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Fraefel-Roth, Heidi. "Emotionale Intelligenz : eine kritische Auseinandersetzung mit einem populären Begriff /." Zürich : Hochschule für Angewandte Psychologie, 2005. http://www.zhaw.ch/fileadmin/user_upload/psychologie/Downloads/Bibliothek/Arbeiten/D/d1856.pdf.
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Kuster, Othmar. "Erfassen die Persönlichkeitstests im Diagnostikkoffer des SVB emotionale Intelligenz? /." Zürich : Hochschule für Angewandte Psychologie, 2006. http://www.hapzh.ch/pdf/2s/2s0871.pdf.
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Gatzmaga, Nils [Verfasser]. "Emotionale Intelligenz im Mannschaftssport - Schlüssel zum Erfolg? : der Zusammenhang zwischen emotionaler Intelligenz und der Beurteilung nonverbalen Verhaltens im Fußball / Nils Gatzmaga." Paderborn : Universitätsbibliothek, 2017. http://d-nb.info/1132693837/34.
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Wittmann, Martina. "Emotionale Kompetenz und Erziehungsverhalten im Spiegel der Mutter-Kind-Interaktion /." Berlin : Köster Berlin, 2008. http://deposit.d-nb.de/cgi-bin/dokserv?id=3127719&prov=M&dok_var=1&dok_ext=htm.
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Wittmann, Martina. "Emotionale Kompetenz und Erziehungsverhalten im Spiegel der Mutter-Kind-Interaktion." Berlin Köster, 2007. http://d-nb.info/98926355X/04.
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Arnold, Margret. "Aspekte einer modernen Neurodidaktik : Emotionen und Kognitionen im Lernprozess /." München : Vögel, 2002. http://www.gbv.de/dms/bs/toc/353825964.pdf.
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Tanjour, Fadia [Verfasser]. "Arbeitszufriedenheit, organisatorisches affektives Commitment und emotionale Intelligenz : eine empirische Untersuchung über den Zusammenhang zwischen Arbeitszufriedenheit, organisatorischem affektivem Commitment und Emotionaler Intelligenz bei MitarbeiterInnen in norddeutschen Kindertageseinrichtungen / Fadia Tanjour." Kiel : Universitätsbibliothek Kiel, 2014. http://d-nb.info/105910914X/34.
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Tsiknaki, Eirini. "Literatur und Persönlichkeitsentwicklung eine empirische Untersuchung zur Erfassung des Zusammenhangs zwischen literarischem Lesen und emotionaler Intelligenz." München M-Press, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2660865&prov=M&dok_var=1&dok_ext=htm.
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Hertel, Janine. "Emotional Abilities: What do different measures predict?" Doctoral thesis, Universitätsbibliothek Chemnitz, 2007. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200702070.
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Die Arbeit gliedert sich in fünf Teile. An ein Überblickskapitel, in welchem aktuelle Modelle und Verfahren zur Erfassung Emotionaler Intelligenz vorgestellt werden, schließen sich drei empirische Studien (englischsprachig) an. In diesen werden Zusammenhänge von Fähigkeitstests und Selbstberichtverfahren zur Erfassung emotionaler Fähigkeiten in Bezug auf sozial relevante Faktoren wie Lebenszufriedenheit, Konfliktlösefähigkeiten und Freundschaft untersucht. Darüber hinaus wird geprüft, inwieweit sich Patienten verschiedener Störungsbilder von einer psychisch gesunden Kontrollgruppe als auch untereinander in ihren gezeigten emotionalen Fähigkeiten unterscheiden. Die Arbeit endet mit einer Integration der Ergebnisse dieser drei Studien. Insbesondere wird dabei auf die Probleme aktueller Verfahren zur Erfassung Emotionaler Intelligenz mittels Selbstbericht und Fähigkeitstest eingegangen. Aufgrund der konzeptionellen Nähe von Sozialer Intelligenz und Emotionaler Intelligenz werden mögliche Integrationspunkte dieser beiden Forschungsfelder benannt. Ebenso werden mögliche alternative Erfassungsmethoden aufgezeigtThis dissertation is devided into five parts. An introductory chapter explains actual self-report questionnaires and ability tests to assess emotional intelligence. The following three chapters present empirical data looking at relations between self-report measures and ability tests and important variables of social functioning like life satisfaction, conflict-management abilities, and friendship. Moreover, in another study we looked at differences between and within inpatients with different kinds of mental disorders and a clinically healthy control group. The final chapter integrates findings and conclusions focusing on the problems assessing emotional intelligence with self-report questionnaires and ability tests. As social intelligence and emotional intelligence are conceptionally related possible areas of collaborative work are discussed. Furthermore, alternative ways of assessing emotional abilities are highlighted
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Turß, Michaela. "Emotional understanding." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2013. http://dx.doi.org/10.18452/16836.
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Im Rahmen des Leistungsansatzes von emotionaler Intelligenz sehen Mayer und Salovey (1997) Emotionsverstaendnis als Voraussetzung für Emotionsregulation. Es sollte nützlich sein zu wissen, wie man sich in bestimmten Situationen fühlen wird. Zur Messung werden unter anderem Vignetten eingesetzt, in denen Emotionen für hypothetische Situationen vorhergesagt werden. Im Gegensatz dazu postulieren Gilbert und Wilson (2003) charakteristische Fehler bei affektiven Vorhersagen, die motivational günstig sind. In der vorliegenden Arbeit wird die Akkuratheit emotionaler Vorhersagen im natürlichen Umfeld untersucht, um dessen adaptiven Wert zu beurteilen. Zunächst sollten Beamtenanwärter ihre Emotionen in einer bedeutenden Testsituation vorhersagen (N=143). Dann wurden studentische Arbeitsgruppen (180 Mitglieder in 43 Gruppen) gebeten, Gefühle zwischen den Mitgliedern zu prognostizieren (Zuneigung, Zufriedenheit mit der Zusammenarbeit, Freude und Ärger). Akkuratheit wurde als geringer Bias (euklidische Distanz) und hohe Korrespondenz (Profilkorrelation) definiert. Das Round Robin Design der zweiten Studie ermöglichte die Varianzzerlegung der Akkuratheit nach Cronbach (1955). In beiden Studien ist ein niedriger Bias adaptiv in Hinblick auf harte Kriterien, auch inkrementell über Intelligenz und Persönlichkeit hinaus. Bias hing teilweise mit Allgemeinwissen zusammen, aber nicht mit Intelligenz. Zusammenhänge zu emotionaler Intelligenz waren inkonsistent. Die Akkuratheit als Korrespondenz ist theoretisch interessant aber deutlich weniger reliabel. Auf Gruppenebene konnte die Korrespondenz Kriterien vorhersagen, aber es zeigte sich keine inkrementelle Validität. Zukünftige Forschung sollte sich auf spezifische Situationen und spezifische Emotionen konzentrieren sowie die Prozesse untersuchen, die emotionalen Vorhersagen zugrunde liegen.In the ability model of emotional intelligence by Mayer and Salovey (1997), emotional understanding is a prerequisite for emotion regulation. Knowing which emotions occur in which situations should be beneficial and adaptive. One of the subtests for emotional understanding asks for likely emotional reactions in hypothetical situations. In contrast, Gilbert and Wilson (2003) argue that characteristic biases in affective forecasting are adaptive. The current thesis aims to measure accuracy of emotional predictions in a natural setting and examines its adaptive value. In the anxiety study, public officials were asked to predict future emotions in an important test (N=143). The second study focused on freshman student work-groups (N=180 in 43 groups). Group members predicted interpersonal feelings for each other (affection, satisfaction with the collaboration, fun, and anger). In both studies, accuracy of emotional predictions is defined as low bias (i.e. Euclidean distance) and high correspondence (i.e. profile correlation). The round robin design in the work-group study also allows to decompose accuracy following Cronbach (1955). In both studies, a low bias was adaptive in terms of strong criteria, also incrementally over and above intelligence and personality alone. Accuracy was partly related to general knowledge but not to intelligence. Associations to emotional intelligence were inconsistent. Accuracy as correspondence is theoretically interesting but much less reliable. There is some evidence for its adaptive value on a group level but no indication of incremental validity. Future research should focus on specific situations and specific emotions. Also, processes underlying affective forecasts should be evaluated in detail.
