Journal articles: 'Emotionale Intelligenz'

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Lobinger, Babett Helen, and Sinikka Heisler. "Emotionale Intelligenz und Führungsverhalten von Fußballtrainern." Zeitschrift für Sportpsychologie 25, no. 3 (July 2018): 108–14. http://dx.doi.org/10.1026/1612-5010/a000235.

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Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

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Bürger, Dorothea, and Jörg Krech. "Emotionale Intelligenz." WiSt - Wirtschaftswissenschaftliches Studium 42, no. 2 (2013): 100–103. http://dx.doi.org/10.15358/0340-1650_2013_2_100.

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Niewiem, Michael. "EMOTIONALE INTELLIGENZ FÜR KINDER? WARUM EMOTIONALE INTELLIGENZ OHNE VERNUNFT NICHT DENKBAR IST." Bildung und Erziehung 63, no. 3 (September 2010): 329–46. http://dx.doi.org/10.7788/bue.2010.63.3.329.

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Amrhein, Annelie, Julia J. Breuker, and Detlef H. Rost. "„Emotionale Intelligenz“ mit einem Fragebogen messen?" Diagnostica 64, no. 4 (October 2018): 191–202. http://dx.doi.org/10.1026/0012-1924/a000208.

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Zusammenfassung. Die faktorielle Validität des Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) und der Beitrag der damit erfassten „Emotionalen Intelligenz“ (EI) zur Aufklärung von Schulerfolg wurden an N = 711 deutschen Schülerinnen und Schüler der 6., 7. und 8. Jahrgangsstufe überprüft. Explorative und konfirmatorische Faktorenanalysen ergaben, dass weder das zugrundeliegende theoretische Vier-Faktoren-Modell noch der für die Kurzform vorgesehene globale EI-Wert mit den Daten vereinbar waren. Stattdessen resultierte eine dreifaktorielle Lösung mit 9 Items, welche auch im Vergleich zu Alternativmodellen am besten auf die Daten passte. Jenseits von verbaler Intelligenz und klassischen Persönlichkeitsvariablen lieferte der TEIQue-ASF keinen bedeutsamen Beitrag zur Varianzaufklärung der Schulleistung (Notendurchschnitt). Die Nützlichkeit des TEIQue-ASF wird diskutiert, weitere Validitätsüberprüfungen werden dringend empfohlen.

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Spörrle, Matthias, Isabell M. Welpe, Iris Ringenberg, and Friedrich Försterling (†). "Irrationale Kognitionen als Korrelate emotionaler Kompetenzen aus dem Kontext emotionaler Intelligenz und individueller Zufriedenheit am Arbeitsplatz." Zeitschrift für Personalpsychologie 7, no. 3 (July 2008): 113–28. http://dx.doi.org/10.1026/1617-6391.7.3.113.

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Zusammenfassung Der Zusammenhang zwischen irrationalen Kognitionen, emotionalen Kompetenzen aus dem Kontext emotionaler Intelligenz sowie Lebens- und Arbeitszufriedenheit wird aus Perspektive der Rational-Emotiven Verhaltenstherapie (REVT; Ellis, 1962 , 1994 ) untersucht. Diese postuliert, dass rationale besser als irrationale Kognitionen zur Bewältigung emotionsrelevanter Situationen sowie zur Emotionskontrolle geeignet sind und somit als eine Determinante emotionaler Intelligenz und Zufriedenheit am Arbeitsplatz anzusehen sind. Zwei Untersuchungen prüfen, ob Irrationalität invers mit emotionaler Intelligenz korreliert und wie beide Konstrukte mit Lebens- und Arbeitszufriedenheit verbunden sind. Studie 1 (N = 136) bestätigt an Studierenden die inverse Beziehung zwischen irrationalen Kognitionen und emotionalen Kompetenzen auf Basis von Selbsteinschätzungsskalen. Studie 2 (N = 115) repliziert dies an Vollzeitberufstätigen. Auch belegen beide Studien, dass emotionale Kompetenzen und in stärkerer Weise rationale Einstellungen mit erhöhter individueller Arbeits- und Lebenszufriedenheit verbunden sind. Dies spricht dafür, irrationales Denken als kognitive Variable im Kontext emotionaler Kompetenzen in der Personalforschung zu berücksichtigen.

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Schottky, Albrecht. "Emotionale Intelligenz, Struktur und Hysterie." Zeitschrift für Individualpsychologie 32, no. 4 (December 1, 2007): 342–50. http://dx.doi.org/10.13109/zind.2007.32.4.342.

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Baulig, Bianca, and Stefanie Kraus. "Emotionale Intelligenz mit Fachkompetenz paaren." Bankmagazin 56, no. 3 (March 2007): 42–43. http://dx.doi.org/10.1007/bf03255065.

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Rüther, Eckart, Göran Hajak, Lukas Huber, Katharina Zech, and Andreas Trojan. "Die Bedeutung der Ethik bei der Nutzung Künstlicher emotionaler Intelligenz in der Psychiatrie – ein ethischer Diskurs." Psychiatrische Praxis 48, S 01 (March 2021): S58—S64. http://dx.doi.org/10.1055/a-1364-8382.

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ZusammenfassungDer ethische Diskurs spricht nachfolgende Aspekte an: Wofür brauchen wir Ethik? Disposition des Menschen zur Moral, Naturethik. Moral als gesellschaftliche Norm. Moral zum Erhalt einer un-, übermenschlichen Machtstruktur. Moral als Artefakt des Gehirns, als behindernd für neue Entwicklungen. Einheit von Ethik und Ästhetik. „Zoon politikon“, „Robinson Crusoe“. Benötigt eine Künstliche Intelligenz (KI) eine neue Ethik? Eigenschaften einer KI, entwickelt für die Einsamkeit, als Dienender oder mit christlicher Software, Gruppenfähigkeit, eigenen Emotionen, Bewusstsein und eigener Ethik, als Ergänzung. Soll KI zugemutet werden, menschliche Emotionen zu haben? Emotionale Intelligenz, Sprache als Vermittler von Emotionen und Empathie, Mentalisierungsfähigkeit, Künstliche (generale) emotionale Intelligenz, „Terminator“, „L’Eve future“.

