studies throughout a wide range of professions and settings have demonstrated significant correlations between emotional intelligence and high levels of perfonnance, productivity, team effectiveness, lower levels of job stress and other positive organizational outcomes. There is little research on the emotional intelligence of nurses and none in the United States on the measured EI of clinical staff nurses.This descriptive, explorative and quantitative study was undertaken to analyze the emotional intelligence of clinical staff nurses. Clinical staff nurses from three urban hospitals on Oahu, Hawaii, participated in the study. An emotional intelligence instrument was used that was based on the ability model of emotional intelligence (MSCEIT v2).
Findings from this study support the conclusion of previous studies in non nursing literature that perfonnance level correlates positively with emotional intelligence scores. Nurses in this study demonstrated greater ability in emotional intelligence skills related to strategizing with emotions than the skills related to experiencing them. The highest branch scores were related to the skills of managing emotions and the lowest the skills of perceiving emotions. The findings of this study suggest that inclusion of emotional intelligence skills in nursing curricula, both in the academic and clinical practice settings, may be important to retaining and supporting a resilient and thriving nursing workforce in the future.
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Houtmeyers, Kimberley. "Attachment relationships and emotional intelligence in preschoolers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ62322.pdf.
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Burns, Christopher G. "Electrophysiological correlates of intellectual and emotional intelligence." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3242.
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This thesis examines the electrophysiology of several inspection time (IT) tasks, specifically extending two strands of work from Edinburgh by Austin (2004 and 2005) and Zhang et al. (1989a and 1989b). Austin designed a new emotional inspection-time task using human faces as stimulus items. The original pi-figure IT task, extensively investigated since 1970, has been found to generate robust correlations with assorted IQ measures. A potential confound in existing IT methodologies is that the IT-IQ relationship may not arise from particular stimulus presentation methodologies, but be due to a process of rapid strategy formulation. Variation in the stimulus forms (e.g. pifigures, human faces, geometric shapes or auditory tones) affects the robustness of the IT-IQ relationship. Austin’s tasks were modified to permit the acquisition of ERP data to examine the effect of stimulus emotional expression and to explore the relationship with existing psychometric scales. Early differences in ERP related to IQ were reported by Zhang. A key additional element of this thesis is the examination of relationships between ERP and the emotion shown on stimulus faces, since differences in emotional expression form the basis of the emotional-IT task. Four major experiments were conducted. Experiment 1 piloted the face presentation task and set baseline timing values for presenting human face stimuli; participants identified gender from each stimulus. A psychophysical curve was constructed, and the difficulty scaling of the task suggested that the longer timing durations should be removed in favour of additional, shorter durations in subsequent experiments. Experiment 2 was the first attempt in the literature to collect ERP data from the emotional-IT task. The expected negative correlations between psychometric IT and IQ measures were reproduced, but the correlation between IT and EI scores was found to be positive; higher EI scores resulted in slower IT values. A P100 -> N170 -> P300 ERP complex was evoked, with maximal amplitudes at parietal electrode sites, and maximal activations in response to happy-face stimuli, especially among males. When divided into high- and low-IQ groups, higher-IQ individuals showed steeper mean gradients, and gradient-IQ correlations 50ms earlier than among the lower-IQ group. Experiment 3 evaluated different backward masking techniques. In the ERP data, traces elicited by the stimulus face could potentially be contaminated by activity related to the backward mask. A P100®N170®P300 ERP complex was reproduced, but despite very high participant success rates (95.3%), effects of stimulus emotion within this ERP were not pronounced. A newer non-face mask was adopted for future studies to minimise other mask-contamination confounds from larger population samples in subsequent experiments, and to avoid potential apparent motion effects, another known confound in IT methodologies. Experiment 4 featured three consecutive ERP acquisitions (face-IT-1, line-IT and face-IT-2) and was analysed in two stages. ERP effects related to stimulus emotion were inconsistent; the responses to stimulus emotion were neither identical nor prominent in each emotional-IT task. Psychometric effects were more consistent. IQ and IT were negatively correlated as expected, while IQ, IT and emotional intelligence were positively correlated. Throughout the present series of experiments, the expected relationships between IT and IQ were robust across non-traditional emotional-IT tasks. The effects of stimulus emotion on ERP traces were not prominent despite relatively large sample sizes and adequate effect-size estimates. The ERP relationships with IQ previously found at Edinburgh and by others in line-IT tasks were not replicated here, although the lack of such a relationship has precedence in the broader literature.