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Eppel, Tobias [Verfasser]. "Differentialpsychologische Untersuchung der mimischen Emotionserkennung hinsichtlich der Faktoren Alexithymie, Emotionale Intelligenz, Emotionsregulation und Persönlichkeit : eine korrelative Studie / Tobias Eppel." Ulm : Universität Ulm, 2018. http://d-nb.info/1166756920/34.
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Kell, Yvette. "AN EXPLORATION OF EMOTIONALLY INTELLIGENT LEADERSHIP IN COLLEGIATE RECREATION STUDENT EMPLOYEES AND THEIR OWN PERCEPTIONS OF THEIR EMOTIONAL INTELLIGENCE AND EMOTIONALLY INTELLIGENT LEADERSHIP." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/40.
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Universities are an ideal environment to assist students in the development of their leadership skills in a safe and supportive environment. The development of emotional intelligence (EI) has become an important aspect of student leadership development. The purpose of the study was to examine the emotionally intelligent leadership (EIL) scores of students working in a collegiate recreation setting and to examine their perceptions of their own EI and EIL. An exploratory, sequential, mixed-methods approach was used to explore the EIL scores of students employed in collegiate recreation departments at seven university sites. EIL was the theoretical framework used in this study (Shankman et al., 2015).
The findings of this study showed no statistically significant difference in mean scores of EIL between students working in formal and informal leadership positions or between genders. Themes that emerged from the participant’s perceptions of their own EI and EIL were communication, confidence, perceived leadership ability, and teamwork.
Understanding how students perceive their own EI and EIL can assist practitioners in the creation and development of intentional training and development programs.
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Nicklas, Kling, and Julia Sjöblom. "Emotionell Intelligens : En studie baserad på sambandet mellan fastighetsmäklarens arbetsprestation och emotionell intelligens." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36554.
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Title: Emotional Intelligence - A study based on the relationship between real estate agents and emotional intelligence Level: Final assignment for Bachelor Degrees in Business Administration Authors: Julia Sjöblom and Nicklas Kling Supervisor: Jonas Kågström Date: 2021 June Aim: The purpose of the study is to investigate if and how emotional intelligence affects the real estate agent's work performance. Method: The study used a quantitative research method done with “"Trait Emotional Intelligence Questionnaire" short form” designed as an survey and this was sent out to real estate agents that are based in Sweden. Result and conclusion: The results of the study show that there exists correlations between Trait EI and real estate brokers work performances. There are correlations between subcategories sociability, self-control, emotionality but there is no correlation to wellbeing on the subscale level. This means that real estate agents who are skilled in social contexts, has easy to interact with other people and are good listeners are more likely to perform better at work. Contribution of the thesis: This study contributes to business economics research by examining how emotional intelligence affects real estate agents' sales performance. Suggestions for future research: Based on the results this study, it would be interesting for further research to investigate the subcategory sociability. Another suggestion is to use Trait Emotional Intelligence Questionnaire measuring instrument in the same industry as this study to find similarities or differences with our results. Finally, further research is proposed regarding the possibility of developing the levels of emotional intelligence to see how this would affect work performance as a real estate agent. Keywords: Emotionell intelligens, Trait emotionell intelligens, Work performance, "Trait Emotional Intelligence Questionnaire", Real estate agent
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Shurouq, Redha. "Kunskap ur elevernas vardag : En studie om livkunskap påverkan på elevernas förmåga att reflektera och hantera konflikter." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6613.
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The schools have problems with conflicts and mobbing. One way to deal with this is to focus on the importance of life skills “SET- Social emotional training”. SET is a program that encourages student’s self-awareness, that is, the understanding students have about themselves and how he or she can relate to it and to others. This study aims to examine if life skills in school contribute to student’s ability to reflect and deal with conflicts. The main research questions are: How can life skills, and specifically the SET program help students to reflect about themselves and others in the group? In which way can the SET-program help students to reflect and deal with conflicts? How can reflection and conflict management using the SET method affect student’s action in school? What are the limitations/ difficulties? The study is a qualitative research based on observation, group interviews with four students and a teacher in 5th grade, in a school south of Stockholm. The theoretical framework emphasises Vygotskij’s description of the relationship between thoughts and feelings and how this affects our action and behavior. The results of the study show that life skills help students to improve their self-awareness by reflecting on their emotions and thoughts. By repeating concepts, students are helped to train their thought and process emotions during lesson time. The study reach the conclusion that life skills/SET help the student to learn something new about themselves and others in their environment. Life skills/SET helps the student to understand changes and manage them by focusing on how to gain new experience of these changes.
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Welen, Christoffer. "Emotionally Intelligent Leadership : A qualitative exploration of the sub concepts that contextualize the leadership style that comes from emotional intelligence." Thesis, Linnaeus University, Linnaeus School of Business and Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6491.
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The aim of this study was to understand, clarify, and explain emotional intelligence, as well as possible sub concepts that are correlated to, and might also influence and shape, the leadership style that comes from emotional intelligence. Through Daniel Goleman’s (1995) bestseller: Emotional Intelligence, the topic has emerged rapidly during the last two decades and has been implemented in various settings, and among them as a leadership style. Now, even though emotionally intelligent leadership (EIL) has been touched upon in research to a certain level, there is no established map that explains the leadership style or its context. That is the gap this thesis is trying to close. By analyzing five books (from representatives of both the ability model and the mixed model) concerning strictly emotionally intelligent leadership, I wanted to discover what contextual perception these authors had of the leadership style and its context. The empirical study showed that the authors discussed a total of nine sub concepts which could be placed in the surrounding of EIL. After the analysis, the nine concepts were narrowed down to seven, which shape and influence this leadership style. Those seven concepts are acting, communication, gender, humor, mood, symbolic management and training and development. The development of emotional intelligence, emotionally intelligent leadership and its contextual concepts have also been presented through a model called: Linnaeus Model of Emotionally Intelligent Leadership and its Contextual Sub Concepts. This paper is a first effort at mapping the terrain of this emotional way of leading, and I hope that scholars and researchers within the study area, as well as practitioners and consultants (especially within leadership, management and HR) will find this paper useful.
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Björnström, Martin, and Charlotta Lindvall. "Complex Problem Solving, Creativity and Emotional Intelligence: three success factors forthe 21st century workplace." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-81602.