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Otto, Jürgen H., Elke Döring-Seipel, and Ernst-Dieter Lantermann. "Zur Bedeutung von subjektiven, emotionalen Intelligenzkomponenten für das komplexe Problemlösen." Zeitschrift für Differentielle und Diagnostische Psychologie 23, no. 4 (December 2002): 417–33. http://dx.doi.org/10.1024//0170-1789.23.4.417.

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Zusammenfassung: Traditionelle Intelligenzkomponenten (z.B. die Verarbeitungskapazität) sind bei üblichen Problemlöseaufgaben zur Verhaltensvorhersage geeignet, während bei komplexen Problemsituationen subjektive, emotionale Intelligenzkomponenten (z.B. die Klarheit der Emotionen) die Verhaltensvorhersage verbessern sollen. An N = 63 Studierenden (32 Frauen, 31 Männer, Mdn = 26 Jahre) wurden in einem 2 × 2-Design, das aus einer weniger gegenüber einer hoch komplexen Problemsituation und Gruppen mit hoch vs. gering klarheitsdisponierten Versuchsteilnehmern bestand, Indikatoren des Problemlöseverhaltens, der Leistung und des Gefühlszustandes erfasst. Als Kovariate wurde die Verarbeitungskapazität erhoben. Die Ergebnisse zeigen, dass hoch klarheitsdisponierte Personen geeigneteres Problemlöseverhalten in der hoch komplexen Situation und generell eine bessere Leistung und Stimmung aufweisen als niedrig klarheitsdisponierte Personen. Regressionsanalytisch sagt die emotionsbezogene Klarheit unabhängige, gleich große Leistungsanteile wie die Verarbeitungskapazität vorher. Abschließend werden Fähigkeits- und Mischmodell-Konzepte der emotionalen Intelligenz diskutiert und das Verhältnis von subjektiven zu objektiven Komponenten der Intelligenz problematisiert.

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Vöhringer, Matthias, Astrid Schütz, Sarah Gessler, and Michela Schröder-Abé. "SREIS-D." Diagnostica 66, no. 3 (July 2020): 200–210. http://dx.doi.org/10.1026/0012-1924/a000248.

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Zusammenfassung. Emotionale Intelligenz (EI) ist ein zentraler Prädiktor psychischer Gesundheit. Im deutschsprachigen Raum lag bislang keine am Vier-Facetten-Modell der EI orientierte Selbstbeschreibungsskala vor, die an klinischen und nicht-klinischen Gruppen getestet wurde. Die Self-Rated Emotional Intelligence Scale (SREIS) ist mit 19 Items ein ökonomisch einsetzbares Instrument. Die Skala wurde ins Deutsche übertragen und psychometrisch überprüft. Außerdem wurde die SREIS erstmals an einer klinischen Population getestet. Auch werden erstmals differenzierte Ergebnisse zu den vier EI-Facetten vorgelegt. Die Ergebnisse bestätigen die Faktorenstruktur der englischen Originalskala. Die Reliabilität der Gesamtskala ist als gut einzustufen. Validität wird durch erwartungskonforme Korrelationen mit anderen EI-Maßen sowie klinischen Parametern belegt. Durch Diskriminationsfähigkeit zwischen klinischer Stichprobe und nicht-klinischer Kontrollgruppe zeigt die Skala zusätzlich klinische Relevanz. Skalare Messinvarianz zwischen beiden Gruppen liegt vor. Die SREIS-D ist ein ökonomisch einsetzbares Selbstberichtsmaß zur Erfassung von Facetten der EI im klinischen und subklinischen Bereich.

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Fischbach, Anne, Kirsten Schuchardt, Claudia Mähler, and Marcus Hasselhorn. "Zeigen Kinder mit schulischen Minderleistungen sozio-emotionale Auffälligkeiten?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 42, no. 4 (October 2010): 201–10. http://dx.doi.org/10.1026/0049-8637/a000025.

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Zusammenfassung. Die vorliegende Studie geht der Frage nach, ob Kinder mit Minderleistungen im Lesen, Rechtschreiben und/oder Rechnen von sozio-emotionalen Auffälligkeiten betroffen sind. Dabei wird unterschieden, ob bei diesen Kindern eine Lernstörung (diagnostiziert nach ICD 10, F81, Umschriebene Entwicklungsstörung schulischer Fertigkeiten) oder eine Lernschwäche vorliegt. Die Lernschwäche unterscheidet sich von der Lernstörung nur darin, dass das für umschriebene Entwicklungsstörungen schulischer Fertigkeiten erforderliche Diskrepanzkriterium zwischen Schulleistung und Intelligenz nicht erfüllt wird. Die Daten von 317 untersuchten Grundschulkindern mit schulischen Minderleistungen zeigen, dass bei Kindern mit einer diagnostizierten Lernstörung als auch mit Lernschwächen Auffälligkeiten im sozio-emotionalen Bereich vorliegen. Dabei ist es unerheblich, ob die Lernschwierigkeiten in der Schriftsprache oder im Rechnen bestehen. Bedeutsam stärker sind jedoch Kinder betroffen, die in der Schriftsprache als auch im Rechnen kombinierte Lernschwierigkeiten haben. Bei den kombinierten Lernschwierigkeiten zeigt sich zudem, dass Lernstörungen im Vergleich zu Lernschwächen verstärkt mit behavioralen und sozialen Problemen sowie Aufmerksamkeitsdefiziten einhergehen.

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Sonntag, Wolfgang. "Der Einfluss des Klauerschen Denktrainings auf mathematisches Denken und Lernen von lernbehinderten Sonderschülern." Zeitschrift für Pädagogische Psychologie 18, no. 2 (January 2004): 101–11. http://dx.doi.org/10.1024/1010-0652.18.2.101.