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陸靜妍 and Jingyan Lu. "Emotional intelligence and stress related autonomic activity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B42575308.
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Burger, Trudie. "Emotional intelligence and well-being in teachers." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1727.
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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: Teachers in the post-apartheid South Africa experience multiple, complex and constantly changing requirements within the teaching context, which contributes to high levels of stress. They are often faced with different challenges than those in more developed countries. For example, a lack of sufficient resources is a common occurrence in schools in South Africa. Furthermore, teachers regularly engage in multiple roles (e.g. that of the educator, social worker, nurse, etc.) Hence, some researchers identify teaching as a particularly stressful occupation, and suggest that teachers experience disproportionately high levels of stress, when compared to other occupations. Some reasons provided for the occurrence of this include long working hours, high workloads, lack of discipline and respect from learners, and the new South African curriculum, enforcing learner-centred or cooperative teaching methods. Consequences of teachers experiencing high levels of stress have ultimately resulted in the South African government admitting that they are facing a shortage in skilled teachers. Therefore, promoting the well-being of teachers is crucial. There is a need to invest in teacher well-being, in order to reduce the occurrence and consequences of stress in the workplace. The central role that emotions play in the stress process is increasingly recognised. It is said that an individual will experience stress and strain, if they perceive the situation as negative or stressful. For this reason, emotional intelligence (EI) has led to a new focus on the role of emotions in the workplace. More specifically, EI involves expressing, recognising, understanding and managing emotions. Research has proven that EI serves a buffering role against stress, and those individuals with higher EI experience better overall health.
AFRIKAANSE OPSOMMING: In ‘n post-apartheid era kom Suid Afrikaanse onderwysers te staan teen ‘n stel vereistes wat voortdurend verander, asook kompleks en veelvoudig van aard is. Binne die opvoedkunde konteks dra hierdie faktore by tot hoë vlakke van stres. In kontras met ontwikkelde lande, staar Suid Afrikaanse onderwysers verskillende uitdagings in die gesig. Een voorbeeld behels die gebrek aan genoegsame hulpbronne, `n algemene verskynsel in Suid Afrikaanse skole. Voorts vervul onderwysers ook voortdurend verskeie rolle (bv. opvoeder, maatskaplike werker, verpleegster ens.). In vergeleke met ander beroepe, het sommige navorsers al uitgewys dat onderwysers aan buitengewone hoë stresvlakke blootgestel word. Hierdie hoë voorkoms van stres kan toe geskryf word aan lang werksure, hoë werkslading, gebrek aan dissipline en respek van leerders, asook die nuwe Suid-Afrikaanse kurrikulum wat leerder-gefokusde en uitkomsgebaseerde metodes afdwing. Gevolglik het die Suid-Afrikaanse regering onlangs erken dat daar tans ‘n gebrek aan opgeleide onderwysers bestaan. Daar is `n behoefte om in onderwysers se welstand te belê, ten einde die voorkoms en gevolge van stres in die werksplek te verminder. Die sentrale rol wat emosies speel in die stres-proses ontvang toenemend meer erkenning. Daar word aangevoer dat individue stres en spanning sal ondervind, indien hulle die situasie as negatief evalueer. Emosionele intelligensie (EI) het dus gelei tot ‘n nuwe bewustheid van die rol wat emosies in die werksplek speel. EI behels die uitdrukking, erkenning, begrip en bestuur van emosies. Navorsing toon dat EI ‘n buffer teen stres vorm, en diegene met hoër vlakke van EI ervaar beter algehele gesondheid. Tot op hede, is daar egter min navorsing gedoen ten opsigte van die rol wat EI vertolk in die stres-proses soos wat dit spesifiek deur onderwysers ervaar word. Hierdie tesis het die verwantskap tussen EI en beroepsverwante stres, spanning (fisiese- en sielkundige welstand), en die uitkomste van stres (werksatisfaksie, organisatoriese toewyding en werk-familie konflik) ondersoek.
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Delport, Marthinus. "Developing emotional intelligence for sustained student success." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86478.