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The purpose of the present study was to examine complex problem solving (CPS),emotional intelligence (EI) and creativity to further the knowledge aboutcompetencies that are important for the 21st century workplace. We hypothesizedthat CPS would be related to both creativity and EI. Furthermore, we hypothesizedthat age would show a negative relationship to CPS. 39 participants recruitedmostly from convenience sampling completed the CPS test, the creativity test andthe EI test at locations in Örebro and Stockholm. The results were analyzed withlinear and multiple regressions and showed that CPS significantly predictedcreativity and that CPS significantly predicted EI, with those two having a negativerelationship. A regression revealed that age significantly predicted CPS, with thosetwo having a negative relationship. It was theorized that working memory andintelligence were important factors explaining the regression of CPS and creativity.The unexpected negative relationship between CPS and EI was theoreticallyinvestigated, indicating that personality factors could have affected the results.Syftet med den här studien var att undersöka komplex problemlösning (CPS),emotionell intelligens (EI) och kreativitet för att främja kunskapen om kompetensersom är viktiga för 2000-talets arbetsplats. Vår hypotes var att CPS skulle vararelaterat till både kreativitet och till EI. Dessutom var en hypotes att ålder skulleha en negativ relation till CPS. 39 deltagare rekryterade främst frånbekvämlighetsurval genomförde CPS-testet, kreativitets testet och EI-testet iÖrebro och i Stockholm. Resultaten analyserades med linjära och multiplaregressioner och visade att CPS signifikant predicerade kreativitet och att CPSsignifikant predicerade EI, med ett negativt förhållande. En regression visade attålder signifikant predicerade CPS, med ett negativt förhållande. Teoretiskaförklaringar gavs att arbetsminne och intelligens var viktiga faktorer somförklarade regressionen av CPS och kreativitet. Det oväntade negativa sambandetmellan CPS och EI undersöktes teoretiskt vilket antydde att personlighetsfaktorerkan ha påverkat resultaten.
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Nilsson, Kajsa, and Cecilia Jansson. "Chefers emotionella kommunikation och dess relation till personalomsättning." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14651.
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It is now increasingly common for organisations to work actively with HR issues. Furthermore, it is a constant top priority for organisations to remain profitable. The purpose of this study was to investigate whether so called soft HR values, as manager’s communication skills, has an actual impact on hard values in terms of costs for the organisation. Leadership is largely characterised by emotional communication, which together with personnel costs were the main focus of the research. The study was conducted by letting store managers and department heads in shops carry out an emotion perception test and the test results were related to the store/department employee turnover and the number of sick leave hours. The results showed a strong tendency for statistical significance between emotion recognition and the predictors. This suggests that stores, which have low employee turnover and low sick leave hours, can be explained by the manager's capability in emotion perception. The study complements current research by emphasising the importance of emotionally competent managers to operate successful and profitable organisations.Det är idag allt vanligare för organisationer att arbeta aktivt med HR-frågor. Dock är den största prioriteringen alltid ekonomiska lönsamheten. Syftet med denna studie var att undersöka om så kallade mjuka HR-värden, så som chefers kommunikation, har en faktisk påverkan på hårda värden i fråga om kostnader för organisationen. Ledarskap präglas till stor del av emotionell kommunikation, vilket tillsammans med personalkostnader utgjorde huvudfokus i studien. Studien genomfördes genom att låta butikschefer och avdelningschefer i butiker göra ett emotionsperceptionstest där testresultatet sedan relaterades till butikens/avdelningens personalomsättning och antal sjukskrivningstimmar. Resultatet visade en stark tendens till statistisk signifikans mellan emotionsperception och prediktorerna. Detta tyder på att butiker som har låg personalomsättning och lågt antal sjukskrivningstimmar kan förklaras med hjälp av chefens goda förmåga till emotionsperception. Studien kompletterar aktuell forskning genom att poängtera vikten av emotionellt kompetenta chefer för att driva framgångsrika och lönsamma organisationer.
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King, Clea Larissa. "Concealed intelligence : a description of highly emotionally intelligent students with learning disabilities." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4133.
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This multiple case study describes students who are highly emotionally competent yet have
learning disabilities. The study sheds light on how such students perceive their educational
experience and begins to answer inter-related questions, such as how emotional strengths assist
with learning disabilities. A multiple case study design was used. The participant group ranged
from 11 to 16 years of age and came from two separate schools which actively work with students diagnosed with learning disabilities. The study was divided into two phases. In the first phase, the Mayer—Salovey—Caruso Emotional Intelligence Test-Youth Version (MSCEIT-YV) was given to students in the two participating classes. The two students from each class who achieved the highest scores on the MSCEIT-YV were then asked to participate in the second phase of the study. Here, the researcher conducted observations of the participants within the school environment. Additionally, the participants attended a semi-structured interview, with interview questions based on the MSCEIT-YV and school related scenarios. Themes that emerged were then analyzed and compared within and between cases as well as with emotional intelligence research. Case study descriptions emerged from this analysis and a brief follow up interview was conducted with one family member and the participating student as a means of sharing and
verifying findings. Participants revealed varying ability with emotional intelligence. However, all
students demonstrated strong abilities with the ‘Strategic Emotional Reasoning’ Skills associated
with Mayer, Salovey and Caruso’s (2004) theory of emotional intelligence. Moreover, all students
showed a strong ability to use their emotional intelligence to improve academic functioning, with
one student in particular displaying outstanding abilities and insights into emotional intelligence.
The study contributes to our understanding of the complexity of ability and disability that can exist within students diagnosed with learning disabilities; this understanding, in turn, may be reflected in how these students are perceived and understood by researchers and teachers alike.
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Ekstrand, Linnea. "Emotionell Intelligens och ledarskap : En kvantitativ studie." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27932.
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Syftet med föreliggande studie var att undersöka sambandet mellan emotionell intelligens (EI )och ledarskapsstilar i Sverige. Tidigare studier har funnit ett samband mellan emotionell intelligens och transformativt ledarskap. Studien syftade även till att undersöka ifall tidigare forsknings resultat mellan emotionell intelligens och ledarskapsstilar skiljer sig i förhållande till ett svenskt urval. Ledarna (N=61) besvarade på frågor angående emotionell intelligens (SEIS) samt på frågor angående ledarskapsstil (MLQ5X). Resultatet visade ett signifikant positivt samband mellan emotionell intelligens och alla fyra komponenter i transformativt ledarskap. Inga signifikanta resultat fanns mellan emotionell intelligens och ett transaktionellt ledarskap. Ett signifikant negativt samband fanns mellan emotionell intelligens och ett laissez-fairledarskap. Resultatet visade att föreliggande studie låg i linje med tidigare forskningsresultat.The purpose of this study was to examining the relationship between emotional intelligence (EI) and leadership styles in Sweden. Previous studies have found a link between emotional intelligence and transformational leadership. The study also aimed to investigate whether previous research results between emotional intelligence and leadership styles differ in relation to a Swedish sample. The leaders (N=61) answered questions about emotional intelligence (SEIS) and questions regarding leadershipstyle (MLQ5X). The results showed a significant positive correlation between emotional intelligence and all four components of transformational leadership. No significant results were found between emotional intelligence and transactional leadership. A significant negativ ecorrelation was found between emotional intelligence and al aissez-fair leadership. The results showed that the present study was consistent with previous research.
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Burman, Bill. "RELATIONEN MELLAN EMOTIONELL INTELLIGENS OCH PERSONLIGHET." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184237.
