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1
Völker, Juliane. "An Examination of Ability Emotional Intelligence and Its Relationships with Fluid and Crystallized Abilities in a Student Sample." Journal of Intelligence 8, no. 2 (April 24, 2020): 18. http://dx.doi.org/10.3390/jintelligence8020018.
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This study investigated correlative, factorial, and structural relationships between scores for ability emotional intelligence in the workplace (measured with the Geneva Emotional Competence Test), as well as fluid and crystallized abilities (measured with the Intelligence Structure Battery), carried out by a 188-participant student sample. Confirming existing research, recognition, understanding, and management of emotions were related primarily to crystallized ability tests measuring general knowledge, verbal fluency, and knowledge of word meaning. Meanwhile, emotion regulation was the least correlated with any other cognitive or emotional ability. In line with research on the trainability of emotional intelligence, these results may support the notion that emotional abilities are subject to acquired knowledge, where situational (i.e., workplace-specific) emotional intelligence may depend on accumulating relevant experiences.
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Israelashvili, Jacob, Lisanne S. Pauw, Disa A. Sauter, and Agneta H. Fischer. "Emotion Recognition from Realistic Dynamic Emotional Expressions Cohere with Established Emotion Recognition Tests: A Proof-of-Concept Validation of the Emotional Accuracy Test." Journal of Intelligence 9, no. 2 (May 7, 2021): 25. http://dx.doi.org/10.3390/jintelligence9020025.
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Individual differences in understanding other people’s emotions have typically been studied with recognition tests using prototypical emotional expressions. These tests have been criticized for the use of posed, prototypical displays, raising the question of whether such tests tell us anything about the ability to understand spontaneous, non-prototypical emotional expressions. Here, we employ the Emotional Accuracy Test (EAT), which uses natural emotional expressions and defines the recognition as the match between the emotion ratings of a target and a perceiver. In two preregistered studies (Ntotal = 231), we compared the performance on the EAT with two well-established tests of emotion recognition ability: the Geneva Emotion Recognition Test (GERT) and the Reading the Mind in the Eyes Test (RMET). We found significant overlap (r > 0.20) between individuals’ performance in recognizing spontaneous emotions in naturalistic settings (EAT) and posed (or enacted) non-verbal measures of emotion recognition (GERT, RMET), even when controlling for individual differences in verbal IQ. On average, however, participants reported enjoying the EAT more than the other tasks. Thus, the current research provides a proof-of-concept validation of the EAT as a useful measure for testing the understanding of others’ emotions, a crucial feature of emotional intelligence. Further, our findings indicate that emotion recognition tests using prototypical expressions are valid proxies for measuring the understanding of others’ emotions in more realistic everyday contexts.
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Glenn Schellenberg, E. "Music Lessons, Emotional Intelligence, and IQ." Music Perception 29, no. 2 (December 1, 2011): 185–94. http://dx.doi.org/10.1525/mp.2011.29.2.185.
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musically trained and untrained participants were administered tests of emotional intelligence and IQ. As in previous research, trained participants scored higher than untrained participants on the IQ Composite score and on its Verbal and Nonverbal subtests. The advantage for the trained group on the Composite score and on the Nonverbal subtest was evident even when gender, parents' education, family income, and first language were held constant. The groups performed similarly, however, on the test of emotional intelligence, and scores on the IQ test were only weakly correlated with scores on the emotional intelligence test. The results imply that (1) associations between music lessons and nonmusical abilities are limited to intellectual abilities, and/or (2) associations between music lessons and emotional intelligence are not evident on visual- and/or text-based tests of emotional intelligence such as the one used here.
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Geiger, Mattis, Romy Bärwaldt, and Oliver Wilhelm. "The Good, the Bad, and the Clever: Faking Ability as a Socio-Emotional Ability?" Journal of Intelligence 9, no. 1 (March 4, 2021): 13. http://dx.doi.org/10.3390/jintelligence9010013.
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Socio-emotional abilities have been proposed as an extension to models of intelligence, but earlier measurement approaches have either not fulfilled criteria of ability measurement or have covered only predominantly receptive abilities. We argue that faking ability—the ability to adjust responses on questionnaires to present oneself in a desired manner—is a socio-emotional ability that can broaden our understanding of these abilities and intelligence in general. To test this theory, we developed new instruments to measure the ability to fake bad (malingering) and administered them jointly with established tests of faking good ability in a general sample of n = 134. Participants also completed multiple tests of emotion perception along with tests of emotion expression posing, pain expression regulation, and working memory capacity. We found that individual differences in faking ability tests are best explained by a general factor that had a large correlation with receptive socio-emotional abilities and had a zero to medium-sized correlation with different productive socio-emotional abilities. All correlations were still small after controlling these effects for shared variance with general mental ability as indicated by tests of working memory capacity. We conclude that faking ability is indeed correlated meaningfully with other socio-emotional abilities and discuss the implications for intelligence research and applied ability assessment.
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Jaksic, Cyril, and Katja Schlegel. "Accuracy in Judging Others’ Personalities: The Role of Emotion Recognition, Emotion Understanding, and Trait Emotional Intelligence." Journal of Intelligence 8, no. 3 (September 18, 2020): 34. http://dx.doi.org/10.3390/jintelligence8030034.
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The ability to accurately judge others’ personality and the ability to accurately recognize others’ emotions are both part of the broader construct of interpersonal accuracy (IPA). However, little research has examined the association between these two IPA domains. Little is also known about the relationship between personality judgment accuracy and other socio-emotional skills and traits. In the present study, 121 participants judged eight traits (Big Five, intelligence, cooperativeness, and empathy) in each of 30 targets who were presented either in a photograph, a muted video, or a video with sound. The videos were 30 second excerpts from negotiations that the targets had engaged in. Participants also completed standard tests of emotion recognition ability, emotion understanding, and trait emotional intelligence. Results showed that personality judgment accuracy, when indexed as trait accuracy and distinctive profile accuracy, positively correlated with emotion recognition ability and was unrelated to emotion understanding and trait emotional intelligence. Female participants were more accurate in judging targets’ personality than men. These results provide support for IPA as a set of correlated domain-specific skills and encourage further research on personality judgment accuracy as a meaningful individual difference variable.
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Djara, Cindy Claudia F. M., Rolland E. Fanggidae, and Ni Putu Nursiani. "PENGARUH KECERDASAN EMOSIONAL DAN KECERDASAN SPIRITUAL TERHADAP KINERJA KARYAWAN PADA KANTOR PUSAT BANK PEMBANGUNAN DAERAH NTT." Journal of Management : Small and Medium Enterprises (SMEs) 11, no. 1 (June 15, 2020): 117–34. http://dx.doi.org/10.35508/jom.v11i1.2322.
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This research was conducted at the Head Office of PT. NTT Regional Development Bank. Thepurpose of this study was to determine the effect of Emotional Intelligence and Spiritual Intelligenceon Student Performance at the Head Office of PT. NTT Regional Development Bank. The dataanalysis technique used in this study is by conducting multiple regression tests. The results of thisstudy partially Emotional Intelligence has a positive and significant influence on employeeperformance at the Head Office of PT. The NTT Regional Development Bank and SpiritualIntelligence has not significant influence on employee performance at the Head Office of PT. NTTRegional Development Bank. Simultaneously Emotional Intelligence and Spiritual Intelligencehave a positive but significant influence on employee performance at the Head Office of PT. NTTRegional Development Bank. Emotional intelligence and spiritual influence, employee performancebut small. contributionTherefore the need to pay attention to management factors that can affectother dissimilar employee performance
Keywords: Emotional Intelligence, Spiritual Intelligence and Performance
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Miguel, Fabiano Koich, Marcia Caroline Portela Amaro, Eduardo Yudi Huss, and Ana Carolina Zuanazzi. "Emotional Perception and Distortion Correlates With Rorschach Cognitive and Interpersonal Variables." Rorschachiana 38, no. 2 (November 1, 2017): 143–59. http://dx.doi.org/10.1027/1192-5604/a000096.