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Thesis (MComm)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), psychological well-being and constructive self-efficacy beliefs that could all ultimately help determine an individual’s academic success. It was hypothesised that Emotional Intelligence (EI) are central to these psychological resources and play a crucial role in the adaption and performance of first-year students in higher educational institutions. In this study an EI development programme was therefore implemented in order to evaluate whether it is possible to provide students with a powerful resource reservoir (i.e. high EI capabilities) in order to empower them to acquire additional personal and psychological resource (i.e. academic self-leadership, academic self-efficacy and well-being) that are needed to attain academic success. The findings of this study revealed that the EI development programme succeeded in elevating students’ EI, which also led to moderate improvements in their psychological well-being (i.e. less perceived stress), as well as the enhancement of their academic self-leadership (ASL) and academic self-efficacy (ASE) skills and abilities. Institutes of higher education should therefore rethink the emphasis they place on cognitive abilities alone and consider the strategy of also providing opportunities to enhance non-cognitive predictors of academic success. For example, by implementing EI development programmes, such as the one tested in this research, students have a greater chance of developing the necessary self-direction and self-regulation skills necessary to reach academic greatness which, most probably, will also facilitate better employability and career success.
AFRIKAANSE OPSOMMING: Die teleurstellende opvoedkundige situasie in Suid-Afrika het navorsers genoodsaak om moontlike voorspellers aangaande akademiese prestasie te ondersoek. Dit blyk dat daar 'n toenemende klem op nie-kognitiewe faktore geplaas word, wat 'n rol mag speel in die bepaling van die akademiese prestasie van studente. In hierdie studie word verskeie unieke uitdagings wat eerstejaarstudente moontlik in die gesig mag staar geïdentifiseer. Daar word dan ook gekyk na moontlike sleutel sielkundige hulpbronne wat kan help om hierdie uitdagings te oorkom. Hierdie hulpbronne sluit selfregulerende vaardighede (bv. self-leierskap en emosionele regulering), sielkundige welstand en konstruktiewe self-doeltreffendheid in, wat almal uiteindelik ʼn bydrae kan lewer tot ʼn individu se akademiese sukses. Dit was veronderstel dat Emosionele Intelligensie (EI) die kern tot hierdie sielkundige hulpbronne is, en dat dit ʼn beslissende rol in die aanpassing en prestasie van eerstejaarstudente in Hoër Onderwys Instellings speel. In hierdie studie is 'n EI-ontwikkelingsprogram geïmplementeer ten einde te evalueer of dit moontlik is om studente te voorsien met ʼn sterk sielkundige hulpbron basis (bv. hoër EI vermoëns) wat hulle behoort te bemagtig om bykomende persoonlike en sielkundige hulpbronne te verkry (bv. beter self-leierskap, self-doeltreffendheid en sielkundige welstand), wat nodig is vir akademiese vooruitgang. Die bevindinge van hierdie studie het getoon dat die EI-ontwikkelingsprogram daarin geslaag het om studente se EI te verhoog, wat tot gematigde verbetering in hul sielkundige welstand (minder waargenome stres) gelei het, sowel as die verbetering van hul akademiese self-leierskap (ASL) en akademiese self-doeltreffendheid (ASE). Instellings van Hoër Onderwys moet dus die klem wat alleenlik op kognitiewe vermoëns geplaas word opnuut deurdink, en strategieë oorweeg om geleenthede te skep wat nie-kognitiewe voorspellers van akademiese sukses sou verhoog. Deur byvoorbeeld die implementering van ʼn EI ontwikkelingsprogram, soos wat getoets word in hierdie navorsing, te implementeer, sou studente 'n beter kans hê om die nodige self-gerigtheid en selfregulerende vaardighede te bekom, wat nodig is vir akademiese sukses en vordering. Hierdie vaardighede sal waarskynlik ook lei tot beter indiensneembaarheid sowel as loopbaansukses.
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Markin, Rayna D. "Emotional intelligence, insight, transference, and session outcome." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2344.
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Thesis (M.A.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Lu, Jingyan. "Emotional intelligence and stress related autonomic activity." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B42575308.
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Nowinski, Sabrina Naomi. "Adolescents' emotional intelligence and understanding of attachment." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6937/.