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Från tidigare perspektiv om intelligens har en ny form av synsätt växt fram; emotionell intelligens (EI). Fokus ligger på att förstå och hantera sina och andras känsloförnimmelser. Två grenar av EI har formats för hur man kan tolka begreppet. EI som förmåga (AEI: Ability emotional intelligence) och EI som personlighet (TEI: Trait emotional intelligence). Femfaktorteorin delar in personlighet i fem olika dimensioner (utåtriktning, tillmötesgående, ordningsamhet, neuroticism och öppenhet). Syftet med denna studie var att undersöka relationen mellan emotionell intelligens och personlighet. Studien är en sambandsstudie med tvärsnittsdata, där 78 deltagare (33 män och 45 kvinnor) besvarade ett frågeformulär, som innehöll mätinstrumentet Mini-IPIP, som mäter dimensionerna ur femfaktorteorin och the assessing emotions scale, som mäter AEI. Resultatet visade att dimensionerna tillmötesgående, ordningsamhet och öppenhet hade ett positivt samband med EI. En slutsats som dras är att det finns ett begränsat samband mellan EI och personlighet i denna studie. Framtida forskning bör fortsätta undersöka relationen för att få ett definitivt svar om begreppens samröre.From previous perspectives on intelligence, a new form of approach has emerged; emotional intelligence (EI). The focus is on understanding and managing one´s and other´s emotional sensations. Two branches of EI have shaped on how to interpret the concept. EI as ability (AEI: Ability emotional intelligence) and EI as personality (TEI: Trait emotional intelligence). The five-factor theory divides personality into five different dimensions (extraversion, agreeableness, conscientiousness, neuroticism and openness). The purpose of this study is to investigate the relationship between emotional intelligence and personality. The study is a correlation study with cross-sectional data, where 78 participants (33 men and 45 women) answered a questionnaire containing the Mini-IPIP, which measures the dimensions from the five-factor theory, and the assessing emotions scale, which measures AEI. The results showedthat the dimensions agreeableness, conscientiousness and openness had a positive connectionwith EI. There is limited connection between EI and personality in this study. Future research should continue to examine the relationship in order to get a definitive answer about the concepts' connection with each other.
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Kővári, Edit Mária. "Don't worry, be emotionally intelligent : hotel functional managers' trait emotional intelligence and its relation to task and contextual performance within organisational culture in Hungary." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/614995.
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Oreland, Olle, and Julia Wallerstedt. "Emotionell intelligens : En kvalitativ studie om projektledares och projektmedarbetares subjektiva tolkning av emotionell intelligens." Thesis, Linköpings universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166934.
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Den tidigare synen på bra ledarskap och hur det kan relateras till IQ har förändrats då forskning visar att framgångsrikt ledarskap även är starkt korrelerat emotionell intelligens. Den begreppsdefinition av emotionell intelligens, författad av Goleman, som utgör grunden till studien innebär förmågan att identifiera, uttrycka och verka som reaktion på egna och andras känslor. Detta har följaktligen blivit allt viktigare då näringslivet har förändrats och numera präglas av projektrelaterade arbetsformer. I takt med denna förändring har behovet av projektledare med emotionell intelligens ökat och eftersom man leder individer mot ett gemensamt mål är det är av relevans att öka förståelsen för vad dess emotionella intelligens har för påverkan på projektmedlemmars arbete. Tidigare forskning om emotionell intelligens i projektrelaterade arbetsformer har präglats av ett kvantitativt tillvägagångssätt där samband eller mönster identifierats. Därför har vi med en kvalitativ metod velat undersöka både projektledares och medarbetares subjektiva tolkningar av emotionell intelligens och skapa förståelse för hur projektledare kan utveckla sitt ledarskap. Med grund i studiens syfte och forskningsfrågor genomfördes en kvalitativ Små-N-studie med ett tolkande perspektiv. För att bibehålla respondenternas uppfattningar i fokus valdes en hermeneutisk utgångspunkt i förklarandet av fenomenet emotionell intelligens. Studien har genom en iterativ process bidragit med perspektiv på ledarskap inom projektarbete och med grund i Golemans definition av emotionell intelligens har vi dels etablerat en gemensam förståelse för ämnet men också format intervjuguiden och således interaktionen med respondenterna. Den insamlade empirin mynnade ut i tolkningar från både projektledarna och medarbetarna vilka belyste vikten av det emotionellt intelligenta ledarskapet inom en projektkontext och hur detta kom att påverka dess arbete. Resultatet åskådliggjorde att reflektion kring ämnet skapade en djupare förståelse för individens eget beteende och hur detta kom att spela in i relation till andra. Ur ett projektledarperspektiv kom en strategisk framställning av dess egenskaper att spela roll dels för hur medarbetarna uppfattar individen samt den slutgiltiga framgången för projektet. Från ett medarbetarperspektiv och dess tolkning av emotionell intelligens är det av vikt att projektledaren handlar utifrån sina känslor samt besitter en anpassningsförmåga till medarbetarna denne samspelar med.Good leadership have previously been defined by how it can be related to IQ. This has changed as latter research shows that successful leadership is also highly correlated with emotional intelligence. The definition of emotional intelligence, authored by Goleman, which forms the basis of the study involves the ability to identify, express and act in response to one's own and others' feelings. Consequently, this has become increasingly important as the business world has changed and is now characterized by project-related working methods. In line with this change, the need for project managers with emotional intelligence has increased as they guide individuals towards a common goal. Hence, it is of relevance to increase the understanding of what impact the emotional intelligence of a project manager has for the project members work. Previous research on emotional intelligence in project- related methods of work has been characterized by a quantitative approach in which relationships or patterns have been identified. Therefore, with a qualitative method, we have sought to investigate the subjective interpretations of emotional intelligence by both project managers and employees and create an understanding of how project managers can develop their leadership. Based on the purpose and research questions of the study, a qualitative Small-N study was conducted with an interpretive perspective. In order to maintain the respondents' perceptions in focus, a hermeneutic starting point was used in the explanation of the phenomenon of emotional intelligence. The study has, through an iterative process, contributed with perspectives on leadership in projects and based on Goleman's definition of emotional intelligence, we have partly established a common understanding of the topic but also shaped the interview guide and thus the interaction with the respondents. The collected empirics resulted in interpretations from both the project managers and the employees, which highlighted the importance of the emotionally intelligent leadership in a project context and how this affect their work. The result illustrated that reflection on the subject created a deeper understanding of the individual's own behaviour and how it acted out in relation to others. From a project manager's perspective, a strategic presentation of its characteristics became of high importance, partly in how the employees perceive the individual and the final success of the project. From an employee perspective and its interpretation of emotional intelligence, it is important that the project manager acts based on his or her feelings and possesses an adaptability to the employees he or she interacts with.
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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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Lehmivaara, Jörgen, and Emma Pakkala. "Ledarens emotionella intelligens och arbetsgruppens autenticitetsklimat : En utforskande studie om arbetsgrupper som har emotionella arbeten." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74622.