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Zusammenfassung: In zwei Trainingsexperimenten wurden insgesamt 90 lernbehinderte Sonderschüler der Oberstufe mit dem “Denktraining für Jugendliche” ( Klauer, 1993a ) gefördert. Dabei sollte geprüft werden, ob das Denktraining auf die Lösung mathematischer Textaufgaben transferiert und, falls ja, ob ein direkter Transfer oder - wie Klauer vermutet - zusätzlich auch ein über die Intelligenz vermittelter, also indirekter Transfer auf die mathematischen Leistungen anzunehmen ist. Experiment 1 (N = 60) zeigte, dass die Effekte nicht durch unspezifische Faktoren wie die emotionale Zuwendung erklärt werden können. In Experiment 2 (N = 30) waren die Unterschiede zugunsten der Trainingsgruppe noch nach einem halben Jahr trainingsfreier Zeit nachweisbar. Zudem konnte in beiden Studien ein Effekt des Denktrainings auf mathematische Textaufgaben nachgewiesen werden. Pfadanalysen zeigten jedoch, dass - entgegen der Annahme Klauers - das Training die mathematischen Leistungen unmittelbar und nicht vermittelt über die Intelligenz gefördert hat.

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Semino, Laura, and Erik Danay. "Zwangssymptome im Netzwerkmodell." Zeitschrift für Klinische Psychologie und Psychotherapie 44, no. 4 (October 2015): 228–38. http://dx.doi.org/10.1026/1616-3443/a000322.

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Zusammenfassung. Theoretischer Hintergrund: Das Netzwerkmodell psychischer Erkrankungen geht im Gegensatz zur Latente-Variablen-Theorie davon aus, dass psychische Erkrankungen dynamische Netzwerke von nebeneinander liegenden Symptomen sind und keine latenten, monokausalen Eigenschaften. Fragestellung: Es wird die Struktur der Zwangsstörung im Netzwerkmodell, eingebettet in Persönlichkeitseigenschaften (Big Five, Magisches Denken, Angst, Emotionale Intelligenz) und in Abgrenzung zu Depression untersucht. Methode: Dafür füllten 293 Probanden sieben Fragebögen aus. Ergebnisse: Im Netzwerkmodell wird die Nähe der Zusammenhänge innerhalb der Symptome der Zwangsstörung deutlich, ebenso werden die Symptomlinien zwischen Zwang und Depression und weiteren Persönlichkeitseigenschaften sichtbar, woran sich die Komplexität der gegenseitigen Dynamik ablesen lässt. Schlussfolgerungen: Der dynamische Blick auf psychische Störungen erlaubt andere Zugangs- und Betrachtungsweisen, welche Implikationen für klinisch-psychologische Forschung und Praxis haben können.

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Möltner, Hannah, Jonas Leve, and Tobias Esch. "Burnout-Prävention und mobile Achtsamkeit: Evaluation eines appbasierten Gesundheitstrainings bei Berufstätigen." Das Gesundheitswesen 57, no. 03 (October 10, 2017): 295–300. http://dx.doi.org/10.1055/s-0043-114004.

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Zusammenfassung Ziel Das Konzept der Achtsamkeit findet aktuell eine große Beachtung und das nicht allein im therapeutischen Umfeld, sondern auch in präventiven beruflichen Kontexten. Die vorliegende Studie untersucht die Wirksamkeit eines appbasierten Achtsamkeitstrainings in Bezug auf arbeits- und gesundheitsrelevante Indikatoren bei Berufstätigen. Methodik An der Studie nahmen Berufstätige teil, die randomisiert einer Interventions- und einer Wartegruppe zugeteilt wurden. 146 Berufstätige der Interventionsgruppe nutzten die mobile Applikation ‚7mind‘ über einen Zeitraum von 14 Tagen. Verglichen wurden sie mit 160 Berufstätigen der Wartegruppe, die nach Abschluss der Studie ebenfalls Zugriff auf die App erhielten. Ergebnisse Im Vergleich zur Wartegruppe zeigen sich bei der Interventionsgruppe nach dem 2-wöchigen Training in allen untersuchten Bereichen positive (signifikante) Effekte, z.T. mit großen Effektstärken: Die Nutzer und Nutzerinnen weisen höhere Werte in Bezug auf Achtsamkeit, Arbeitsengagement, Arbeitszufriedenheit, emotionale Intelligenz, Innovation und Kreativität sowie Selbstwirksamkeit und geringere Werte in der emotionalen Erschöpfung auf. Schlussfolgerungen Klassische Achtsamkeitstrainings werden in Form von Gruppenkursen durchgeführt. Die vorliegende Studie zeigt, dass auch ein appbasiertes Training bei Berufstätigen positive Effekte mit arbeits- und gesundheitsbezogener Relevanz erzielt. Die mobile App bietet damit einen einfachen und flexiblen Einstieg zur Stärkung von Achtsamkeit, auch unter präventiv- und arbeitsmedizinischen Gesichtspunkten.

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Rost, Detlef H., Linda Wirthwein, and Ricarda Steinmayr. "Wie brauchbar ist der „Overexcitability Questionnaire-Two (OEQII)”?" Diagnostica 60, no. 4 (January 1, 2014): 211–28. http://dx.doi.org/10.1026/0012-1924/a000102.

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Obwohl das Konstrukt „Overexcitability” („Übersensibilität”) aktuell vermehrt thematisiert wird, existieren nur wenige Validitätsbefunde. Darüber hinaus fehlt im deutschen Sprachraum bislang ein psychometrisch überprüftes Erfassungsverfahren. Bei drei Stichproben von Schülerinnen und Schülern der neunten bis elften Jahrgangsstufen wurde eine deutsche Version des im englischen Sprachraum zwar häufig verwendeten, jedoch psychometrisch nur unzureichend überprüften „Overexcitability Questionnaire-Two” (OEQII; 50 Items) von Falk, Lind, Miller, Piechowski und Silverman (1999) eingesetzt. Nach der Eliminierung von 18 ungeeigneten Items konnten die fünf OEQII-Skalen (emotionale, imaginative, psychomotorische, sensorische, intellektuelle Übersensibilität) faktorenanalytisch bestätigt werden, ihre psychometrischen Kennwerte waren zufriedenstellend. Als Validitätshinweise wurden Korrelationen zur allgemeinen Intelligenz, zu Schulnoten, den Big Five und zu Temperamentsskalen analysiert sowie Geschlechtsunterschiede betrachtet. Es ergaben sich nur sehr schwache Hinweise auf konvergent-divergente Validitäten. Die Brauchbarkeit des Konstrukts „Übersensibilität” bleibt fraglich.