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Abstract. Although emotional intelligence is frequently measured with performance tasks, they are often correlated with self-report measures of personality. The present research compared the scores of two performance tests: the Rorschach Inkblot Method for personality (scored using R-PAS), and the Computerized Test of Primary Emotions Perception for emotional perception and understanding, branches of emotional intelligence. Participants were 93 Brazilian people, including undergraduates and psychiatric outpatients. Significant correlations were found, ranging from .20 to .37. The results indicate that the ability to perceive emotional expressions in people’s faces is related to empathy and interest in human interaction, attention to details, integrative thinking, and complex cognitive processing. Distortion in emotional perception, that is perceiving emotions that were not present, correlated with thought and perception disturbances.
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Mudhiah, Imtinan Dian, and Siti Maghfirotun Amin. "Profil Berpikir Siswa SMA dalam Menyelesaikan Soal Matematika Ditinjau dari Kecerdasan Emosional." MATHEdunesa 9, no. 1 (June 16, 2020): 136–44. http://dx.doi.org/10.26740/mathedunesa.v9n1.p136-144.
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In mathematics learning a person often solves problems. In solving mathematical problems, a person needs a thought process with the thought process that an individual can come up with an idea to solve mathematical problems correctly. Stages of thinking take place individually and have a relationship with the social interactions carried out. The interaction will produce behavior. One factor that influences behavior is emotion. Therefore, the behavior of every individual must be related to good emotional control so that it can produce good behavior as well.Good emotional control requires preparedness and thought so that the behavior carried out does not have a negative impact on others. The readiness and thinking of a person can be seen from the age of an individual. The teenage phase occurs in someone at the age of 12 years to 18 years. At that age, an individual is in the middle or high school level. If a teenager feels school activities are not able to accommodate his thoughts, then he will overflow for less positive things. So teenagers should have the good emotional intelligence to control their emotions.This research is a descriptive study with a qualitative approach that aims to describe how the profile of thinking in solving mathematical problems based on the level of emotional intelligence. Subjects in this study were three students consisting of one student with high emotional intelligence, one student with moderate emotional intelligence, and one student with low emotional intelligence. In achieving these objectives the researchers conducted emotional intelligence tests, tests of mathematical problem solving, and interviews of the three subjects.The results showed that students with high emotional intelligence were able to solve mathematical problems with SPLTV material correctly, all information on the questions was used, writing steps to solve problems coherently and correctly, choosing the correct method to solve the problems. Emotionally intelligent students are less able to solve mathematical problems with SPLTV material correctly, because there is information on questions that are not used, and that results in choosing a method to solve the problem so that in solving it is less correct. Low emotional intelligence students are less able to solve mathematical problems with SPLTV material correctly because they are not able to remember previous knowledge, there is information on questions that are not used, the methods used are not correct, so in solving them less correct.Keywords: Thinking, Mathematics, and Emotional Intelligence.
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Morand, David A. "Family Size and Intelligence Revisited: The Role of Emotional Intelligence." Psychological Reports 84, no. 2 (April 1999): 643–49. http://dx.doi.org/10.2466/pr0.1999.84.2.643.
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Studies examining the link between family size and intelligence have consistently found a negative relationship. Children born into larger families tend to score lower on intelligence tests than children raised in smaller families. One recurrent but unexplained finding is that the relation between intelligence and number of siblings is consistently significant for verbal intelligence but inconsistent for nonverbal intelligence. Here, we conceptualize emotional intelligence as one facet of nonverbal intelligence. The research develops a measure of emotional intelligence and uses it to test the hypothesis that emotional intelligence is positively correlated with family size. The results, based upon a sample of graduate students, support the hypothesized relationship. Implications for the study of family size and intelligence, for refining the conceptualizations and measures of nonverbal intelligence, and for leadership theory, are discussed.
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Blickle, Gerhard, Jochen Kramer, and Jan Mierke. "Telephone-Administered Intelligence Testing for Research in Work and Organizational Psychology." European Journal of Psychological Assessment 26, no. 3 (January 2010): 154–61. http://dx.doi.org/10.1027/1015-5759/a000022.
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In a 2 × 2 experimental study, we used the Wonderlic Personnel Test (WPT) to assess the quality of intelligence testing by telephone with a sample of 210 individuals active in the world of work and compared it both inter- and intraindividually with intelligence testing by face-to-face test administration. The population median (rxx = .88) of the reliability of ordinary face-to-face-based Wonderlic test-retest reliabilities fit the present data. The pattern of relationships between the WPT and tests of verbal and emotional intelligence was equal in both modalities. The WPT showed high convergence with verbal intelligence and was orthogonal to emotional intelligence. In both experimental groups, WPT scores were positively related to the level of formal education and occupational attainment. Strengths and limitations of the study are discussed. We conclude that, given cooperative testtakers, intelligence testing by telephone is a promising alternative to traditional forms of intelligence testing in work and organizational psychological research.
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Cliffe, Joanne. "Emotional intelligence testing for headteachers: globalization or lost in translation." Journal of Professional Capital and Community 3, no. 3 (July 9, 2018): 223–40. http://dx.doi.org/10.1108/jpcc-12-2017-0033.
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Purpose The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence. Design/methodology/approach Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed. Findings The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses. Research limitations/implications Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions. Originality/value Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.
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Leoh, Rofyanter, Kristoforus Djawa Djong, and Meryani Lakapu. "Pengaruh Kecerdasan Emosional terhadap Prestasi Belajar Matematika pada Siswa SMP Kelas VIII." Asimtot : Jurnal Kependidikan Matematika 1, no. 1 (May 1, 2019): 13–17. http://dx.doi.org/10.30822/asimtot.v1i1.93.
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This study aims to determine the effect of emotional intelligence on the learning achievement of class VIII junior high school. This type of research is quantitative research. The population in this study is all students of class VIII SMP N 2 Kupang and the research sample is class VIII D students with the sampling technique is simple ramdom sampling. Data collection techniques using questionnaires and mathematics learning achievement tests. Data analysis was carried out in two ways, namely the SPSS program. From the results of the analysis, based on the tests of normality, linearity, significance, emotional intelligence has an influence on mathematics learning achievement and was obtained by equation of regression Y = 0,642X and t-count = 4.272 > 2, 052 = t table then, a push H0, it means that there is a significant effect of emotional intelligence on learning achievement.
Based on the results of the study, the researcher concluded that there was a significant effect of emotional intelligence on mathematics learning achievement of class VIII students of SMPN 2 Kota Kupang.
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Sukhu, Anupama, Soobin Seo, Robert Scharff, and Blair Kidwell. "Emotional intelligence in transcendent customer experiences." Journal of Consumer Marketing 35, no. 7 (November 12, 2018): 709–20. http://dx.doi.org/10.1108/jcm-06-2017-2242.
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PurposeThis services marketing research provides a theoretical framework for experiential and relationship marketing and extends the theory of transcendent customer experience (TCE). Specifically, this paper aims to identify how the drivers (emotional intelligence [EI]), outcomes (customer loyalty, willingness to pay and word of mouth [WOM] intentions) and influences (openness to experience) of TCE are integrated. The research contributes to the theoretical debate regarding ability-based and self-reported EI measures by examining their influence on TCE.Design/methodology/approachStudents and general consumers provided data through structured online surveys in three survey-based experiments. Linear and multiple regressions, mediation analyses and simple effects tests were used for data analysis.FindingsFindings suggest that self-reported and ability-based measures of EI influence TCE differently. Participants who had high self-reported EI evaluated positive service encounters as more transcendent than they evaluated negative service encounters. Participants who had high ability-based EI evaluated positive service encounters as less transcendent than they evaluated negative service encounters. TCE experiences evoked higher loyalty, willingness to pay (WTP) and WOM recommendations. Furthermore, dispositional factors were significant in forming TCE: participants who were highly open to experience and had high ability-based EI interpreted their service encounter as less transcendent than did participants who were more closed to experience and had low ability-based EI.Research limitations/implicationsTCE, a relatively new concept, offers theoretical advancement in context and constructs. The student-provided data gave high internal validity; the general consumer-provided data gave external validity. Ideally, a future field study in an actual consumption setting should replicate the findings. A self-reported questionnaire used to measure constructs may have introduced common method variance that biased the results.Practical implicationsBy understanding that EI affects perceptions of transcendence in positive/negative service encounters, marketers can better implement consumer-oriented marketing strategies that will enhance TCE, customer loyalty, WTP and WOM.Originality/valueDespite considerable research in experiential and relationship marketing, room remains for theoretical and practical enhancement in the under-researched concept of TCE. This research is the first attempt to extend TCE theory to marketing by identifying the drivers, outcomes and moderators of TCE in service encounters. The research also provides theoretical advancement in EI research. The results contradict previous research claiming that ability-based and self-reported measures are equally valid. Instead, using the two EI scales interchangeably leads to potentially different outcomes.