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Denna studie, som är av utforskande karaktär, förenar de två forskningsområdena emotionell intelligens och autenticitetsklimat. Studien syftar till att undersöka om ledares emotionella intelligens har betydelse för autenticitetsklimatet i arbetsgrupper som har emotionella arbeten. Utöver detta är syftet även att undersöka hur ledarnas emotionella intelligens och arbetsgruppernas autenticitetsklimat är i arbetsgrupper som har emotionella arbeten. Detta undersöks genom en kvantitativ enkätundersökning utförd bland ledare och tillhörande arbetsgrupper inom sjukvården och polisen. Ledarna fick besvara en enkät om deras emotionella intelligens och arbetsgruppen fick besvara en enkät om arbetsgruppens autenticitetsklimat. Resultatet visade att ledarnas emotionella intelligens och arbetsgruppens autenticitetsklimat generellt sett var högt. En multipel regressionsanalys visade att användning av emotioner för att underlätta prestation var den EI dimension som hade högst betavärde, därefter kom reglering av emotioner inom individen, sedan kom bedömning och identifiering av emotioner hos andra individer och slutligen bedömning och uttryck av emotioner inom individen. Reglering av emotioner inom individen var den enda av EI dimensionerna som hade en signifikant betydelse för arbetsgruppernas autenticitetsklimat. Inget signifikant samband mellan ledarens emotionella intelligens och arbetsgruppens autenticitetsklimat uppmättes, inte heller mellan ledarens emotionella intelligens i respektive EI dimension och arbetsgruppens autenticitetsklimat.This exploratory study combines two areas of research; emotional intelligence and climate of authenticity. The aim of the study is to investigate whether the leader’s emotional intelligence has an effect of the climate of authenticity in teams with emotional labor. In addition to this the study also aim to explore the level of emotional intelligence of leaders and the climate of authenticity in teams with emotional labor. This is investigated through a quantitative survey among leaders and their teams in health care and the police. The leaders´ were asked to answer a survey about their emotional intelligence and the team were asked to answer a survey about the teams´ climate of authenticity. The result showed a high level of emotional intelligence and climate of authenticity overall. A multiple regression analysis showed that use of emotion was the emotional intelligence dimension with the highest beta value, thereafter comes regulation of emotions, followed by others emotional appraisal and finally self emotional appraisal. Regulation of emotions was the only emotional intelligence dimension with a significant effect on the teams climate of authenticity. No significant relationship between the leaders´ emotional intelligence and the teams climate of authenticity where found, nor between the leaders´ emotional intelligence in each dimension and the climate of authenticity of the team.
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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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Stubbs, Elizabeth Christine. "Emotional Intelligence Competencies in the Team and Team Leader: a Multi-level Examination of the Impact of Emotional Intelligence on Group Performance." online version, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1094241887.
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Hallberg, Angela, and Sandra Skog. "Ledarskapets intelligens, empati, stress och resurser att bemästra stress hos personer i chefsposition." Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12393.
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En person i chefsposition har en viktig roll både gentemot företaget och sina medarbetare. Ronthys teori (2006, 2013) syftar till att belysa hennes syn på begreppet "ledarskapets intelligens" som består av: emotionell intelligens (EQ), rationell intelligens (RQ) och själslig intelligens (SQ). Ett test som avser mäta ledarskapets intelligens har tagits fram; Leadership Intelligence Questionnaire (LIQ). Testet finns nu i version 3; LIQ3. Personer i chefsposition kan delas upp i två typer med hjälp av LIQ3: Ledare och chef. En ledare utmärks av hög emotionell och själslig intelligens, medan en chef av hög rationell. Med utgångspunkt i Ronthys teori syftar denna studie undersöka följande frågeställningar: (a) Kan LIQ3 skilja mellan chefer och ledare utifrån om företaget producerar varor eller inriktar sig på tjänster? (b) Samvarierar EQ och SQ positivt med empati? (c) Skiljer sig den självupplevda stressen åt mellan ledare och chefer enligt LIQ3? (d) Finns det ett positivt samband mellan EQ och användbara copingresurser? Deltagarna var 131 personer i olika chefspositioner (34% kvinnor) från fyra olika organisationer (M = 49 år, SD = 8), varav 18% var högt uppsatta chefer, 62% mellanchefer och 21% gruppledare. Utöver LIQ3 svarade deltagarna på frågeformulär som mäter självupplevd stress, empati och copingresurser. LIQ3 kunde inte skilja mellan chefer och ledare utifrån organisationstyp. EQ och SQ samvarierade positivt med sociala och emotionella copingresurser. Det fanns inga signifikanta skillnader i stressnivå mellan chefer och ledare. Olika aspekter av ledarskapets förmågor uppmärksammas och ifrågasätts i dagens organisationer och dess egenskaper har undersökts och diskuterats i denna studie.A person in chief position plays an important role in respect to both the company and its employees. Ronthy's theory (2006, 2013) aims to highlight her view of the concept of "leadership intelligence" which consists of: emotional intelligence (EQ), rational intelligence (RQ) and mental intelligence (SQ). A test relating to measuring leadership intelligence has been developed; Leadership Intelligence Questionnaire (LIQ). The test is now in version 3; LIQ3. People in the Chief Position can be divided into two types using LIQ3: Leader and Manager. A leader is characterized by high emotional and spiritual intelligence, while a manager of high rationality. Based on Ronthy's theory, this study aims at examining the following issues: (a) Can LIQ3 distinguish between managers and leaders from the point of view of whether the company produces goods or focuses on services? (b) Do EQ and SQ co-exist positively with empathy? (c) Does the self-reliant stress differ between leaders and managers according to LIQ3? (d) Is there a positive link between EQ and useful coping resources? The participants were 131 in different positions (34% women) from four different organizations (M = 49 years, SD = 8), of whom 18% were senior executives, 62% middle managers and 21% group leaders. In addition to LIQ3, participants responded to questionnaires that measure self-perceived stress, empathy and coping resources. LIQ3 could not distinguish between managers and leaders by organizational type. EQ and SQ positively correlated with social and emotional coping resources. There were no significant differences in stress levels between managers and leaders. Various aspects of leadership skills are noted and questioned in today's organizations and its properties have been investigated and discussed in this study.
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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.
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Anderson, Jennifer, and Helena Sahlberg. "Den emotionella intelligensens betydelse för konflikthantering hos studenter." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-31731.
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Sambandet mellan emotionell intelligens och konflikthantering är ett relativt outforskat område, framför allt inom universitetsmiljö. I denna studie utreds huruvida nivån av emotionell intelligens har någon betydelse för preferens för olika konflikthanteringsstilar. Mätinstrumenten “The Assessing Emotion Scale” och “ The Dutch Test for Conflict Handling” användes på 100 studenter för att bedöma graden av emotionell intelligens och valet av konflikthanteringsstil. Varken emotionell intelligens eller konflikthanteringsstil var med säkerhet statistiskt signifikant beroende av kön totalt sett, däremot fanns ett starkt samband mellan “Samverkan” och “Kompromiss” till nivå av emotionell intelligens, framför allt hos kvinnor men inte hos män. Resultaten av denna studie visade att sättet att lösa konflikter inte är könsberoende utan tycks vara mer relaterade till individuella egenskaper hos varje person. Dessutom tycks personer med högre grad av emotionell intelligens föredra “Samverkan” och “Kompromiss” i konflikter.The relationship between emotional intelligence and conflict management is an area, which is relatively poorly researched especially in a university environment. In the present study, the effect of level of emotional intelligence on preference for varying styles of conflict management is investigated. The research instruments “The Assessing Emotion Scale” and “The Dutch Test for Conflict Handling” were given to 100 students in order to assess level of emotional intelligence and preference for conflict management style. Results indicated that neither level of emotional intelligence nor conflict management styles were statistically significantly influenced by gender. A strong association between “Problemsolving” and “Compromising” to level of emotional intelligence was seen in women. In men, this association was not seen. The results of this study indicate that styles to resolve conflict were not directly gender related, but rather related to the qualities shown by each individual. Additionally, individuals with a higher level of emotional intelligence preferred “Problemsolving” and “Compromising” in conflict management.
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Ranweg, Liv. "Det ska va kul och smitta av sig : En kvalitativ studie om ledarskapskonsulters attityder kring emotionell intelligens och ledarskap." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68752.