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Böhme, Stephanie, and Matthias Berking. "Entwicklung und Evaluation einer Emotionsregulations-App." Prävention und Gesundheitsförderung 16, no. 3 (June 24, 2021): 200–205. http://dx.doi.org/10.1007/s11553-021-00866-5.

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Zusammenfassung Hintergrund Ein adäquater bzw. kompetenter Umgang mit schwierigen Emotionen ist bei Personen mit psychischen Störungen oft eingeschränkt. Mit dem Training emotionaler Kompetenzen (TEK) nach Berking (2017) existiert ein gut strukturiertes Behandlungsmanual, mit dem man emotionale Kompetenzen störungsübergreifend trainieren kann. In Studien zeigte sich durch das TEK eine Verbesserung emotionaler Kompetenzen und eine Symptomreduktion bei Patienten mit psychischen Störungen. Aufgrund der hohen Strukturiertheit des TEK eignet es sich gut für eine digitalisierte Anwendung. Ziel Eine TEK-App könnte u. a. die Wartezeit auf einen Psychotherapieplatz überbrücken sowie das Potenzial therapierelevanter Übungen besser ausschöpfen. Aktuell existiert eine smartphonegestützte Version des TEK, welche in Ergänzung zum TEK-Gruppentraining eingesetzt werden kann. Das langfristige Ziel ist die Entwicklung einer TEK-App-Vollversion. Methode Hierfür werden Erkenntnisse aus der Forschung herangezogen, um die bisherigen Probleme smartphonegestützter Gesundheitsförderung gezielt zu adressieren und zu minimieren. In klinischen Studien soll dann die Effektivität der TEK-App überprüft werden. Ergebnisse Erste Ergebnisse deuten auf eine gute Akzeptanz der TEK-Trainings-App durch die Anwender hin, wenn diese in das Gruppentraining eingebettet ist. Ergebnisse der Effektivität der TEK-App-Vollversion stehen noch aus. Diskussion Die Effektivität der TEK-App soll bei Personen mit psychischen Störungen, die auf einen Psychotherapieplatz warten, sowie im Kontext der Nachsorge evaluiert werden. Langfristig soll die TEK-App von der fortschreitenden Entwicklung der Sensortechnologie und künstlichen Intelligenz profitieren und Biosignale emotionaler Vorgänge durch die App erfasst und rückgemeldet werden.

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Palethorpe, M. "Are you emotional but intelligent - or are you emotionally intelligent? [emotional intelligence]." Engineering Management 16, no. 1 (February 1, 2006): 11–13. http://dx.doi.org/10.1049/em:20060101.

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Jamshed, Samia, Raida Abu Bakar, and Mohammad Nazri. "Emotionally Intelligent Teams : Can Emotional Intelligence Enhance Performance." Kuwait Chapter of Arabian Journal of Business and Management Review 7, no. 1 (January 2018): 23–33. http://dx.doi.org/10.12816/0043947.

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Gloria Matthews. "Developing Emotionally Intelligent Teachers: A Panacea for Quality Teacher Education." International Journal on Integrated Education 3, no. 6 (July 30, 2020): 92–98. http://dx.doi.org/10.31149/ijie.v3i10.676.

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Psychologist and Researchers have established that emotional intelligence influence students’ academic achievement, self-efficacy, emotional regulation and motivation. However, in most teachers training institutions in Nigeria there are no facilities and program put in place to teach emotional intelligence skill. A classroom comprise of students from various socio-economic background with different personalities, these students express positive and negative emotions such as happiness, anger, distress and excitement which could influence learning. In the light of this situation, it becomes imperative for teacher educators and administrators of teachers’ training collages to develop emotionally intelligent teachers who have the capacity to regulate their emotions accurately and understand the emotions of students in their various classrooms. This is necessary to assist students become emotionally stable and facilitates the teaching-learning process. Consequently, the paper seeks to examine the concept of emotional intelligence, concept of quality education, concept of teacher education, theories of emotional intelligence and the relevance of training emotionally intelligent teachers for quality teacher education. Finally, the paper recommend amongst others, the inclusion of emotional intelligence skill in the curriculum of teachers training institutions.

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Bernstein, Nils, and Charlotte Lerchner. "Ästhetisches Lernen im DaF-Unterricht: Musik – Kunst – Film – Theater - Literatur." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 1 (January 1, 2013): 99–102. http://dx.doi.org/10.33178/scenario.7.1.7.

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Vom 11. bis zum 13. März 2013 fand der Kongress „Ästhetisches Lernen im DaF-Unterricht. Musik – Kunst – Film – Theater – Literatur“ an der Universidad Nacional Autónoma de México (UNAM) in Mexiko-Stadt statt. Organisiert wurde diese Veranstaltung in Zusammenarbeit mit dem Fremdsprachenzentrum (Centro de Enseñanza de Lenguas Extranjeras - CELE) der selbigen Universität, dem Goethe-Institut Mexiko, dem Deutschen Akademischen Austauschdienst (DAAD), dem Österreichischen Austauschdienst (OeAD), dem Österreichischen Kulturforum Mexiko sowie dem mexikanischen Deutschlehrerverband (AMPAL). Ziel des Kongresses war es, die verschiedenen Kunstformen unter Beachtung ihrer jeweils eigenen Ästhetik in den Mittelpunkt zu stellen. Zwei zentrale Fragestellungen leiteten dabei die Diskussion: Zum einen wurde die Rolle der Künste im heutigen DaF-Unterricht hinterfragt. Zum anderen wurde erörtert, wie man das ästhetische Lernen vor dem Hintergrund der zunehmenden Kompetenzorientierung stärken kann. An dieser Stelle setzte der Eröffnungsvortrag zum Thema „Ästhetische Bildung im fremdsprachlichen Literaturunterricht als Grundlage für nachhaltiges Lernen – ein unterschätzter Zugang in DaF“ von Prof. Dr. Carmen Schier (Hochschule für angewandte Wissenschaften Coburg) an. Sie verwies darauf, dass sowohl sinnliche Wahrnehmung als auch Emotionen in der heutigen Bildung kaum eine Rolle spielten, obwohl ästhetisches Lernen vielfältige Kompetenzen wie Kreativität, emotionale Intelligenz und flexibles Denken fördere und Nachhaltigkeit erzeugen könne. Am ...