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Siregar, Farida Hanum. "Relationship Emotional Intelligence with Conflict Management in Employees of PT. Aspacindo Kedaton Motor." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 2 (May 8, 2020): 1251–61. http://dx.doi.org/10.33258/birci.v3i2.969.
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The aim of the study is to find out the relationship emotional Intelligence with Conflict Management in Employees of Pt. Aspacindo Kedaton Motor. The research approach used in this study is a quantitative approach using correlation or relationship tests. Correlation research is research that aims to investigate the extent to which variations in one variable are related to variations in one or more other variables. The result of research on employees who have high conflict management and emotional intelligence are also classified as high. This can be seen from the SD results of 6.056, the hypothetical mean value of conflict management at 62.5, and the empirical mean of 74.66. Furthermore, the results of elementary emotional emotional intelligence amounted to 10.38, the mean hypothetical value was 72.5 and the empirical mean was 88.82.
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Kamassi, Ahmed, Loutfi Boulahlib, NoorHazilah Abd Manaf, and Azura Omar. "Emotional labour strategies and employee performance: the role of emotional intelligence." Management Research Review 43, no. 2 (August 12, 2019): 133–49. http://dx.doi.org/10.1108/mrr-03-2019-0097.
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Purpose The purpose of this study is to examine the relationship between emotional labour (EL) strategies and employees’ performance by considering the role of emotional intelligence (EI) as a moderator. Design/methodology/approach This study focused on the administrative staff of International Islamic University Malaysia (IIUM) who deal with students and guests from different countries. A total of 186 valid questionnaires were gathered from administrative staff selected using random sampling. Structural equation modelling was used to test the hypotheses of this study. Findings The results showed significant relationships of EL strategies with administrative staff performance. Furthermore, moderation analyses revealed that EI moderates the relationships between EL strategies and staff performance. Originality/value The study extends the current research on the effects of EL strategies on work performance and tests the moderating role of EI in these relationships in higher learning institutions. Moreover, it examines the performance of EL strategies and EI in cross-cultural context.
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Ozkaral, Tugba Cevriye, and Hasan Ustu. "Examination of the Relationship Between Teacher Candidates’ Emotional Intelligence and Communication Skills." Journal of Education and Learning 8, no. 5 (September 20, 2019): 232. http://dx.doi.org/10.5539/jel.v8n5p232.
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In this study, the relationship between teacher candidates’ emotional intelligence levels and communication skills was examined. It was examined whether there was a significant difference between teacher candidates’ emotional intelligence and communication skills, depending on gender and the departments they studied at. The research was designed in relational screening model. The universe of the research consists of teacher candidates, who are students at Necmettin Erbakan University Ahmet Keleşoğlu, Faculty of Education. In this universe, 326 teacher candidates were selected as the research sample. “Emotional Intelligence Scale” and “Communication Skills Inventory” were used to collect data. In the analysis of the data, one-way variance analysis and independent samples t-test, one of the parametric tests, were used. It is observed that there are low levels of positive relationship between teacher candidates’ communication skills and their emotional intelligence levels. No significant difference was found between teacher candidates’ emotional intelligence levels and communication skills regarding gender and department variables.
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Vrublevschi, Alexandru. "Autopercepții ale inteligenței generale și emoționale și relația cu claritatea de sine." Studia Doctoralia 8, no. 1-2 (November 22, 2018): 22–44. http://dx.doi.org/10.47040/sd/sdpsych.v8i1-2.72.
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This article examines the role of self-concept clarity within the self-assessment of both general intelligence and emotional intelligence and the relation between the results of said tests and the self-concept clarity of participants. The objectives of this study are as follows: (1) the preliminary adaptation of the self-concept clarity scale for use with the Romanian population, (2) the reproduction of previous results concerning the correlations between the self-assessments of participants and the results obtained after psychometric testing on a Romanian sample, (3) research into the existence of a negative correlation between self-concept clarity levels and the errors of participants’ self-assessments and (4) the exploration of the relationship between self-concept clarity and the tests used in this study. The sample used in the study was composed of 157 participants that were assessed online with the self-concept clarity scale, were asked to self-assess their general and emotional intelligence levels and then took the GAMA (general intelligence), MSCEIT and EQ-i (emotional intelligence) tests. The results of the study indicate a significant relation between self-concept clarity and the GAMA, MSCEIT and EQ-i test results and encourage further research into the role of self-concept clarity in the self-assessment process.
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Vrublevschi, Alexandru. "Autopercepții ale inteligenței generale și emoționale și relația cu claritatea de sine." Studia Doctoralia 8, no. 1-2 (November 22, 2017): 22–44. http://dx.doi.org/10.47040/sd0000049.
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This article examines the role of self-concept clarity within the self-assessment of both general intelligence and emotional intelligence and the relation between the results of said tests and the self-concept clarity of participants. The objectives of this study are as follows: (1) the preliminary adaptation of the self-concept clarity scale for use with the Romanian population, (2) the reproduction of previous results concerning the correlations between the self-assessments of participants and the results obtained after psychometric testing on a Romanian sample, (3) research into the existence of a negative correlation between self-concept clarity levels and the errors of participants’ self-assessments and (4) the exploration of the relationship between self-concept clarity and the tests used in this study. The sample used in the study was composed of 157 participants that were assessed online with the self-concept clarity scale, were asked to self-assess their general and emotional intelligence levels and then took the GAMA (general intelligence), MSCEIT and EQ-i (emotional intelligence) tests. The results of the study indicate a significant relation between self-concept clarity and the GAMA, MSCEIT and EQ-i test results and encourage further research into the role of self-concept clarity in the self-assessment process.
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Cherniss, Cary. "Emotional Intelligence: Toward Clarification of a Concept." Industrial and Organizational Psychology 3, no. 2 (June 2010): 110–26. http://dx.doi.org/10.1111/j.1754-9434.2010.01231.x.
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There has been much confusion and controversy concerning the concept of emotional intelligence (EI). Three issues have been particularly bothersome. The first concerns the many conflicting definitions and models of EI. To address this issue, I propose that we distinguish between definitions and models and then adopt a single definition on which the major theorists already seem to agree. I further propose that we more clearly distinguish between EI and the related concept of emotional and social competence (ESC). The second issue that has generated concern is the question of how valid existing measures are. After reviewing the research on the psychometric properties of several popular tests, I conclude that although there is some support for many of them, they all have inherent limitations. We need to rely more on alternative measurement strategies that have been available for some time and also develop new measures that are more sensitive to context. The third area of contention concerns the significance of EI for outcomes such as job performance or leadership effectiveness. Recent research, not available to earlier critics, suggests that EI is positively associated with performance. However, certain ESCs are likely to be stronger predictors of performance than EI in many situations. Also, EI is likely to be more important in certain kinds of situations, such as those involving social interaction or significant levels of stress. Context makes a difference.
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Chao-Fernández, Rocío, Vicenta Gisbert-Caudeli, and Rubén Vázquez-Sánchez. "Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education." Applied Sciences 10, no. 5 (March 5, 2020): 1796. http://dx.doi.org/10.3390/app10051796.