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Emotionell intelligens (EI) i relation till ledarskap och organisatorisk effektivitet studeras allt mer och börjar anses mer viktigt. I denna studie redovisas ledarskapskonsulters attityder till EI och ledarskap. Kunskap om detta område är viktig eftersom deras attityder påverkar arbetssamhället då de utbildar, föreläser och lär ut till människor som ska bli eller som redan är ledare. Frågeställningar var: Vad anser informanterna innefattar EI? och Hur samverkar EI och ledarskap? Studien är kvalitativ där jag med hjälp av en semistrukturerad intervju samlat information från sju kvinnor och fyra män som alla arbetar som ledarskapskonsulter. De arbetar inom olika organisationer och företag och är mellan 40 - 62 år. Intervjuerna tog upp frågor som Vad innebär EI, Vad är en bra ledare, frågor kring bemötande samt hur de sprider sina attityder i ämnet. Vidare fick deltagarna reflektera kring om de anser att de finns något sätt att ersätta EI och om det går att utveckla graden av EI. Resultatet visar att samtliga informanter anser att EI är viktigt inom ledarskap för att på ett effektivt sätt kunna delegera, motivera och leda sina följare, men också för att kunna utveckla ett effektivt team.EI in relation to leadership and organizational effectiveness is studied more than ever and is considered more important. I have through my study gathered leadership consultants attitudes towards EI and leadership. Knowledge about this area is important as their attitudes affect the work community as they train, lecture and teach people who will be or who are already leaders. The research questions where: What do the management consultants regard as EI? and How does EI and leadership interact? The study is qualitative and I was using a semi-structured interview to collect data from seven women and four men who all work as Leadership consultants. They work in various organizations and businesses and are between 40-62 years. The interview covered questions like What does EI mean? What is a good Leader? questions about treatment and about how they spread their attitudes in the area. Furthermore, the informants had to reflect on whether they think there is any way to replace EI and if it is possible to develop the level of EI. The results show that all informants believe that EI is important in leadership to effectively be able to delegate, motivate and lead their followers, but also to develop an effective team.
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Ingo, Sabine, and Natalie Vikström. "Emotionell intelligens och livstillfredställelse." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14261.
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I dagens samhälle riktas fokus på individens välbefinnande och olika metoder för att uppnå detta såväl privat som inom yrkeslivet. Emotionell intelligens (EI) har genom tidigare forskningsresultat visat sig ha ett positivt samband med livstillfredställelse, vilket är en komponent i individens subjektiva välbefinnande (SWB). Denna studie syftade till att utforska relationen mellan EI och livstillfredställelse med hänsyn till demografiska bakgrundsvariabler som ålder, kön, etnicitet, studietid och civilstånd. Deltagare var 101 högskolestudenter inom vårdande, pedagogiska, sociologiska och psykologiska studieinriktningar. Deltagarna besvarade självskattningsskalor utifrån instrument om EI (TMMS) och livstillfredställelse (SWLS). Resultatet visade ett positivt samband mellan EI och livstillfredställelse, särskilt vad gäller EI-förmågorna tydlighet och hantering av emotioner, emellertid kunde inte demografiska bakgrundsvariabler visa något betydande samband med livstillfredställelse. Fortsatt framtida forskning är viktig för att vinna djupare kunskaper om hur välmående kan uppnås för människor i olika livssituationer.
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Daneshmir, Hanna. "Emotionell Intelligens & Ledarskap." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76652.
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Introduction: Leadership has been a core issue of organizations for decades, if not for centuries. However, the previously so strong confidence in leadership rationality begins to weaken and instead, it is increasingly becoming a picture of the dualism that leadership often involves. The view has changed, leaders no longer apply a rational and economically computational mindset, but in fact they have to a large extent an irrational, socially oriented and emotional mindset. The emotional aspect of leadership is on the rise and, in that sense, Emotional Intelligence (EI) will become increasingly important, especially as the leader's EI capability is considered crucial to how the organization will work. Nevertheless, there is not enough research that discusses the popularized concept of EI in relation to leadership, in addition, the discussion is almost non-existent in Sweden. Purpose: The aim of the study is to contribute to a deeper understanding of the Emotional Intelligence (EI) importance in organizational context from a leadership perspective by contributing knowledge about Emotional Intelligence (EI) impact on leadership within an organization. Method: The study has been conducted with a qualitative research method with an abductive research effort. The empirical material consists of eleven interviews from business leaders in the Swedish business community. To analyze the material, theories that describe leadership, communication, motivation and leadership styles are used in connection with EI. Conclusion: The study concludes that business leaders' understanding and interpretation of the EI concept has an influence on the leadership they exercise. The study also comes up to the fact that business leaders' views on leadership affect their application of EI.Inledning: Ledarskap har varit en kärnfråga av organisationer i årtionden, om inte i århundraden. Men den tidigare så starka tilltron till ledarskapets rationalitet börjar försvagas och fram träder istället allt mer en bild av den dualism som ledarskapet ofta innefattar. Synen på att ledare inte längre tillämpar ett rationellt och ekonomiskt kalkylerande tankesätt, utan att de i själva verket i stor utsträckning har ett irrationellt, socialt inriktat och känslopräglat tankesätt. Den känslomässiga aspekten i ledarskap är på uppgång och i den meningen kommer den Emotionella Intelligensen (EI) bli allt viktigare, speciellt då ledarens EI förmåga anses vara avgörande för hur organisationen kommer att fungera. Trots det finns det inte tillräcklig forskning som diskuterar det populäriserade begreppet EI i relation till ledarskap, dessutom är diskussionen näst intil obefintlig i Sverige. Syfte: Studien syftar till att bidra till en djupare förståelse for den Emotionella Intelligensens (EI) betydelse i organisationskontext från ett ledarskapsperspektiv genom att bidra med kunskap om Emotionella intelligensens (EI) inverkan på ledarskap inom en organisation. Metod: Studien har utförts med en kvalitativ forskningsmetod med en abduktiv forskningsansats. Det empiriska materialet består av elva intervjuer från företagsledare inom det svenska näringslivet. För att analysera materialet används teorier som beskriver ledarskap, kommunikation, motivation och ledarskapstilar med koppling till EI. Slutsats: Studiens kommer fram till att företagsledares förståelse och tolkning av EI begreppet har en påverkan på ledarskapet de utövar. Studien kommer även fram till att företagsledarnas syn på ledarskap påverkar deras tillämpning av EI.
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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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Ekegren, Maria. "Ledarintelligens, självkänsla och personlighetsdrag före och efter deltagande i UGL." Thesis, Högskolan Väst, Avd för psykologi och organisationsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-4110.