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This thesis comprises two volumes, the first is the research component and the second represents the clinical component of the thesis. The literature review explores whether there are differences between the interactions of adolescent and adult mothers and their infants. The empirical paper explores whether adolescents' knowledge of attachment can be improved by the use of a DVD teaching tool and whether their pre-existing knowledge or change in knowledge is related to trait emotional intelligence. The third paper is a public dissemination document which outlines the research findings for dissemination to the general public. The second volume forms the clinical component of the thesis and includes five Clinical Practice Reports outlining clinical case studies, a service evaluation, single-case designs and the abstract relating to an oral presentation.
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Karri, Suneeta. "Mapping emotional intelligence in product development teams." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118545.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 71-72).
There is no doubt that performance and output of a product development teams can be attributed to creativity, knowledge and leadership. To increase the chances for a successful project outcome, open communications, trust, and judgment should be shared between PMs and their stakeholders (Skulmoski & Hartman, 2010). However, there are several claims about the positive effect of emotional intelligence (EI) on work team performance, both in commercial and scientific literature. Emotional intelligence (EI) plays a role in effecting that trust. Goleman, Boyatzis, and McKee (2002, p. 59) suggest that by cultivating trust El can help one maximize "cooperation, collaboration, and effectiveness." This thesis focuses on Integrated Design and Management program, where engineers, designers and business professionals come together to form teams and develop innovative products. These teams start with same project brief and with a similar goal in mind. In this study, I am assessing emotional intelligence using the mood meter from the RULER course by Yale Center for Emotional Intelligence. Other parameters are collected through observation, surveys and interviews at different stages of the project with individuals enrolled in the IDM program at MIT. This thesis will be mapping individuals' emotional intelligence with their disciplines, roles in the project and at different phases of the project. Teams can lead to positive inferences relating to multidisciplinary teams and competitive work cultures. I believe that studying the correlation between the different parameters can lead to useful inferences relating to team performance and work satisfaction of individuals.
by Suneeta Karri.
S.M. in Engineering and Management
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Stembridge, Gainer Perdeeta. "The Effects of Emotional Intelligence on Productivity." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5531.
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Research has shown that emotional intelligence is becoming an essential area of study to determine a person's potential for overall success as well as success in the workplace. Although noncognitive skills are not always a factor that leaders use in determining workplace efficiency, these skills may impact productivity. The purpose of this single case study was to explore the impact of noncognitive skills and the perception administrators and employees have regarding skills that are critical to their jobs and work performance. The conceptual framework used for this study was the emotional intelligence theory authored by Daniel Goleman in 1995, which studied personality qualities. The population consisted of 5 managerial staff members and 20 employees within the public university sector. The selection criteria consisted of managers, faculty and staff members. All participants with at least 1 year of experience were eligible to participate in the study. The data collection process included an open-ended online questionnaire for the managerial staff and a short online survey for employees. The focus of this study comprised 6 skills: communication, self-confidence, teamwork, work ethics, problem-solving ability, and leadership. Several patterns and themes emerged relating to the effects of emotional intelligence on job performance and productivity. The findings from this study could be vital for understanding the current and future impact of noncognitive skills in the work environment and could positively impact social change. Organizational leaders could use the results to develop strategies that would enhance their decision-making process and develop tools to promote employee productivity.
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Astralaga, Ingrid. "Emergency Room Nurse Perceptions of Emotional Intelligence." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5970.
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The delivery of quality care has been a priority for the health care industry in the United States. Researchers have established positive correlations between the levels of emotional intelligence of registered nurses and their clinical performances. However, new evidence suggests the need to enhance the use of emotional intelligence (EI) in high-risk clinical units. With the intent to understand the use of EI, a phenomenological research approach was used to identify the emergency room nurse's understanding of EI. The Four-branch Model of Emotional Intelligence was used as the theoretical framework, while the research question identified the emergency room nurse's perception of EI. Eight emergency room nurses from two facilities participated in the study. The inclusion criteria consisted of emergency room nurses with one to ten years of experience, nurses that worked thirty-six hours or more per week, and were not in leadership roles. The data were collected through face-to-face interview sessions and analyzed using the Colaizzi's Method of Data Analysis. All participants reported unfamiliarity with the concept of EI. Nevertheless, evidence that indicated the presence of all elements of this concept such as the ability to perceive emotions, understand emotions, use emotions to enhance reasoning, and manage emotions, were apparent in the stories shared by the nurses. The results of the study indicated a potential influence toward positive social change at the organizational and professional level. The implementation of educational activities to improve the use of this concept and the modification of current health care policies to incorporate emotional intelligence as clinical competencies are actions that can influence positive social change.