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Bagheri, Zahra, Azlina Mohd Kosnin, and Mohammad Ali Besharat. "Improving Emotion Regulation skills through an Emotional Intelligence Training Course." Khazar Journal of Humanities and Social Sciences 19, no. 4 (December 2016): 36–48. http://dx.doi.org/10.5782/2223-2621.2016.19.4.36.

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Emotion regulation is the fourth component of emotional intelligence theory introduced by Salovey and Mayer (1990). It has received much interest in recent years due to its significant effect on life qualities such as mental health, social relationship, academic achievement and work performance. However, there were not enough empirical studies to examine whether the training of emotional intelligence can improve emotion regulation skills. This paper describes a quasi-experimental study aimed at answering the question, „Does training in emotional intelligence create more emotionally intelligent behavior, particularly emotion regulation?‟ Emotional intelligent behavior was measured by responses to a written test (FEIS-41) in twice, before and after the training course. The subject participants were 60 and divided into an experimental group and a control group. The experimental group received an emotional intelligence training course, while the control group did not. The training course had six sessions, held once per week for two and a half hours. The results showed that the level of emotion regulation improved in the experimental group after the emotional intelligence training.

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Singh, Prakash. "Symbiotic Relationship Between Emotional Intelligence And Collegial Leadership." International Business & Economics Research Journal (IBER) 12, no. 3 (February 19, 2013): 331. http://dx.doi.org/10.19030/iber.v12i3.7676.

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Research on leadership over the past two decades suggests that the emotional intelligence of leaders matters twice as much as that of cognitive abilities, such as IQ or technical expertise. Emotionally intelligent leaders experience a greater sense of well-being, improved relationships, happier employees and lower employee turnover, better team work, greater job satisfaction and a greater degree of success. Four hundred and seventy four employees participated in this study. The quantitative research method was used to examine the employees perceptions of their leaders emotionally intelligent personal and social skills on their job satisfaction. Findings in this study strongly suggest that collegial leaders demonstrate high levels of EI and collegiality in the working environment. These collegial leaders are equipped with personal and social skills which they use to contribute to the happiness and job satisfaction of their workers. Integral to the success and development of the collegial process is that employees feel that they are being nurtured in an open, warm and sincere environment. Clearly, a leader who demonstrates appropriate levels of emotionally intelligent personal and social skills will not only create a collegial working environment but will also thrive in one. The evidence emanating from this exploratory study confirms that there is a symbiotic relationship between emotional intelligence and collegial leadership. The emotionally intelligent collegial leader is a concept that extends far beyond a slogan and must become an integral part of organizational effectiveness and reform. It is inconceivable to speak about collegial leadership in the absence of emotional intelligence.

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Hidayah, Lutfi Nur, Tien Rukijah, and Ahmad Ahmad. "PENERAPAN QUANTUM TEACHING UNTUK MENINGKATKAN KECER DASAN EMOSIONAL DAN PRESTASI BELAJAR MATEMATIKA." AlphaMath : Journal of Mathematics Education 4, no. 1 (May 1, 2018): 83. http://dx.doi.org/10.30595/alphamath.v4i1.7653.

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This class action research aims to improve the quality of emotional intelligence and mathematics learning achievement of students in class VII-F of SMP Negeri 5 Purwokerto by applying Quantum teaching to mathematics learning. After applying Quantum teaching emotional intelligence and mathematics learning achievement of students increased. This research was conducted in three cycles. Data collection techniques through observation by observers and filling out questionnaires by students, and data analysis was done in the description with scoring techniques. Based on the results of the research that has been done it can be concluded the following matters: 1) There is an increase in students' emotional intelligence in the process of learning mathematics. This can be seen from the increase in the average observations and emotional intelligence questionnaire results of students from cycle I to cycle III. In cycle III, the average results of observation of emotional intelligence were 2.53 with the criteria of emotionally intelligent students and the average results of students' emotional intelligence questionnaire in cycle III was 2.87 with the criteria of emotionally intelligent students. 2) There is an increase in students' mathematics learning achievement in the material lines and angles. This can be seen from the increase in grade point average and mastery learning. The average value of the class before the application of Quantum teaching was 72.21 with a mastery of learning at 54.54% after the implementation of the Quantun teaching completeness of student learning rose to 74.194% with an average grade of 76.548. Thus the application of Quantum teaching in mathematics learning succeeded in increasing emotional intelligence and mathematics learning achievement of VII-F graders of SMP Negeri 5 Purwokerto

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Levitats, Zehavit, and Eran Vigoda-Gadot. "Emotionally Engaged Civil Servants: Toward a Multilevel Theory and Multisource Analysis in Public Administration." Review of Public Personnel Administration 40, no. 3 (January 13, 2019): 426–46. http://dx.doi.org/10.1177/0734371x18820938.

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Excellent public services build on excellent civil servants who are both emotionally intelligent and engaged in their work. This article proposes a conceptual framework for a better understanding of the relationship between public employees and their complex workplaces. We focus on the engagement of civil servants, the role of managers’ and employees’ emotional intelligence, and on employees’ public service motivation (PSM) to provide better services to citizens. We develop three major propositions: (a) the positive effect of employees’ emotional intelligence on their engagement, (b) the moderating effect of managers’ emotional intelligence on the relationship between their employees’ emotional intelligence and engagement, and (c) the moderating effect of employees’ PSM on the relationship between public servants’ emotional intelligence and their engagement. Our conceptual framework may set the stage for future research on civil servants’ engagement and emotional intelligence and their aggregate impact on the quality of government actions and services.

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lee hyun jung. "Emotional Intelligence: An Argument for Emotionally Intelligent Employees in the Public Sector." Korean Review of Organizational Studies 9, no. 1 (April 2012): 49–76. http://dx.doi.org/10.21484/kros.2012.9.1.49.

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Landau, Erika, and Kineret Weissler. "The Relationship between Emotional Maturity, Intelligence and Creativity in Gifted Children." Gifted Education International 13, no. 2 (September 1998): 100–105. http://dx.doi.org/10.1177/026142949801300202.