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Sedan 1981 har ledarutbildningen UGL (Utveckling av Grupp och Ledare) varit en grundkurs för blivande officerare och är idag ett mycket använt koncept även inom näringsliv och offentlig förvaltning. Kursens mål är i enlighet med inbjudan bl.a. att få ökad förmåga att arbeta med reflektion, förstå känslors inverkan, kunna ta och ge utvecklande feedback, förstå hur värderingar påverkar ledarskap samt förstå behovet av olika ledarstilar. Syftet med föreliggande studie var att undersöka om det förelåg skillnad i följande variabler: ledarintelligens (emotionell, rationell och själslig intelligens), självkänsla (bas-, förvärvad och prestationsinriktad) och personlighetsdrag före resp. efter deltagande i UGL. Ledarintelligens är en ny ledarskapsmodell (Ronthy, 2006) och ett frågeformulär som bygger på denna teori är under utveckling. Ett annat syfte med studien var därför att undersöka begreppsvaliditeten hos detta instrument. Studien omfattade 125 ledare (M = 38,5 år, SD = 7,8), varav 82 kvinnor. Samtliga genomgick ledarutvecklingsprogrammet UGL under 2011. Tre självskattningsformulär användes i studien. Före och direkt efter utbildningen undersöktes samtliga variabler, efter sex månader endast ledarintelligens. Resultatet visade signifikant skillnad före resp. direkt efter utbildning gällande emotionell intelligens, rationell intelligens, själslig intelligens, bassjälvkänsla, bitterhet, psykisk ångestbenägenhet, stresskänslighet samt social konformitet. De självskattade ökningarna i ledarintelligens kvarstod i nivå efter sex månader. Resultat från korrelationsprövningar indikerade teoretiskt rimliga samband. Då den självskattade nivån av den emotionella, den rationella samt den själsliga intelligensen uppmätte högre resultat efter deltagande i UGL i föreliggande studie, verkar det som att denna kompetensutvecklingsinsats möjligen kan ha bidragit positivt till ökad ledarintelligens hos deltagarna.Since 1981 the leadership training UGL (Understanding Group and Leader) has been used as a basic course for new officers, and it´s today a frequently applied concept even in the commercial sector and public administration. The objectives of the course is, in accordance with the invitation to improve the participants’ abilities working with reflections, understanding the influence of emotions, providing developing feedback, understanding how our values influence leadership as well as understanding the needs of different leadership styles. The aim of the present study was to evaluate if there was a difference in the following variables: leadership intelligence (emotional, rational and spiritual intelligence), self-esteem (basic, earning and performance-based) and personality traits, before and after participating in UGL. The leadership intelligence is a new leadership model (Ronthy, 2006), and a questionnaire based on this theory is in progress. An additional aim of this study was to investigate the construct validity of this instrument. The study included 125 participants (M = 38,5 years, SD = 7,8), whereof 82 women. Everyone participated in the leadership development program UGL in 2011. Three self-assessment forms were used in the study. Before and immediately after the leadership training all variables were evaluated, after six months only leadership intelligence was evaluated. The results showed significant differences before and after participation in emotional intelligence, rational intelligence, spiritual intelligence, basic self-esteem, embitterment, psychic trait anxiety, stress susceptibility and social desirability. The self-estimated increases in leadership intelligence were still at similar levels after six months. Results from correlation tests indicated theoretical plausible correlations. In the present study the self-rated emotional, the logical, as well as the spiritual intelligence measured higher after participation in UGL. This professional development program may have contributed in a positive direction to increase employees’ leadership intelligence.
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Ljunggren, Charlotte, and Malin Kähäri. "Behövs emotionell intelligens i religionskunskapsundervisningen? : En kvalitativ studie." Thesis, Högskolan i Gävle, Religionsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23623.
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I denna studie utreds om utvecklandet av emotionell intelligens behövs i religionskunskapsundervisningen på gymnasiet, samt om en sådan pedagogik kan motarbeta främlingsfientlighet. I studien utreds också hur kunskap värderas i religionskunskapsundervisningen, samt i skolan i övrigt. I undersökningen har vi använt oss av olika forskares studier, samt kvalitativa intervjuer med åtta elever från två olika skolor i landskapet Gästrikland, Sverige. Vi har sedan jämfört och analyserat resultatet av dessa. Resultatet av undersökningen visade att utvecklandet av social intelligens värderades högst i religionskunskapsundervisningen, samt i skolans övriga ämnen och att social och emotionell intelligens främjar olika sorters förmågor. Vidare visade resultatet att utvecklandet av social intelligens inte kan motarbeta främlingsfientlighet, då denna förmåga endast utvecklar empati i syfte att anpassa sig till samhällets sociala normer, vilket kan leda till en falsk empati. Emotionell intelligens kräver, till skillnad från social intelligens, reflektion över egna och andras känslor, vilket kan leda till att en genuin empati utvecklas, samt en förståelse för människors känslor som allmänmänskliga processer. Således kan främlingsfientlighet motarbetas om emotionell intelligens används i pedagogiken, vilken bör genomsyra alla årskurser och ämnen med hjälp av narrativa metoder.This study investigates if the development of emotional intelligence is needed in religious studies in upper secondary school and if that kind of pedagogy can oppose xenophobia. The study also investigates how knowledge is measured in religious studies and in school in general. We have used different researchers' theories to enrich our own research. We have also utilized quantitative interviews with eight students from two different schools in the county of Gästrikland, Sweden, which we have compared and analyzed. The result of the study showed that the development of social intelligence was the most valued trait in religious studies and also in other subjects in general. We also discovered that social and emotional intelligence encourages different kinds of abilities. Social intelligence can not oppose xenophobia since people who use this kind of intelligence only develops empathy in order to adapt to the social norms of society, which could lead to false empathy. Emotional intelligence, on the other hand, demands that the person in question reflect upon both their own and others' feelings. This can lead to the development of genuine empathy and an understanding of feelings as a general human process. Emotional intelligence can therefore be used to oppose xenophobia, which should permeate all education no matter the grade or subject, with the help of narrative methods.
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Tawhid, Mosawi Nora. "Emotionell intelligens och autobiografiskt minne: : Jämförelse av individers könsskillnader, åldersgruppsskillnader, kön och ålder interaktionseffekter." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43342.
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Syftet med studien var att testa om det fanns åldersgruppsskillnader, könsskillnader, samt om ålder och kön hade interaktionseffekter när det gäller emotionell intelligens och autobiografiskt minne mellan manliga (n=106) och kvinnliga (n=231)studenter på Örebro Universitet är från 18 till 45 år(n=299). Data samlades via emotionell intelligensens enkätformulär Andrew m.fl. (2010) och Waldfogel (1948) autobiografiska minnens test. Det fanns inga könsskillnader och åldersgruppsskillnader i total emotionell intelligens, men det fanns interaktion mellan kön och ålder det vill säga att ålder och kön hade effekter på varandra. Det fanns könsskillnader i totala autobiografiska minnen då flera kvinnor rapporterade autobiografiska minnen än män, men det fanns inga åldersgruppsskillnader. Ålder och kön hade inte effekter på varandra när det gäller autobiografiska minnen. Det fanns inga skillnader mellan grupperna som rapporterade låg, medel och hög autobiografiskt minne och emotionell intelligens.The purpose of this study was to test whether there were age differences, gender differences, and if the age and gender had interaction effect on each other when it comes to groups’ emotional intelligence and autobiographical memories. The participants were male (n = 106), women (n = 231) students at Örebro University who were from 18 to 45 years (n = 299). The students responded to emotional intelligence, short version of the Andrew et al. (2010) and Waldfogel (1948) autobiographical memories test. There were no gender differences and age differences in overall emotional intelligence, but there was an interaction between gender and age meaning that gender and age had effects on each other when it comes to students' emotional intelligences. There were gender differences in the overall autobiographical memories meaning that women reported several autobiographical memories than men in the study, but there were no age differences. Age and gender had no effects on each other in terms of autobiographical memories. There were no differences in autobiographical memories among those who reported low, medium and high emotional intelligence. There were no differences in emotional intelligence between those who reported low, medium and high autobiographical memories.
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Åberg, Frida. "Emotionell intelligens ur ett skolperspektiv." Thesis, Mälardalen University, School of Education, Culture and Communication, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-6529.