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Music education research has shown interest in music therapy for integral development of the person, both in their performance and academic knowledge and in their personality. This project aims to analyze the benefits of music therapy in the comprehensive training of students with disruptive behaviors (n = 6). Tests designed by Gallego, Alonso, Cruz, and Lizama (1999) were conducted to assess emotional intelligence, which showed very low results. A series of activities were designed based on the use of the music videogame Musichao, the curricular content of which was adapted for this pilot experience. Subsequently, the emotional intelligence tests were applied again to determine the effectiveness of the teaching experience. The results indicate that, with the use of this videogame, significant improvements were obtained, both in the development of multiple intelligences and in self-motivation, self-awareness, self-control, and more specifically, in social skills, minimizing behaviors that were classified as inappropriate and/or aggressive, and becoming more skilled in their interactions with the surrounding environment.
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Kearney, Treasa, Gianfranco Walsh, Willy Barnett, Taeshik Gong, Maria Schwabe, and Kemefasu Ifie. "Emotional intelligence in front-line/back-office employee relationships." Journal of Services Marketing 31, no. 2 (April 10, 2017): 185–99. http://dx.doi.org/10.1108/jsm-09-2016-0339.
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Purpose This paper aims to undertake a simultaneous assessment of interdependence in the behaviours of front-line and back-office employees and their joint effect on customer-related organisational performance. It also tests for a moderating influence of the emotional intelligence of front-line salespeople and back-office employees. Design/methodology/approach The sample comprises 105 front-line sales employees and 77 back-office employees. The customer-related organisational performance data come from a UK business-to-business (B2B) electronics company. With these triadic data, this study uses partial least squares to estimate the measurement and structural models. Findings Salespeople’s customer orientation directly affects customer-related organisational performance; the relationship is moderated by salespeople’s emotional intelligence. The emotional intelligence of salespeople also directly affects the customer-directed citizenship behaviour of back-office employees. Furthermore, the emotional intelligence of back-office staff moderates the link between the emotional intelligence of salespeople and back-office staff citizenship behaviour. Back-office staff citizenship behaviour, in turn, affects customer-related organisational performance. Originality/value The emotions deployed by employees in interactions with customers clearly shape customers’ perceptions of service quality, as well as employee-level performance outcomes. However, prior literature lacks insights into the simultaneous effects of front-line and back-office employee behaviour, especially in B2B settings. This paper addresses these research gaps by investigating triadic relationships – among back-office employees, front-line employees and customer outcomes – in a B2B setting, where they are of particular managerial interest.
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Crowne, Kerri Anne, Thomas M. Young, Beryl Goldman, Barbara Patterson, Anne M. Krouse, and Jose Proenca. "Leading nurses: emotional intelligence and leadership development effectiveness." Leadership in Health Services 30, no. 3 (July 3, 2017): 217–32. http://dx.doi.org/10.1108/lhs-12-2015-0055.
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Purpose The purpose of this paper is to examine the effectiveness of an emotional intelligence (EI) and leadership development education program involving 20 nurse leaders at nursing homes. Also, it investigates the relationship between EI and transformational leadership. Design/methodology/approach Three research questions are posed. Correlation analysis and t-tests were conducted to answer the questions posed. Findings The findings of this paper indicate that the EI educational development was effective, while the personal leadership development was not. The data also showed a positive significant relationship between EI and transformational leadership. Research limitations/implications This paper is limited by the small sample size; thus, a causal relationship between EI and leadership could not be investigated. Additionally, the sample was not randomly selected because of the commitment needed from the participants. Furthermore, the paper was focused on nurse leaders in nursing homes, so it may not be generalizable to other populations. Practical implications With the increasing need for nursing home facilities and the limited training generally provided to nurses who move into managerial roles in these facilities, it is critical for organizations to understand the effectiveness of educational programs that exist. Moreover, the findings of this paper may provide information that would be useful to others who wish to develop EI and/or leadership education for nurses. Originality/value While much research exists on EI and transformational leadership, little of this research focuses on nurses in nursing home facilities. Thus, this paper fills a gap in the literature.
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Cherniss, Cary. "Emotional Intelligence: New Insights and Further Clarifications." Industrial and Organizational Psychology 3, no. 2 (June 2010): 183–91. http://dx.doi.org/10.1111/j.1754-9434.2010.01222.x.
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The commentaries on my target article expand on it in many useful and enlightening ways, and some provide a glimpse at important new research. The commentaries also point to a few issues raised in the original article that require clarification or elaboration. In this response, I begin by recalling the “big idea” that initially led to interest in emotional intelligence (EI) as a concept, which is that success in life and work depends on more than just the basic cognitive abilities measured by IQ tests. I then clarify what I mean by emotional and social competence (ESC): It is not a single, unitary psychological construct but rather a very broad label for a large set of constructs. After considering whether we really need the ESC concept, I discuss whether the single, comprehensive definition of EI that I proposed in the target article is the best one in light of alternatives suggested in some of the commentaries. Next, I return to the issue of measurement and note new ideas and suggestions that emerge in the commentaries. I conclude by considering the question of how much EI or ESC adds conceptually or predictively to IQ or personality.
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Ventini, Meitina, Hartati Hartati, and Moch Sukardjo. "Hubungan Kecerdasan Emosional dan Sikap Terhadap Pelajaran Matematika Dengan Hasil Belajar Matematika Siswa SMA Jakarta Timur." JTP - Jurnal Teknologi Pendidikan 20, no. 2 (August 30, 2018): 166–80. http://dx.doi.org/10.21009/jtp.v20i2.8630.
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The purpose of this study is to identify the magnitude of the relationship between variables of emotional intelligence, and students' attitudes towardmathematics learning outcomes. Using correlational research methods, both partial and multiple research respondents are class X high school students in EastJakarta as many as 150 students from 7 public and private schools selected by multistage random sampling. Data were collected in the form of primary datausing questionnaires, and mathematical tests that were tested for validity and reliability. The results that (1) emotional intelligence variables have a positive andsignificant relationship to mathematics learning outcomes, (2) student attitudes are positively and significantly related to mathematics learning outcomes, and (3)emotional intelligence and students' attitudes simultaneously related positive and significant towards the learning outcomes of mathematics.
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Ahmad, Kamarul Zaman. "Improving Emotional Intelligence (EI) using Neuro Linguistic Programming (NLP) techniques." International Conference on Advances in Business, Management and Law (ICABML) 2017 1, no. 1 (December 24, 2017): 172–83. http://dx.doi.org/10.30585/icabml-cp.v1i1.19.
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Since, Ahmad (2011) who looked at the effectiveness of the alternative techniques of NLP, Time Line Therapy®, and Hypnosis, there has been no further research regarding the effectiveness of NLP. This study improves the said research by ensuring that most of the respondents were not self-selected and ensured the use of other NLP techniques, in the context of improving EI. Although there are many self-development training courses advertised on the internet claiming to be able to improve EI, yet no credible research has been published in peer-reviewed academic journals to show whether such techniques can improve EI. This experimental research involved 35 test subjects and 35 control group subjects. Statistical t-tests revealed that with the test group, there were significant improvements in EI scores after undergoing the training compared with before. There were no significant changes in the control group.
Keywords: Emotional Intelligence, Neuro Linguistic Programming, Experiments
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Antoñanzas, Jose Luis. "The Relationship of Personality, Emotional Intelligence, and Aggressiveness in Students: A Study Using the Big Five Personality Questionnaire for Children and Adults (BFQ-NA)." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (December 25, 2020): 1–11. http://dx.doi.org/10.3390/ejihpe11010001.