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Al-Bahrani, Afraa. "Employee Perceptions of Emotional Intelligence Among Managers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3741.
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Efficient managers influence the success and performance of organizations, in contrast to inefficient managers who may negatively affect employee motivation, productivity, stress levels, job satisfaction, and performance. Managers' ability to recognize emotions can positively affect employee motivation, job satisfaction, and performance, which is likely to decrease employee turnover. The purpose of this phenomenological research was to explore the perceptions among employees regarding their managers' EI in relation to employee motivation, job satisfaction, and performance in the Northern Virginia (NOVA) area. The presence of managers' EI skills was explored based on the emotional abilities to facilitate, understand, perceive, and manage emotions. Snowball sampling was used consisting of 20 employees from the NOVA area. The data were collected using in- depth face-to-face semi-structured interviews. Coding and categorizing of interview responses facilitated their thematic analysis. Findings from this sampling suggested that those employees who experienced managers with EI skills reported increased levels of motivation, job satisfaction, and performance. In contrast, those employees from the sampling who experienced managers with a lack of EI skills reported decreased levels of motivation, job satisfaction, and performance. These findings could contribute to positive social change in the workplace focusing on the potential for positive change in human resource, leadership, management, and higher education. The findings could also indicate how these skills help increase employees' motivation, job satisfaction, and performance, as well as effectively manage employee turnover, and improve organizational success.
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Walton, Brien C. "Is emotional intelligence predictive or entrepreneurial success?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10158700.
Full textAbstract:
There are more self-made, billionaire entrepreneurs than billionaires who simply inherited their fortunes, but the majority of startup ventures fail within five years. A possible factor in business success or failure could be the emotional intelligence (EI) level of the entrepreneur, defined broadly as the ability to perceive, interpret, and manage emotions. Although there is substantial literature on EI applications in established organizations, there are few empirical studies exploring the predictive value of EI in the context of success for startup entrepreneurs. The purpose of this study was to determine whether EI scores can predict how successful an entrepreneur will be using objective success criteria, as defined in this study (Hypothesis 1), and which, if any, EI competencies are particularly relevant for entrepreneurs (Hypothesis 2). Hypotheses were tested using Spearman correlation and Ordinal regression, with sensitivity testing with Pearson correlation and Ordinary Least Squares regression, respectively. Each analysis controlled for the entrepreneur’s demographic profile and subjective success measures. Regression analysis (n=31); ordinal analysis and correlation analysis revealed a statistically significant effect of only one of the 15 EI scores (Empathy) on entrepreneurial success, as defined in this study, but the exponentiated coefficients from the ordinal regression indicate that improving Overall EI scores can increase Overall Success. Specifically, six of the 15 EI scores were more than two times more likely to increase Overall Success scores (Empathy, Interpersonal Relationships, Social Responsibility, Flexibility, Stress Tolerance, and Optimism), which is consistent with Hypothesis 2. This study is one of the first to empirically examine the EI construct in the context of entrepreneurial success with a population of entrepreneurs seeking assistance using the EQ-i 2.0 emotional intelligence assessment. A key implication of the results is that teachers, emergency services personnel, legal and financial services personnel, even sports coaches and single parents, can all develop competencies to make them more successful in their chosen endeavor, have a sense of fulfillment, and increase the success rate of industries that go far beyond entrepreneurs.
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Sinclair, H. E. "Trait emotional intelligence and borderline personality disorder." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/855096/.
Full textAbstract:
Part 1: The Literature Review explores the association between Trait Emotional Intelligence (TEl) and emotion regulation (ER). Twenty-four studies met the review's inclusion criteria and their contributions to the TEl and ER literature are discussed. The studies suggest that high TEl is linked with a greater sensitivity to emotional information and enhanced ER ability. The review concludes that TEl may be an interesting and important concept for further investigation, especially in populations with ER difficulties. Part 2: The Empirical Paper explores the associations between TEl, ER difficulties, and mindfulness ability in those with and without a diagnosis of Borderline Personality Disorder (BPD). TEl, ER difficulty, and mindfulness scores were found to be correlated for the entire sample. Individuals with a diagnosis of BPD reported statistically significantly lower TEl, greater difficulties in ER and reduced mindfulness skills compared to the Non-Clinical sample. The research and clinical implications of the study, along with its limitations, are discussed. Part 3: The Critical Appraisal reflects on the personal motivations for the research. In addition, process issues which arose from the research are discussed. Finally, in reference to the clinical implications of the study, further areas for investigation are considered and recommendations made.