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Syftet med den här studien är att undersöka hur pedagoger uppfattar och arbetar med emotionell intelligens. Som grund har jag med hjälp av en litteraturstudie definierat begreppet samt belyst olika författares tankar inom ämnet. Studien innehåller en kvalitativ del i form av intervjuer med verksamma pedagoger. Resultatet visar att pedagogerna uppfattar att emotionell intelligens har med känslor att göra, både sina egna och andras. Det visar också en skillnad i tankesätt hos pedagoger för yngre jämfört med äldre barn. Pedagogerna för de yngre barnen ser tydligt ett samband mellan lärande och emotionell intelligens. Medan det inte är lika självklart för de äldre barnens pedagoger. Slutsatsen är att det finns ett samband mellan emotionell intelligens och lärande. Och det är därför något som dagens pedagoger behöver arbeta med.
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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.
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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.
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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.
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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.
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Häberle, Markus. "Bedeutung der Emotionalen Intelligenz für ein erfolgreiches Führungsmanagement." [S.l. : s.n.], 2005. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB12168185.
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Baillie, Penny. "The synthesis of emotions in artificial intelligences: an affective agent architecture for intuitive reasoning in artificial intelligences." University of Southern Queensland, Faculty of Business, 2002. http://eprints.usq.edu.au/archive/00001408/.
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[Abstract]: This dissertation addresses several highly-critical issues in affective computing and agent architecture design including knowledge representation, motivation, emotion appraisal and affective decision making. The approach presented integrates motivational drives, goals and associated behaviours via a multi-dimensional Affective Space. The research focuses on an emotionally motivated artificial intelligence (EMAI) architecture. This architecture dispenses with the ideas implemented in contemporary affective agent architectures where individual emotional states are modelled as individual variables, integrated and processed using complex algorithms. Contemporary approaches required significant programming effort to modify them for domains outside their realm, integration of new emotional states and high-level complex affective decision making. Unlike contemporary affective agent architectures, the EMAI architecture reasons using a multi-dimensional decision making process where emotional states are modelled as coexisting locations in a six-dimensional affective continuum called the Affective Space. Through use of the Affective Space, an EMAI agent can predict the effect that certain behaviours will have on its emotional state and in turn decide how to behave. Furthermore, the agent can use the emotions produced from its behaviour to update its beliefs about particular events and entities. The nature of the Affective Space also allows an EMAI agent to deal with processes related to emotion synthesis in a more effective manner than contemporary architectures. These processes include the natural diminishing of an emotional state's strength over time, the way in which emotions can influence an agent's perspective of a situation and the way in which an agent can migrate from one emotional state to another. This dissertation contributes crucial and unique concepts and formalisations of emotion based intelligence for agent construction to the domain of Artificial Intelligence (in particular Affective Computing). It introduces a unique process for emotionally motivated decision making based on holistic and atomic appraisals made with respect to events. The thesis contained within has been supported through experimentation that has confirmed the effectiveness of the emotion synthesis technique in the EMAI architecture and how this is used to produce intelligent agents capable of emotional reasoning and decision making.
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Svensson, Helen. "Attachment dimensions as a predictor of emotional intelligence and sociability." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62733.
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One of the ways in which the attachment relationships we develop during infancy influence us throughout life is by emotion regulation. Although studies have shown that attachment orientations affect emotional functioning, the effect of attachment dimensions on overall emotional functioning and sociability has still not been investigated. The purpose of the present study was to examine if attachment dimensions predict emotional intelligence (EI) and sociability. The sample consisted of 75 psychology students at Stockholm University who completed the Attachment Style Questionnaire (ASQ; Feeney, Noller & Hanrahan, 1994) and a section of the Understanding Personal Potential (UPP; Sjöberg, 2001) that measures EI with self-report as well as performance measures, and sociability. The current data did not offer conclusive evidence for the impact of attachment on EI, but suggests that secure attachment predicts sociability. The results are discussed in relation to existing theory and a more integrative approach is suggested for future studies.
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Ronthy, Marika. "Ledarintelligens utifrån chefs och ledarrollen." Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11632.
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Syftet med föreliggande studie var att validera ett instrument (LQ-test) som avser att mäta ledarintelligens baserat på teorin om ledarintelligens utifrån chefs- och ledarrollen. Ledarintelligens, skapat av Ronthy (Ronthy 2006; 2013) är ett holistiskt perspektiv på ledarskap och omfattar färdigheter från tre intelligenser; rationell, emotionell och själslig intelligens med större betoning på ledarrollen med färdigheter tillhörande emotionell och själslig intelligens även kallat medmänskligt ledarskap (ML). LQ-testet bestod av 71 item och konstruerades av Ronthy. Majoriteten av dessa item är inhämtade från Larsson et al. (2003). Den rationella skalan tillskrivs chefsrollen och de övriga två skalorna tillskrivs ledarrollen. Ytterligare ett syfte var att utifrån instrumentet undersöka ledarskapets fördelning mellan kvinnor och män. Studiens deltagare var 307 chefer (68% kvinnor). Utöver LQ-testet fick även deltagarna besvara hur mycket arbetstid per månad som de använde för olika uppgifter utifrån ledarintelligensbegreppet. Enligt teorin om ledarintelligens ska tiden användas mer till att leda sig själv och andra vilket ingår i ledarrollen till skillnad från chefsrollen som ska tillgodose uppgifter som omfattar verksamhetens administration och styrning. Resultatet visade att 20% uppfattade sig som chefer med betoning på administrativa uppgifter och 80% uppfattade sig som ledare med betoning på ett medmänskligt ledarskap. Vid en genomgång av chefernas tidsåtgång för de olika arbetsuppgifterna som indelats utifrån de tre skalorna, framkom att 72% av arbetstiden användes till chefsuppgifter och 28% av arbetstiden ägnades åt ledaruppgifter såsom coachning, personlig utveckling och reflektion. Studien visade inga signifikanta skillnader mellan kvinnor och män avseende uppdelningen chef och ledare. Den relationella aspekten av ledarskapet betonas alltmer i dagens organisationer och dess innebörd har förtydligats i denna studie.The aim of the present study was to validate an instrument called Leader Intelligence Questionnaire (LQ-test) based on the theory of leader intelligence out of being a manager and a leader. Leader intelligence is a concept created by Ronthy observing skills within the rational, emotional and spiritual intelligence with the main focus on skills within the latter two which also is a human leadership. The questionnaire of leader intelligence is created by Ronthy and has 71 item, and the majority are from Larsson et al. (2003). The instrument has three scales to study all three intelligences. The scale for the rational intelligence studies the role as a manager and the emotional and spiritual intelligence studies the role as a leader. A second aim was to examine the gender distribution among managers and leaders. The participants in the study were 307 leaders (68% women). Furthermore, the participants also responded how much time they spent per month on tasks related to the management role as well as the leadership role. According to the leader intelligence theory the manager should spend more of his/her time in the leader role leading him / herself as well as others and less time in the managerial role managing administrative tasks. The result shows that 20% perceive themselves as managers with the emphasis on administrative tasks and 80% perceive themselves as leaders with the emphasis on a human leadership. When analysing the time spent on various tasks divided within the three different scales the study showed that 72% of the time was spent on managerial tasks and 28% on leader tasks as coaching, personal development and reflection. The study showed no significant differences between men and women. The relational aspect of leadership is being empathized more and more in today´s organizations which will be clarified in this study.