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An analysis of secondary students’ personality traits, along with a description of their emotional intelligence levels and their anger control, could be decisive when educating students to prevent anti-social behavior in academia. Very few studies on personality, emotional intelligence, and aggressive conduct exist in Spain. Some of the studies that do exist, however, only explore the relationship between emotional intelligence, personality, and prosocial behavior in secondary education students. Likewise, there are few studies focusing on personality and aggression control. In this study, using the Big Five personality models as predictors of aggressiveness in subjects and of emotional intelligence, we sought to contribute to the improvement of the education of students on aggressive behavior in education centers. To do this, we conducted a study using the Big Five Personality Questionnaire (BFQ) for Children and Adults (BFQ-NA), the Trait Meta-Mood Scale (TMMS-24) emotional intelligence test, and the State–Trait Anger Expression Inventory (STAXI) anger management test. Our main objective was to analyze the relationship of the BFQ with the variables of emotional intelligence and aggressiveness. This was achieved using a range of bivariate correlation and multiple regression tests. The results showed the correlation and predictive value of emotional intelligence and aggression in the Big Five model of personality. This study coincides with other research linking Big Five questionnaires with emotional intelligence and aggression.
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SABIE, Oana Matilda, Cătălin PÎRVU, Ștefan Gabriel BURCEA, Roxana Maria BRIȘCARIU, and Simona Alexandra APOSTOL (VOICU). "The influence of emotional intelligence on employee’s performance: a case from Romania’s public sector." ADMINISTRATIE SI MANAGEMENT PUBLIC 1, no. 35 (November 27, 2020): 40–57. http://dx.doi.org/10.24818/amp/2020.35-03.
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: The research aim was to analyse the relationship between emotional intelligence and performance of public sector employees, but we also looked at correlations between two dimensions of emotional intelligence and two particular dimensions which impact organizational performance. This study was conducted on employees from Romanian public sector organizations and in order to achieve the purpose of the research we developed a quantitative methodology based on questionnaire. All the measures we used in this study were drawn from established previous research and specially adapted and tailored for employees from public sector. The study was conducted through a quantitative methodology, using a conceptual deductive research approach based on conceptual framework in order to test the hypotheses. For the statistical analysis, we used the package SPSS Statistics 22.0, through which we generated descriptive analyses and several parametric tests aimed at achieving the main purpose of our research. The results of our research are relevant for leaders and human resources managers of public sector organizations, but they can also be useful for practitioners and scientific community from around the world. The conclusions of our research demonstrate that emotional intelligence is important for any organization and does have a statistically significant impact on how performance is measured and encouraged in Romanian public organizations. Although the correlation is not the strongest, the 0,321 Pearson Correlation coefficient is enough to warrant public organizations investing in recruiting and retaining emotionally intelligent workforce if they care about performance.
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Thadea, Olyvia Sita Aldisa, Suhartono Taat Putra, and I. Gusti Ngurah Gunadi Sindhu Putra. "The Relationship Between Galen’s Personality Type Theory and Emotional Intelligence Level." Biomolecular and Health Science Journal 1, no. 2 (November 26, 2018): 80. http://dx.doi.org/10.20473/bhsj.v1i2.9579.
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Introduction: Personality is a behavior and mindset pattern that is typical for each person in responding to every event or stimulus in his environment. Galen's theory has classified personality types into four types they are Sanguinis, Choleric, Melancholy, and Plegmatis. The level of emotional intelligence shows a person's ability to deal with demands and pressures to achieve their best in thinking and behaving appropriately. This study aims to prove the relationship between personality types based on Galen's theory with emotional intelligence level in preclinical medical students.Methods: This study is a comparative study using an online questionnaire instrument on emotional intelligence and personality type tests compiled by Florence Littauer. This research variables are the emotional intelligence level and personality type. This study used data from 100 respondents, then data was analyzed using Chi Square test.Results: From 100 respondents, dominant personality type is Sanguinis 35%, followed by Choleric 13%, Melancholy 27%, and Plegmatis 25%. There were no respondent who showed a low level of emotional intelligence in this study. 64% of respondents have a high level of emotional intelligence, while the remaining 36% have a moderate level. Chi Square test shows p value is 0.032.Conclusion: There is a relationship between personality types based on Galen's theory with emotional intelligence level on medical students in Faculty of Medicine, Universitas Airlangga.
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Barrett, Lisa Feldman, Ralph Adolphs, Stacy Marsella, Aleix M. Martinez, and Seth D. Pollak. "Emotional Expressions Reconsidered: Challenges to Inferring Emotion From Human Facial Movements." Psychological Science in the Public Interest 20, no. 1 (July 2019): 1–68. http://dx.doi.org/10.1177/1529100619832930.
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It is commonly assumed that a person’s emotional state can be readily inferred from his or her facial movements, typically called emotional expressions or facial expressions. This assumption influences legal judgments, policy decisions, national security protocols, and educational practices; guides the diagnosis and treatment of psychiatric illness, as well as the development of commercial applications; and pervades everyday social interactions as well as research in other scientific fields such as artificial intelligence, neuroscience, and computer vision. In this article, we survey examples of this widespread assumption, which we refer to as the common view, and we then examine the scientific evidence that tests this view, focusing on the six most popular emotion categories used by consumers of emotion research: anger, disgust, fear, happiness, sadness, and surprise. The available scientific evidence suggests that people do sometimes smile when happy, frown when sad, scowl when angry, and so on, as proposed by the common view, more than what would be expected by chance. Yet how people communicate anger, disgust, fear, happiness, sadness, and surprise varies substantially across cultures, situations, and even across people within a single situation. Furthermore, similar configurations of facial movements variably express instances of more than one emotion category. In fact, a given configuration of facial movements, such as a scowl, often communicates something other than an emotional state. Scientists agree that facial movements convey a range of information and are important for social communication, emotional or otherwise. But our review suggests an urgent need for research that examines how people actually move their faces to express emotions and other social information in the variety of contexts that make up everyday life, as well as careful study of the mechanisms by which people perceive instances of emotion in one another. We make specific research recommendations that will yield a more valid picture of how people move their faces to express emotions and how they infer emotional meaning from facial movements in situations of everyday life. This research is crucial to provide consumers of emotion research with the translational information they require.
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Yılmaz, Mualla, Meral Altiok, Zeliha Yaman, Sevgi Seyrek, Yagmur Surmeli, and Mehmet Ali Sungur. "Emotional intellengence in university students." Global Journal of Guidance and Counseling in Schools: Current Perspectives 5, no. 2 (April 14, 2016): 67–71. http://dx.doi.org/10.18844/gjgc.v5i2.463.
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This study was conducted to determine the status of university students' emotional intelligence. The sample of this descriptive research is composed of students who have stuidied at a four year university. They are selected according to criteria of faculty and gender based on the random sampling. The data was collected using "Personal Information Form", Bar-On Emotional Intellegent Inventory. Mean, standard deviation, Independent Samples t-test, one way ANOVA tests were used for the evaluation. This study, female university students' emotional intelligence total scale and all of subscale of the mean scores were determined to be higher than male students. The emotional intellegence of the university students who are training in physical sciences was determined to be higher than that of students studying in other sections. The emotional intellegence of the university students who are training in the first class was determined to be higher than the students studying in other classes. Results: In this study, female university students' emotional intelligence total scale and all of subscale of the mean scores were determined to be higher than male students. The emotional intellegence of the university students who are training in physical sciences was determined to be higher than that of students studying in other sections. The emotional intellegence of the university students who are training in the first class was determined to be higher than the students studying in other classes. Keywords: University, student, emotional intelligence
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Susanto, Annisa Husninadiyah, and Ida Bagus Gede Surya Abadi. "The Influence of Emotional Intelligence and Teacher Workload on Teacher Performance." Indonesian Journal Of Educational Research and Review 4, no. 1 (May 15, 2021): 34. http://dx.doi.org/10.23887/ijerr.v4i1.32925.