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From experience of working with gifted children we could observe a gap between their intellectual and emotional functions. The purpose of this study was to explore the inter-relationships between emotional maturity and intelligence in gifted children. Emotional maturity is defined as the strength and courage to actualize individual abilities within the frame of social demands. Our hypothesis was that emotional maturity would have an affect on creativity, independent of intelligence. In the study, 221 children participated, between the ages of 9–13. All were measured for emotional maturity, intelligence and creativity. Results showed an effect of emotional maturity on creativity, as well as an effect of intelligence. Among the highly intelligent group, emotionally mature children were more creative. These results demonstrate that giftedness is conditioned not only by high intelligence but that emotional maturity has its share in it, and their interaction facilitates creative behavior — the actualization of the whole personality.

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Williams-Ilemobola, Olajumoke Bolanle, Adebowale Jeremy Adetayo, Mufutau Ayobami Asiru, and Jide Lawrence Ajayi. "Librarians’ Emotional Intelligence and Conflict Management in Private University Libraries in South-West and South-South, Nigeria." Information Impact: Journal of Information and Knowledge Management 12, no. 1 (September 1, 2021): 33–46. http://dx.doi.org/10.4314/iijikm.v12i1.3.

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This study investigates the influence of librarians„ emotional intelligence on conflict management in private university libraries in South-West and South-South, Nigeria. The study adopted a survey research design. The population comprises 200 librarians in South-West and South-South, Nigeria. Total enumeration technique was used. A questionnaire was used for data collection. The instrument was tested for reliability, yielding Cronbach‟s alpha coefficients ranging from 0.87 to 0.95. Descriptive & inferential Statistics were used to analyse the data. The findings revealed that intrapersonal, interpersonal, intragroup, and intergroup conflicts as predominant in libraries. Collaborating, accommodating, sharing, avoidance and competing were prevalent techniques for managing conflicts in libraries. Librarians were found to be highly emotionally intelligent. The study concluded that librarians‟ emotional intelligence influenced conflict management. The study recommended that there is a need for private University Libraries to tackle misunderstandings among librarians while at the same time ensuring librarians are constantly emotionally intelligent.

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Dr. R. Akila, Dr R. Akila, and Dr N. Thangavel Dr. N. Thangavel. "Team Leader’s Emotional Intelligence Competencies and Team’s Emotional Intelligence Norms." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 211–13. http://dx.doi.org/10.15373/2249555x/mar2013/69.

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Khadka, Jiban. "Effect of Principals’ Emotional Intelligence on Schools’ Academic Performance: A Survey of Nepali Institutional Schools." Education and Development 29 (December 1, 2019): 15–29. http://dx.doi.org/10.3126/ed.v29i0.32564.

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Emotional intelligence (EI) has become a central concern to carry out any study on leadership and its effectiveness in schools and other institutions. This study was intended to investigate the effect of the principals’ EI on the academic performance of Nepali institutional schools. A sample of 121 principals and 491 teachers from the schools of three districts of Nepal (Jhapa, Kathmandu and Kaski) was drawn following cluster sampling method. The data were collected through Emotional Intelligence Survey Questionnaire. From the data analysis using non-parametric statistical measures, it was revealed that the principals had higher level of emotional intelligence irrespective of their demographic characteristics. The findings indicated that the schools’ principals were emotionally intelligent and effective in maintaining the schools’ academic performance. The findings can lead to conclude that leadership performance can be enhanced in schools by developing emotional intelligence in the principals’ leadership behaviour.

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Munir, Irfan Ullah, Shen Yue, Muhammad Shahzad Ijaz, Syeda Yumna Zaidi, and Saad Hussain. "Effect of Emotional Intelligence on Behavior of Investment: Possible Role of Financial Literacy and Gender." Asia Proceedings of Social Sciences 2, no. 2 (December 3, 2018): 79–83. http://dx.doi.org/10.31580/apss.v2i2.342.

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Individuals who have control over their emotions can make better and effective investment decisions than those who are less emotionally intelligent. Individuals who have more knowledge about financial terms and stock market can make efficient and effective investment decisions than those who are less financially literate. Positive and significant relationship was found between emotional intelligence and investment behaviour and between financial literacy and investment behaviour. It was found that gender has impact on investment behaviour and that it moderates the relationship between emotional intelligence and investment behaviour and males have higher financial literacy and tend to invest more than females.

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Luncheon, Amala, and Karina Kasztelnik. "A Qualitative Exploratory Observational Study: An Entrepreneurship Managers’ Emotional Intelligence and Impact on the Financial Organization’s Success in the United States." Financial Markets, Institutions and Risks 5, no. 2 (2021): 14–33. http://dx.doi.org/10.21272/fmir.5(2).14-33.2021.

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This paper summarizes the arguments and counterarguments within the scientific discussion on emotional intelligence. Emotional intelligence is an essential trait for managers to possess to be effective and successful in organizations. Soft skills are becoming as crucial as making quotas. Scholarly literature lacks research on emotional intelligence and employee engagement in retail in St. Lucia. Engaged employees could stay motivated during adversity and help maintain an organization’s culture. This exploratory observational study’s primary purpose was to examine how retail store managers in St. Lucia perceived their emotional intelligence influences employee engagement. The conceptual framework that grounded the study was emotional intelligence and employee engagement from an organizational performance perspective. The data collection process included reviewing archival data. The paper presents empirical analysis results; several patterns and themes emerged from the data analysis, including emotional intelligence, controlling emotions, coaching, legacy, training, hiring well, communication, and personalized relationships. Increased emotional intelligence training emerged as useful in the St. Lucian business landscape and the Caribbean by extension. The research empirically confirms and theoretically proves that researching other sectors at varying levels may give a broader understanding of how emotional intelligence is perceived. This study’s findings may be useful to stakeholders and organizational leaders to allow developing strategies to build more emotionally intelligent and engaged organizations and positively affect social change.

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Schwarz, Rolf. "Zusammenhang von motorischen Fähigkeiten, Intelligenz und sozial-emotionalem Verhalten bei 3 – 6jährigen – eine Pilotstudie." Frühe Bildung 2, no. 4 (October 2013): 196–202. http://dx.doi.org/10.1026/2191-9186/a000116.