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Karim, Jahanvash. "Emotional Intelligence : a Cross-Cultural Psychometric Analysis." Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32028/document.
Full textAbstract:
Malgré la littérature importante dans le champ de l’intelligence émotionnelle, la très grande majorité des études sur le développement et la validation des échelles de mesure de l’intelligence émotionnelle ont été réalisées dans des pays Occidentaux. D’où, une limitation majeure de cette littérature dans son orientation purement occidentale. L’objectif de cette recherche est d’évaluer les propriétés psychométriques du Test d’Intelligence Emotionnelle de Mayer-Salovey-Caruso (MSCEIT), du Questionnaire des Traits d’Intelligence Emotionnelle (TEIQue), et du Test d’auto-évaluation d’Intelligence Emotionnelle (SREIT) dans un contexte comparatif interculturel comprenant des étudiants collectivistes Pakistanais (culture Orientale) et des étudiants individualistes Français (culture Occidentale). Les résultats de cette étude ont démontré que les participants de la culture française ont eu une meilleure performance par rapport aux participants pakistanais au MSCEIT mais pas au TEIQue et au SREIT. Les analyses d’échantillons multiples ont révélé des structures factorielles invariantes du MSCEIT, du TEIQue, et du SREIT à travers les deux cultures. Concernant la validité discriminante, l’auto-évaluation de l’IE, mesurée par le SREIT et le TEIQue, et les mesures de performance de l’IE, évaluées par le MSCEIT, n’ont pas démontré une forte corrélation dans les deux cultures. En autre, les résultats au MSCEIT, au TEIQue, et au SREIT n’ont pas démontré le lien avec l’intelligence cognitive dans les deux cultures. Des corrélations faibles à modérées ont été observées entre les mesures de l’IE et les dimensions de personnalité Big Five. Enfin, les mesures de l’IE se sont révélées indépendantes de styles de communication. Concernant la validité convergente des mesures d’auto-évaluation de l’IE, les résultats au TEIQue ont montré une forte corrélation avec le SREIT dans les deux cultures. En ce qui concerne la validité incrémentale, après un contrôle statistique des dimensions de personnalité Big Five et la capacité cognitive, le MSCEIT et le SREIT n’ont pas démontré le lien avec la satisfaction de vie, l’affect positif, l’affect négatif, et la détresse psychologique dans les deux cultures. En revanche, les facteurs du TEIQue ont expliqué une part significative de la variance dans les variables dépendantes après avoir contrôlé pour les dimensions de personnalité Big Five et l’intelligence cognitive. Cependant, des analyses plus approfondies ont révélé que ces associations ont été en grande partie attribuées au facteur du bien-être du TEIQue. Enfin, les femmes ont montré de meilleurs résultats que les hommes au MSCEIT mais pas au TEIQue et au SREIT dans les deux cultures. En résumé, les résultats de cette étude fournissent les preuves pour validité factorielle, discriminante, et convergente de ces mesures de l’intelligence émotionnelles dans les deux cultures. Toutefois, les résultats concernant la validité incrémentale de ces mesures se sont avérés moins prometteurs que prévuDespite the rather large literature concerning emotional intelligence, the vast majority of studies concerning development and validation of emotional intelligence scales have been done in the Western countries. Hence, a major limitation in this literature is its decidedly Western focus. The aim of this research was to assess the psychometric properties of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Trait Emotional Intelligence Questionnaire (TEIQue), and the Self-Report Emotional Intelligence Test (SREIT) in a cross-cultural comparative context involving the collectivist Pakistani (Eastern culture) and the individualist French (Western culture) students. Results of this study showed that participants from the French culture scored higher than participants from the Pakistani sample on the MSCEIT but not on the TEIQue and the SREIT. Multi-sample analyses revealed that the MSCEIT, the TEIQue, and the SREIT factor structures remained invariant across both cultures. Regarding discriminant validity, in both cultures, self-ratings of emotional intelligence, as assessed by the SREIT and the TEIQue, and performance measure of emotional intelligence, as assessed by the MSCEIT, were not strongly correlated. Furthermore, in both cultures, scores on the MSCEIT, the TEIQue, and the SREIT revealed to be unrelated to cognitive intelligence and communication styles. Finally, low to moderate correlations were observed between the EI measures and the Big Five personality dimensions. Regarding convergent validity of the self-report EI measures, in both cultures the scores on the TEIQue strongly correlated with the scores on the SREIT. With regard to incremental validity, in both cultures, after statistically controlling for the Big Five personality dimensions and cognitive