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There are still many teachers who have not been able to act professionally. Lack of emotional intelligence and motivation of teachers to complete tasks hampers teacher performance. This research was an ex post facto research. The population in the study involved 46 respondents. The techniques used to collect data are observation, interviews, and questionnaires. The instrument used in analyzing the data is a questionnaire. The data analysis method used consists of classical assumption tests and hypothesis testing. Classical assumption test consisted of residual normality test, heteroscedasticity test, multicollinearity test, and SPSS-assisted linearity test. Hypothesis testing used simple linear regression analysis and multiple linear regression analysis assisted by SPSS. The study results based on simple linear regression analysis and multiple linear regression analysis showed that (1) there was no effect of emotional intelligence on teacher performance. (2) There was an effect of workload on teacher performance with a contribution of 98%. (3) There is an influence of emotional intelligence and teacher workload on teacher performance with a contribution of 14.3%. It can be concluded that there is an influence of emotional intelligence and teacher workload on the performance of elementary school teachers.
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Vicsi, Klára, and Dávid Sztahó. "Recognition of Emotions on the Basis of Different Levels of Speech Segments." Journal of Advanced Computational Intelligence and Intelligent Informatics 16, no. 2 (March 20, 2012): 335–40. http://dx.doi.org/10.20965/jaciii.2012.p0335.
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Emotions play a very important role in human-human and human-machine communication. They can be expressed by voice, bodily gestures, and facial movements. People’s acceptance of any kind of intelligent device depends, to a large extent, on how the device reflects emotions. This is the reason why automatic emotion recognition is a recent research topic. In this paper we deal with automatic emotion recognition from human voice. Numerous papers in this field deal with database creation and with the examination of acoustic features appropriate for such recognition, but only few attempts were made to compare different emotional segmentation units that are needed to recognize the emotions in spontaneous speech properly. In the Laboratory of Speech Acoustics experiments were ran to examine the effect of diverse speech segment lengths on recognition performance. An emotional database was prepared on the basis of three different segmentation levels: word, intonational phrase and sentence. Automatic recognition tests were conducted using support vector machines with four basic emotions: neutral, anger, sadness, and joy. The analysis of the results clearly shows that intonation phrase-sized speech units give the best performance in emotional recognition in continuous speech.
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Shah, Amee P., and Mary Lou Galantino. "Building Emotional Intelligence for Student Success: A Pilot Study." Perspectives of the ASHA Special Interest Groups 4, no. 6 (December 26, 2019): 1445–61. http://dx.doi.org/10.1044/2019_persp-19-00101.
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Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.
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Adi, Titok Waskito, Budi Prasetyo, and Erlyna Hidyantari. "Effect of Emotional Intelligence and trust on Bank performance (Evidence SME’s in Indonesia)." International Journal of Management Excellence 12, no. 3 (April 30, 2019): 1848–55. http://dx.doi.org/10.17722/ijme.v12i3.1077.
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This study aims to analyze trust in the relationship between staff and customers in the banking sector, its influence on financial performance in the level of emotional intelligence (EI) and their trust. Respondents were asked to complete EI tests and questions related to trust behavior. Exploratory factor analysis and confirmatory factor analysis and correlation analysis are used to identify relationships. Trust's findings are known to consist of three components: trustworthy; knowledge; and expectations. Furthermore, there is a significant correlation between trust and EI, when compared to the financial performance of relationship managers. Research weaknesses/ implications The method used by banks in collecting performance data limits the analysis that can be held. Practical implications increasing relationship manager awareness of their own emotions, and how they perceive and act on the emotions of others, will positively influence financial performance.
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Asma, Asma, Shakila Malik, Zafar Iqbal, Rahim Khan, and Farooq Hussain. "ASSOCIATION BETWEEN TEACHERS’ PERSONALITY TRAITS AND TEACHERS’ BURNOUT: MODERATING ROLE OF EMOTIONAL INTELLIGENCE." Humanities & Social Sciences Reviews 9, no. 3 (June 29, 2021): 1481–92. http://dx.doi.org/10.18510/hssr.2021.93149.
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Purpose of the study: The current study aims to recognize the association between teacher's personality traits and burnout in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The current study predicts the moderating role of emotional intelligence in the relationship between personality traits & burnout levels of university teachers.
Methodology: Quantitative research method was used in this study. Questionnaires were distributed to 317 samples of university teachers in District Peshawar, KP, and Pakistan. To check validity KMO & Bartlett's test was used. Cronbach Alpha Coefficient was used to test reliability. Meanwhile, hypotheses were tested through regression analysis and t-tests.
Main Findings: It was indicated that openness to experience and neuroticism personality traits predict emotional exhaustion, depersonalization, extroversion & neuroticism express personal achievement. Emotional intelligence significantly moderates the association between a teacher's personality traits & burnout. Additionally, it was found that female and private sector university teachers were more burnout than male and public sector university teachers.
Applications of the study: This study will add to the present level of understanding of constructs like personality traits, emotional intelligence, and burnout. The findings of this current study will also help university teachers to know about their dominant personality traits, their emotional level of intelligence. The current study results will help stimulate further research.
Novelty/Originality of the study: To our knowledge, there are only fewer amount of research studies on studying the association between teachers' burnout & personality traits in university teachers particularly, in the context of Pakistan. Keeping in view that previous studies were not focused on the role of emotional intelligence in the relationship between the above-mentioned dependent and independent variables.
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Lavin, Claire. "Scores on the Wechsler Intelligence Scale for Children-Third Edition and Woodcock-Johnson Tests of Achievement-Revised for a Sample of Children with Emotional Handicaps." Psychological Reports 79, no. 3_suppl (December 1996): 1291–95. http://dx.doi.org/10.2466/pr0.1996.79.3f.1291.
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Because there is little available research, this study examined the associations between scores on the Wechsler Intelligence Scale for Children-Third Edition and the Woodcock-Johnson Tests of Achievement-Revised for 85 children with diagnosed emotional handicaps. Analysis indicated associations were significant.
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Esmaeeli, Zohre, Masoud Khalili Sabet, and Yadollah Shahabi. "The Relationship between Emotional Intelligence and Speaking Skills of Iranian Advanced EFL Learners." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 22. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.22.
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The role of emotional intelligence as a significant factor contributing to academic achievement was central in the area of research for several years. In second language learning research, personal and social skills seems to be critical as individual differences in language production. In this regard, this study has attempted to investigate the relationship between emotional intelligence and speaking skills of Iranian advanced EFL learners. In order to achieve this goal, 96 advanced EFL learners including 48 males and 48 females were randomly selected from eight institutes in Tehran. The design of the study is a quantitative, non- experimental research utilizing a correlational approach. The data were gathered through an EQ questionnaire (namely EQ- i: S, designed by Bar- On), and speaking test (from ILETS samples of speaking tests in the form of individual interview). The value of Pearson correlation coefficient indicated that there was a significant relationship between emotional intelligence and speaking score of advanced EFL learners. The findings of the present study which denoted the role of EQ in speaking ability can be efficiently implemented in educational system through social- and- emotional- learning programs to improve students’ oral proficiency in language classroom. And it is the job of English teachers to exploit students’ full potential in order to facilitate language learning.
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Nada, Qotrun, M. Fahri Yasin, and Khairan M. Arief. "THE EFFECT OF GOOGLE CLASSROOM LEARNING MEDIA AND EMOTIONAL INTELLIGENCE ON THE RESULTS OF LEARNING HISTORY INDONESIA GRADE X STUDENTS AT SMK BINA INSAN KAMIL." Akademika 9, no. 02 (November 30, 2020): 17–28. http://dx.doi.org/10.34005/akademika.v9i02.1108.
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This study aims 1) The differences in learning outcomes of Indonesian history between students who get learning using google classroom and those using printed media. 2) The effect of interaction between instructional media and emotional intelligence on learning outcomes of Indonesian history. 3) To find out the difference between students' learning outcomes of Indonesian history using media google classroom and those using printed media for students who have high emotional intelligence. 4) To find out the learning outcomes of Indonesian history using media based on google classroom and those using printed media for students who have low emotional intelligence. This study used an experimental method with a 2x2 factorial group design.The affordable population in this study were students of class X SMK Bina Insan Kamil Bekasi City, the sample was taken using a random sampling technique, so the sample was 64 students, consisting of 32 students for the experimental group and 32 students. for the control group. Retrieval of data using test instruments for learning outcomes and non-tests for emotional intelligence. The data analysis technique used descriptive analysis and infrential analysis. Based on the research results, it can be concluded that:The learning outcomes of Indonesian history students taught using google classroom media are higher than students taught using print media. There is an influence of learning media interaction with emotional intelligence on learning outcomes of Indonesian history.