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Die Entwicklung sozial-emotionaler Kompetenz hängt eng mit Delinquenz, Schulreife/-erfolg sowie psychischer und physischer Gesundheit zusammen. Diese fundamentale Bedeutung wird gleichzeitig von einer hohen Zahl auffälliger Kinder in der BRD konterkariert. Da Bewegungsumfang und -intensität in ausreichender Quantität und Qualität die notwendige Grundlage für eine allgemein positive Entwicklung für Kinder darstellen, erhalten bewegungspädagogische Anteile innerhalb präventiver Programme zu sozial-emotionalem Verhalten einen möglicher Weise hohen Stellenwert. Gleichwohl stellt der empirisch geprüfte Zusammenhang zwischen motorischen Fähigkeiten und sozial-emotionalem Verhalten im Kindergartenalter ein erhebliches Forschungsdesiderat dar. Im Beitrag werden erste querschnittliche Zusammenhänge sowie Varianzen auf Grundlage der BeBi-Studie 3 – 6 („Bewegung und Bildung bei 3 – 6jährigen“) vorgestellt. Die Ergebnisse zeigen geschlechterspezifische Unterschiede bei sozial-emotionalen Auffälligkeiten zu Lasten der Jungen. Betroffen sind vor allem motorisch schwache Kinder. Die Motorik allgemein steht nur in geringem Zusammenhang mit Verhaltensauffälligkeiten und korreliert stärker mit dem IQ. Insbesondere der SED-Anteil der Intelligenz (Arbeitsgedächtnis) zeigt sich als möglicher Prädiktor für das Auftauchen von sozial-emotionalen Abweichungen.

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Kumar, M. "A Study on the Emotional Intelligence of Higher Secondary School Students." Shanlax International Journal of Education 8, no. 3 (June 1, 2020): 114–19. http://dx.doi.org/10.34293/education.v8i3.2395.

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We live in a world that is changing faster than ever before and facing unparalleled challenges. In the current competitive situation where students are expected to perform multi roles with performance and effectiveness, it is highly needed to realize their right position and passionate intelligence towards the unseen complexities of life and quality education. The proposed New Policy on Education mainly focused on improving the quality of education that can be produced by making the students emotionally intelligent. Emotional knowledge helps in bringing better achievement of students and offer them skills for their personal and professional lives. The present study was an attempt to study the emotional intelligence of t higher secondary school students. A random sampling method was used. The sample consisted of 300 higher secondary school students. The emotional intelligence scale developed and standardized by the Reuven baron was used for data collection. Statistical techniques like Mean, Percentiles, Standard deviation, and t-value were used to analyses the data. The result shows that emotional intelligence was independent of gender, subject, locality ofthe school, type of family, father’s occupation, and family income. The level of higher secondary schoolstudent’s emotional intelligence was average in nature. The female students are better than the male students on their emotional intelligence.

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Wu, Yu-Chi. "Job stress and job performance among employees in the Taiwanese finance sector: The role of emotional intelligence." Social Behavior and Personality: an international journal 39, no. 1 (February 1, 2011): 21–31. http://dx.doi.org/10.2224/sbp.2011.39.1.21.

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Prior empirical research findings regarding the relationship between job stress and job performance are inconsistent. It was argued in this study that one reason for these inconsistent results may be an existing moderating effect. Stress does not always result directly from the source of pressure itself, but rather from the perception of that pressure. Therefore, individual difference variables (e.g., emotional intelligence) that might relate to that perception should also be considered. The effects of emotional intelligence on the relationship between job stress and job performance were investigated with a sample of employees in the Taiwanese finance sector. The results indicated that emotional intelligence had a positive impact on job performance and moderated this relationship. In this respect, highly emotionally intelligent employees are more likely than are low emotional intelligence employees to be able to reduce or transform the potential negative effects of job stress on job performance. The results of this study clarify knowledge of stress effects and, thus, the usefulness of stress management practices can be improved and enhanced.

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Lonsdale, Adam J. "Emotional intelligence, alexithymia, stress, and people’s reasons for listening to music." Psychology of Music 47, no. 5 (June 5, 2018): 680–93. http://dx.doi.org/10.1177/0305735618778126.

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The present study investigated the relationship between people’s reasons for listening to music, trait emotional intelligence, and alexithymia whilst also controlling for the effect of participants’ gender, age, and perceived stress levels. In keeping with previous research, initial findings indicated that emotionally intelligent individuals were less likely to use music to relieve and alleviate negative moods, whilst those who had high scores on a measure of alexithymia were more likely to use music for the same reasons. However, when the effects of gender, age, and perceived stress were controlled for, these relationships were no longer significant and previously non-significant relationships between trait emotional intelligence and using music to manipulate arousal and to reminisce about the past were found to be significant. Together these findings suggest that emotional intelligence is related to the reasons why people listen to music but not in the way that previous research had suggested, and the apparent links between emotional intelligence and mood management might be better explained by the stress experienced by participants at the time of questioning.

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Susanti, Evi, and Adam Ahmad Alwansyah. "The relationship between counterproductive work behavior and emotional intelligence among pest control employees." Jurnal Manajemen dan Pemasaran Jasa 14, no. 1 (April 6, 2021): 95. http://dx.doi.org/10.25105/jmpj.v14i1.8199.

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<p>The primary purpose of this research is to study the effect of emotional intelligence (EI) on the counterproductive work behavior (CWB) of employees in the pest control industry in Indonesia. Although the effect of EI on CWB can be analyzed using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), this model is not specific to employees; for this reason, EI will be measured via the Wong and Law Emotional Intelligence Scale (WLEIS). Questionnaires were distributed to 585 pest control employees. The data were analyzed using structural equation modeling (SEM). The results indicate that EI has a statistically significant negative relationship with CWB and that the more emotionally intelligent employees are, the less likely they will be to act counterproductively at work. These findings can potentially reduce the level of CWB for organizations and society by enabling companies to assess the EI of workers. </p>

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Ukey, Ujwala U., Sarita K. Sharma, Pragati Rathod, Sonali S. Patil, Sanjeev M. Choudhary, and Uday Narlawar. "Emotional intelligence of medical undergraduates: a cross sectional study." International Journal Of Community Medicine And Public Health 6, no. 12 (November 27, 2019): 5328. http://dx.doi.org/10.18203/2394-6040.ijcmph20195493.