ability, the MSCEIT and the SREIT revealed to be unrelated to satisfaction with life, positive affect, negative affect, and psychological distress. In contrast, the TEIQue factors accounted for a significant amount of variance in outcome variables after controlling for the Big Five personality dimensions and the cognitive intelligence. However, further analyses revealed that the associations were mainly because of the TEIQue’s well-being factor. Finally, in both cultures, females scored higher than males on the MSCEIT but not on the TEIQue and the SREIT. In sum, the results of this study provide evidence for the factorial, discriminant, and convergent validity of these emotional intelligence measures in both cultures. However, results regarding incremental validity of these measures are less promising than anticipated
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Edelborg, Joakim, Alexander Brounéus, and Hampus Johansson. "Cultural Intelligence in Swedish companies : A qualitative study of the cultural intelligence validity." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97637.
Full textAbstract:
The global exchange of goods has in recent years made cultural intelligence an important success factor conducting business over cross-cultural boundaries. Due to lack of cultural competence, several mistakes in international business have been made. Previously studies of cultural intelligence have been carried out in controlled settings and not in day-to-day life. Further, authors for these studies point out that more empirical studies need to be carried out in the subject and in an uncontrolled environment.The purpose of this study is to find out what criteria are important and successful for Swedish professional sellers and buyers when they are conducting international negotiations. If possible, these criteria will then relate to the relevant capabilities of CQ to add validity to the concept. Furthermore, the study also aims to answer if the criteria mentioned by the professionals are applicable with Hofstede's dimensions (Hofstede, 2011) as well as the Context Culture model by Hall (1976). The participants for the study are five individuals from different companies located in Sweden. The participants have previous experience from conducting international business ranging from six to 35 years.The result of this study shows that cultural intelligence is beneficial when it comes to conducting international negotiation. This is presented in the form of important criteria from the respondents, these criteria are explained through the respondent’s own words and then reinterpreted by the authors using theoretical concepts, an example of this is Preparation. Further, the findings present validity to some of the conceptual benefits that previously lacked empirical validity such as collaboration and decision making.
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Lindborg, Alexander, and Anna-Carin Ohlsson. "Cross-cultural business negotiations : how cultural intelligence influences the business negotiation process." Thesis, Kristianstad University College, School of Health and Society, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5833.
Full textAbstract:
Over the last 30 years, technology has made it possible for people to travel to other cultures in a cheaper and more efficient way. The increased traveling has made it possible for an increase in trade and as the trade flourishes the need for people that can handle the differences between the cultures in the world increase. Some people handle cross-cultural negotiations better than others; we want to know how Cultural Intelligence influences The Business Negotiation Process.
To find out how Cultural Intelligence influences The Business Negotiation Process we choose to conduct qualitative interviews with a few Swedish companies that have experiences of cross-cultural negotiations with China.
The findings indicate that Cultural Intelligence influences The Business Negotiation Process by different factors such as engagement, communication and understanding. The greater engagement and understanding the negotiator has of the different parts the more likely it is that the business negotiation process will have a positive outcome.
We studied as much literature as we could find about cultural intelligence and the business negotiation process. Out of our findings, we build a model, and this gave the opportunity to test the different parts of the model in our research.
Our contributions to the field are foremost the discovery of the two new dimensions: Structure and Power Dependency that can be added to both Cultural intelligence and The Business Negotiation Process. In future research, these two dimensions can be further researched and developed. In our research, statements from our respondents create a small practical guideline for cross-cultural business negotiations with China. The negotiators might have use for this guideline when negotiating with Chinese companies.