Keywords: Emotional Intelligence, Indonesian History Study Results
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Cahyani, Ni Komang Reza, and I. Gusti Agung Ayu Wulandari. "The Effects of Anxiety and Emotional Intelligence on The Mathematic Learning Outcomes of Fifth Grade Students." Indonesian Journal Of Educational Research and Review 4, no. 1 (March 25, 2021): 44. http://dx.doi.org/10.23887/ijerr.v4i1.33077.
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Students experience very high anxiety, so it impacts the difficulty of digesting and understanding mathematics learning materials. It causes low Mathematics learning outcomes. This study analyzes the effect of anxiety and emotional intelligence on fifth-grade elementary school students' mathematics learning outcomes. This study was an "ex post facto" study with a population of 238 students. The sample was determined using a proportional random sampling technique to obtain a total sample of 142 students. The techniques used to collect data were observation, interviews, questionnaires, document recording, and tests. The instrument used to collect data was a questionnaire. Hypothesis testing was carried out using simple regression analysis techniques and multiple regression analysis. The results of this study indicate that: There is an influence of anxiety on mathematics learning outcomes with a contribution of 3.5%; There is an influence of emotional intelligence on mathematics learning outcomes with a contribution of 6.6%; There is an influence of anxiety and emotional intelligence on mathematics learning outcomes with a contribution of 7.2%. So the conclusion of the research shows a significant influence between anxiety and emotional intelligence on the mathematics learning outcomes of fifth-grade elementary school students.
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Wulandari, Ni Komang Hita, Kadek Rahayu Puspadewi, and Putu Ledyari Noviyanti. "HUBUNGAN ANTARA KECERDASAN EMOSIONAL, KEMANDIRIAN BELAJAR DAN KREATIVITAS BELAJAR DENGAN HASIL BELAJAR MATEMATIKA." Jurnal Santiaji Pendidikan (JSP) 11, no. 1 (March 24, 2021): 72–83. http://dx.doi.org/10.36733/jsp.v11i1.1808.
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This correlational research aims to determine the relationship between emotional intelligence, independent learning and learning creativity with the mathematics learning outcomes of grade VII students of SMP Negeri 1 Blahbatuh. Data collection was carried out by means of questionnaires and tests. The sample used is a number of 80 people who are determined by the cluter random sampling technique. Hypothesis test used is simple and multiple regression with a significance level of 0.05. The results of this study indicate that there is a significant relationship between emotional intelligence and mathematics learning outcomes, the relative contribution is 46%. There is a significant relationship between independent learning and mathematics learning outcomes, the relative contribution is 39%. There is a significant relationship between creativity and mathematics learning outcomes, the relative contribution is 64%. There is an influence between emotional intelligence, independent learning and learning creativity with mathematics learning outcomes of students with a relative contribution of 62%.
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Asiamah, Nestor, Henry Kofi Mensah, and Emelia Danquah. "An assessment of the emotional intelligence of health workers." Journal of Global Responsibility 9, no. 2 (May 8, 2018): 141–59. http://dx.doi.org/10.1108/jgr-03-2017-0014.
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Purpose This study aims to assess health workers’ level of emotional intelligence (EI) in Accra North and recommend a simple but robust statistical technique for compulsorily validating EI measurement scales. Design/methodology/approach The researchers used a self-reported questionnaire to collect data from 1,049 randomly selected health workers. Two non-nested models, BNK MODEL and CMODEL, were compared to see which of them better fits the study population and yields a better level of EI. The one-sample and independent-samples t-tests, exploratory factor analysis and confirmatory factor analysis were used to present results. Findings The study found that health workers were appreciably emotionally intelligent for both models at the 5 per cent significance level. However, EI was higher for the CMODEL. The CMODEL also better fits the study population (χ2 = 132.2, p = 0.487, Akaike information criterion = 124.932) and thus better underlies EI in it. This study recommends proper validation of the two EI scales evaluated in this study, and possibly other scales, before the use of their data in research, as failure to do so could lead to unrealistic results. Originality/value Apart from its contribution to the literature, this study provides a robust statistical approach for assessing health workers’ EI and validating EI scales. By comparing two models of EI in the validation process, this paper suggests that the researcher’s choice of a measurement scale can influence his/her results.
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Altaras Dimitrijević, Ana, Zorana Jolić Marjanović, and Jelena Starčević. "The Vocabulary of Emotions Test (VET)." Psihologijske teme 29, no. 1 (2020): 135–50. http://dx.doi.org/10.31820/pt.29.1.8.
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Considering the necessity to broaden the range of valid emotional intelligence (EI) measures, this study further examined the psychometric properties of the Vocabulary of Emotions Test (VET; Takšić, Harambašić, & Velemir, 2003). Participants were 333 university students (75.4% female) from Serbia, 245 studying education sciences or humanities, and 88 pursuing natural/technical sciences. All were administered the Serbian version of the VET and two standard tests of verbal intelligence (VI) and asked to report their average grade. The VET had good internal consistency (α = .83) and correlated positively with both measures of VI (r = .37 and .45), as with participants’ grades (r = .20). Significant group differences emerged on the VET, but not the two VI tests, with female participants and the Education Sciences/Humanities group scoring higher than their respective counterparts. A hierarchical regression analysis with VI (Step 1) and VET scores (Step 2) as predictors, and grades as the criterion, yielded a significant model (R 2 = .04) with emotional vocabulary explaining additional variance over VI (ΔR 2 = .02) and surfacing as the only independent predictor (β = .18) of academic achievement. Further analyses showed emotional vocabulary to incrementally predict achievement in education sciences and humanities (ΔR 2 = .03, β = .19), but not in natural/technical sciences, in which context neither VI nor emotional vocabulary were statistically significant predictors of students’ grades. The current results are interpreted as promising evidence on the reliability and validity of the Serbian VET, encouraging further use of this instrument in EI research.
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Warrier, Uma, and Aisha M Sheriff. "Significance of Eq in Stress Reduction & Coping." Ushus - Journal of Business Management 6, no. 1 (January 11, 2007): 33–47. http://dx.doi.org/10.12725/ujbm.10.3.
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Emotional Intelligence, as the name suggest, is the ability of individuals to use emotions intelligently. It helps a person to be aware of one's own feelings and others feelings, to be able to differentiate among them and to use the information to guide one's thinking and behaviour. Most people associate stress with emotions of anger; fear, anxiety sadness and frustration. So it would seem logical to define stress in terms of an emotional experience. Stress is a consequence of interaction between an environmental Stimulus, called a stressor and individuals response, which is the emotional part. In this study we are dealing with the harmful effect of stress, which is generally known as distress. This study is an attempt to relate stress coping ability with EQ of employees. The positive effects of stress, the Eustress is also studied. The findings of the study can be used as a pointer to formulate HR strategy where EQ tests could be used for screening during the hiring process to identify prospective employees with higher EQ levels. This concept can have wider application in tackling attrition. This study draws input from primary research, cited in reference, and other secondary research findings.
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Alghamdi, Nawal G., Muhammad Aslam, and Khushnoor Khan. "Personality Traits as Predictor of Emotional Intelligence among the University Teachers as Advisors." Education Research International 2017 (2017): 1–6. http://dx.doi.org/10.1155/2017/9282565.
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The focus of the present study was to investigate personality traits as the predictor of emotional intelligence (EI) among the university teachers working as student advisors. A sample of the study comprised 100 student advisors (male = 50; female = 50). The age range of the sample was 21–40 years. Schutte Emotional Intelligence Scale (SEIS) and Big Five Inventory (BFI) were used to measure emotional intelligence (EI) and personality traits. For the statistical analysis of the data, T-test and regression analysis were computed. The findings revealed that three personality traits, extraversion, agreeableness, and openness to experience, emerged as significant predictors of EI. The findings also revealed that conscientiousness and neuroticism have no impact on EI. T-tests indicated that there are no gender differences in EI. Considering the implication of personality traits on EI among university teachers/student advisors, the current research may assist in augmenting the organizational behavior in general and boost the productivity in particular which are both essential ingredients for the deliverance of services to all the stakeholders linked with the educational system in Saudi Arabia.
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Mohammed, Dr Anwar Abbas. "The equivalent strategy in the achievement of chemistry material and emotional intelligence for the fifth grade students of bio-scientific." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 224, no. 3 (October 27, 2018): 195–222. http://dx.doi.org/10.36473/ujhss.v224i3.297.
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The research aims to reveal the effectiveness of equivalent strategy in the achievement of the chemistry material and emotional intelligence for students’ fifth grade. The sample of the research consists of (28) students from fifth grade science bio in junior high thankful for Boys, of the Directorate of Education BAGHDAD - Al-Karkh II. The Students are divided between two divisions evenly, Division of (a) a control group which studied according to ordinary method, and the Division (b) It is the experimental group which studied according to the same strategy. Use tests Mann - Whitney (j) of the two independent samples equal to analyze the data. Search results have shown statistically significant differences between the two groups in the academic achievement of chemistry and emotional intelligence differences, and in favor of the experimental group that studied according to the same strategy.
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Mysirlaki, Sofia, and Fotini Paraskeva. "Emotional intelligence and transformational leadership in virtual teams: lessons from MMOGs." Leadership & Organization Development Journal 41, no. 4 (April 30, 2020): 551–66. http://dx.doi.org/10.1108/lodj-01-2019-0035.
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PurposeAs business is becoming more global, virtual teams are getting increasingly prevalent. The purpose of this paper is to examine virtual team effectiveness by taking a deeper look at the Virtual World Teams (VWTs) of Massively Multiplayer Online Games (MMOGs).Design/methodology/approachThe paper investigates the effects of leaders’ emotional intelligence and transformational leadership on virtual team effectiveness, including three sub-factors of team effectiveness: team performance, viability and team member satisfaction. In addition, the indirect effect of emotional intelligence on team effectiveness via transformational leadership was examined. In total, 500 MMOG players that belonged in virtual world teams participated in the study. Hypotheses were tested through a series of multiple linear regression analyses, and one-way ANOVA tests were used to explore the impact of gender on the key factors of team effectiveness.FindingsThe analysis revealed a significant predictive relationship between perceived leader emotional intelligence and virtual team effectiveness sub-factors, mediated by transformational leadership behavior. Further analysis revealed gender differences in players’ perceptions of their leader emotional intelligence, transformational leadership and virtual team effectiveness.Practical implicationsThis paper adds to the literature by revealing important predictors of virtual team effectiveness. These findings suggest implications for research and practice in the fields of Human Resources (HR), Human Resource Development (HRD) and training programs for e-leaders. The results of the analysis based on gender differences also have theoretical and managerial implications.Originality/valueThe study provides evidence that transformational leadership mediates the relationship between leaders’ emotional intelligence and team effectiveness in a virtual team.
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Farahani, Ali Akbar Khomeijani, and Hassti Gholam-Shahbazi. "The Relationship between the Emotional Intelligence of Iranian EFL Learners and Their Performance on the Listening Section of IELTS." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 469. http://dx.doi.org/10.17507/jltr.1003.09.
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This study was an attempt to explore the role of emotional intelligence on the whole and its components particularly problem solving in EFL learners’ listening comprehension performance in the IELTS tests. For this purpose, a total of 39 advanced learners homogenized according to Oxford Placement Test took part in this study. Participants completed the IELTS listening tests and were asked to fill out the Bar-On emotional intelligence questionnaire. The obtained quantitative data were analyzed using Pearson correlation coefficients. Results indicated a non-significant correlation between the whole EI scores and listening performance of learners. There were, however, a significant relationship between problem solving and EI. The social responsibility component of EI was also found to have a significant relationship with listening. The findings are discussed with regard to the role of the IELTS test as a standardized test and the high level of learners. Implications and suggestions for further research are presented.
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Ivcevic, Zorana, and Catherine Eggers. "Emotion Regulation Ability: Test Performance and Observer Reports in Predicting Relationship, Achievement and Well-Being Outcomes in Adolescents." International Journal of Environmental Research and Public Health 18, no. 6 (March 19, 2021): 3204. http://dx.doi.org/10.3390/ijerph18063204.
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This paper examines emotion regulation defined as one of the components of emotional intelligence ability and tests how emotion regulation predicts academic achievement, relationship quality, and affective well-being outcomes in adolescents. Specifically, we examine two ways of measuring emotion regulation ability—using performance test scores and through knowledgeable informant observations (teachers). While previous research supports the predictive validity of performance on ability tests of emotion regulation observer reports of emotion regulation have not received much empirical attention. In a sample of high school students, we test whether performance-tested and observer-assessed emotion regulation ability predict a range of outcomes beyond the Big Five personality traits and gender and whether the two measures of emotion regulation ability predict outcomes independently. Our hypotheses are supported for outcomes of relationship quality and academic achievement, but not for affective well-being outcomes. We discuss the implications for assessment of emotion regulation ability and the nature of outcomes predicted by emotion regulation ability.
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Nurjannah, Dwi. "Peningkatan Motorik Halus Anak Melalui Kegiatan Bermain Papercraft (Penelitian Tindakan di TK Alam Rizkia, Depok)." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 4, no. 2 (December 31, 2018): 149–60. http://dx.doi.org/10.14421/al-athfal.2018.42-03.
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This paper presents the application of the intellectual conflict learning model in the context of the emotional development of children in the age of RA and their role in the interpersonal intelligence of students. This type of research is mixed methods. The topics of this study were 30 PIAUD students of the third semester. The instruments used in this study are questionnaire, observational sheet and document studies. Analysis of the data used in this study is qualitative data analysis by Miles and Huberman and analysis of quantitative data using simple regression tests. The results showed that: (1) the application of the intellectual conflict learning model had an impact on the cognitive aspects of the emotional development of children, affective and psychomotor in the emotional development of RA children; and (2) the intellectual conflict learning model provides a positive role for the interpersonal intelligence of the students.
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Alvarado, Jesús M., Amelia Jiménez-Blanco, Teresa Artola, Santiago Sastre, and Carolina M. Azañedo. "Emotional Intelligence and the Different Manifestations of Bullying in Children." International Journal of Environmental Research and Public Health 17, no. 23 (November 28, 2020): 8842. http://dx.doi.org/10.3390/ijerph17238842.
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The main objective of this research was to help clarify the relationship between ability emotional intelligence (AEI) and bullying in children. Bullying is a maladaptive behaviour that generates severe adverse consequences in the school environment and is a matter of growing concern in the educational community. To investigate the relationship between AEI and bullying, we administered two tests to a sample of 329 students (52.9% girls) aged between 8 and 12 years old (Mage = 9.3; SD = 1.2). AEI was assessed using a test based on the interpretation of cinema scenes (EMOCINE). EMOCINE was designed to measure two of the primary factors considered in Mayer and Salovey’s ability model: emotional perception and emotional understanding. Furthermore, we administered a measure of bullying and school violence (AVE), which provides a global index of bullying, as well as a measure of its intensity, by considering eight scales or types of victimisation (harassment, intimidation, coercion, threats, social blocking, social exclusion, manipulation and aggression). The results show that age had a statistically significant effect on measures of bullying, while gender showed an interaction with victimisation types. A reduction in bullying behaviours was observed as the age of children increased, while gender-based analyses revealed different patterns in bullying behaviours. Regarding EI, it was observed that students with high AEI scores presented the lowest levels in both global bullying indexes and the victimisation types. Consequently, AEI seems to have important implications for bullying behaviours, and therefore, interventions aimed at the evaluation, training and development of AEI might offer the educational community the possibility of preventing or redirecting bullying situations.