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Jonge, Dave de. "Negotiations over large agreement spaces." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/295709.
Full textAbstract:
En aquesta tesi investiguem algorismes de negociació en dominis amb funcions
d'utilitat no linials i en els quals l'espai d'acords possibles és tan gran que l'ús
de cerca exhaustiva és inviable. A més, explorem la relació entre les àrees de
negociació automàtica, teoria de jocs, institucions electròniques i optimització
amb restrictions.
Presentem tres casos d'estudi de complexitat creixent. Primer, proposem un
negociador automàtic basat en algorismes genètics i l'apliquem a un domini on
el conjunt d'acords possibles es dóna en forma explícita com un espai vectorial i
on, encara que les funcions d'utilitat són no linials, el valor d'utilitat de qualsevol
acord es pot calcular ràpidament resolent una equació linial. Segon, presentem
un algorisme de negociació general anomenat NB3, basat en la tècnica de Branch
& Bound. Apliquem aquest algorisme a un nou cas de prova on el valor d'un
acord es pot determinar únicament resolent un problema NP-dur. El tercer cas
d'ús és el joc Diplomacy, que és encara més difícil que els casos anteriors ja que un
acord no determina completament les accions d'un agent. La utilitat obtinguda
per un agent depèn també de les accions triades pels altres agents, de manera
que es necessita tenir en consideració aspectes de teoria de jocs. Justi quem que
en aquest model basat en teoria de jocs no existeix una definició satisfactòria
del concepte `valor de reserva', a diferència dels models comunment emprats en
la teoria de regateig clàssica.
A més, justifiquem que les negociacions requereixen d'un mecanisme, conegut
com a Institució Electrònica, per garantir que els acords siguin respectats. Un
entorn per al desenvolupament d'Institucions Electròniques és EIDE i proposem
una extensió d'EIDE que proporciona una interfície que permet als humans
d'interaccionar en institucions electròniques. També plantegem que en el futur
serà possible per als humans i els agents de negociar quins protocols fer servir
a una institució electrònica. Això podria ser especialment útil en el desenvvolupament
de noves xarxes socials on els usuaris puguin determinar les regles de
comportament particulars d'una comunitat privada. Ja que l'entorn EIDE és
massa complicat per ser emprat per usuaris normals, sense les capacitats d'un
enginyer informàtic, introduïm un nou llenguatge per a la definició de protocols
que és similar al llenguatge natural i per tant pot ser usat i entès per qualsevol
persona.In this thesis we investigate negotiation algorithms for domains with non-linear utility functions and where the space of possible agreements is so large that the application of exhaustive search is impossible. Furthermore, we explore the relationship between the fields of Automated Negotiations, Game Theory, Electronic Institutions, and Constraint Optimization. We present three case studies with increasing complexity. Firstly, we introduce an automated negotiator based on Genetic Algorithms, which is applied to a domain where the set of possible agreements is explicitly given as a vector space and, although the utility functions are non-linear, the utility value of any given deal can be calculated quickly by solving a linear equation. Secondly, we introduce a general purpose negotiation algorithm called NB3, which is based on Branch & Bound. We apply this to a new negotiation test case in which the value of any given deal can only be determined by solving an NP-hard problem. Our third case involves the game of Diplomacy, which is even harder than the previous test cases, because a given deal usually does not entirely x the agent's possible actions. The utility obtained by an agent thus also depends on the actions it performs after making the deal. Moreover, its utility also depends on the actions chosen by the other agents, so one needs to take Game Theoretical considerations into account. We argue that in this Game Theoretical model there no longer exists a satisfactory de nition of a reservation value, unlike the models commonly used in classical bargaining theory. Furthermore, we argue that negotiations require a mechanism, known as an Electronic Institution, to ensure that agreements are obeyed. One framework for the development of Electronic Institutions is EIDE and we introduce a new extension to EIDE that provides a user interface so that humans can interact within such Electronic Institutions. Moreover, we argue that in the future it should be possible for humans and agents to negotiate which protocols to follow in an Electronic Institution. This could be especially useful for the development of a new kind of social network in which the users can set the rules for their own private communities. Finally, we argue that the EIDE framework is too complicated to be used by average people who do not have the technical skills of a computer scientist. We therefore introduce a new language for the definition of protocols, which is very similar to natural language so that it can be used and understood by anyone.