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Background: Emotional intelligence (EI) is defined as the ability to perceive, access and generate emotions. This in turn will assist thoughts to understand emotions and emotional meanings and thus reflectively regulate emotions so as to promote both better emotional and intellectual growth. EI is essential for a competent physician. The present study was conducted to know the EI of medical students.Methods: A cross sectional study was conducted at Government Medical College Nagpur among final year part 1 medical undergraduates. Data was collected with the help of pre tested, predesigned, self-administered proforma based on the “quick emotional intelligence self-assessment questionnaire”. Statistical analysis was done with epi info software and appropriate statistical tests were applied to prove the significance.Results: Of the total 197 study participants, 100 (50.76%) were female students and remaining 97 (49.24%) were male students. Mean score for EI was 102.16 With 95% confidence the population mean is between 99.6 and 105.Conclusions: Emotional intelligence for most of the study participants belonged to ‘consider strengthening’ category indicating good scores. Female medical undergraduates were more emotionally intelligent than male students.

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Suifan, Taghrid S. "Emotions, Behavior, and the Mediating Role of Climate." Modern Applied Science 12, no. 12 (November 19, 2018): 145. http://dx.doi.org/10.5539/mas.v12n12p145.

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This study examined the impact of emotional intelligence on organizational citizenship behavior with organizational climate as the mediator, in the context of Jordanian pharmaceutical companies. The study addresses the gap in the research that examines the mediating effect organizational climate has on organizational citizenship behavior and emotional intelligence. Quantifiable data were collected using a survey questionnaire, and statistical analyses were performed, including correlation and regression analysis. This study indicates that organizational climate is of great importance in Jordanian pharmaceutical companies because it tended to promote efficiency and effectiveness among employees. Organizational climate mediates the relationship between emotional intelligence and organizational citizenship behavior; if emotionally intelligent employees are provided with a positive organizational climate, only then can they contribute positively towards organizational citizenship behavior. The study is helpful in understanding how organizational citizenship behavior has become a factor underlying job satisfaction. Therefore, Jordanian pharmaceutical companies should focus on developing a culture in which employees can achieve goals and feel satisfied.

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GANDHI.A, SONIA, and MANIYAMMAI N. MANIYAMMAI.N. "Emotional Intelligence - An Ingredient of Social Intelligence." Indian Journal of Applied Research 4, no. 4 (October 1, 2011): 44–45. http://dx.doi.org/10.15373/2249555x/apr2014/229.

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Mohamadkhani, K., and M. Nasiri Lalardi. "Emotional Intelligence and Organizational Commitment between the Hotel Staff in Tehran, Iran." American Journal of Business and Management 1, no. 1 (April 29, 2012): 54. http://dx.doi.org/10.11634/21679606170693.

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The aim of this paper is to find out the relationship between emotional intelligence and organizational commitment of the hotel staff in 5-Star hotels of Tehran, Iran. The research enjoys an applied, descriptive, survey-based, and correlational framework. The population of the study was comprised of 423 employees (N =423) of public 5- star hotels in Tehran including Esteghlal, Laleh, and Homa. The sample was randomly selected based on Kerjesi- Morgan table and included 142 (n=142) individuals. The data gathering instruments were two standard questionnaires measuring emotional intelligence and organizational commitment. To analyze the data, Pierson correlation, ANOVA, and Qi-square were employed and results revealed that there was a significant relationship between the two main variables of the study, namely; emotional intelligence and organizational commitment and some of the components of these variables. This signifies the necessity of attracting and employing highly emotionally intelligent individuals, training them in different levels and leading them towards the application of the skills required. Paving the ground for the development and continuation of emotional intelligence within managers and the staff of the hotels and residential centers are also inevitable factors to be followed.

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Hassan, Masood Ul, and Arslan Ayub. "Women’s experience of perceived uncertainty: insights from emotional intelligence." Gender in Management: An International Journal 34, no. 5 (July 1, 2019): 366–83. http://dx.doi.org/10.1108/gm-02-2019-0016.

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Purpose Few organizational change studies identified the aspects of change that are salient to individuals and gender in specific and that influence their work outcomes. This paper aims to assess the potential mediating effect of emotional intelligence and the moderating effect of gender in the relationship of perceived change-related uncertainty and work outcomes. Design/methodology/approach The study analyzes the measurement model and the structural model using SmartPLS (v 3.2.7) on a sample of 413 employees working in the telecom sector collected through a non-experimental face-to-face method. Findings The findings support that emotional intelligence mediates the negative relationship between perceived change-related uncertainty and work outcomes. Moreover, emotional intelligence and gender have a significant interaction effect on work outcomes. Research limitations/implications The study uses the ability-based model of emotional intelligence to assess its impact on the proposed theoretical framework. Practical implications The findings suggest that organizations should hire more females at the workplace as they are less in number although they are more emotionally intelligent. As well as, females should be given equal opportunities to reach the top managerial positions by breaking the glass ceiling. Originality/value The study adds insights into existing knowledge; for instance, the study reveals that emotional intelligence competency is a sine qua non to personal control that delivers exceptional results in the context of perceived change-related uncertainty. The study also investigates the interaction effect of gender with emotional intelligence to scaffold the emotional intelligence competency over gender differences.

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PANAIT, Cristian. "EMOTIONAL INTELLIGENCE IN LEADERSHIP." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (July 31, 2017): 133–38. http://dx.doi.org/10.19062/2247-3173.2017.19.2.18.

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Ukey, Ujwala U., Sarita K. Sharma, Sanjeev M. Choudhary, and Tushar S. Tathe. "Emotional Intelligence of Medical Post Graduate Students from Central India: A Cross Sectional Study." Journal of Preventive Medicine And Care 3, no. 1 (January 3, 2020): 17–22. http://dx.doi.org/10.14302/issn.2474-3585.jpmc-19-3146.

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Background Emotionally intelligent doctors are better able to perceive the need of the patient. In today’s world, where patient satisfaction is one of the most important criteria for a successful medical practice, emotional intelligence of doctors plays a vital role. Objectives To study emotional intelligence of post graduate medical students. Methods It is a cross-sectional study conducted in Government Medical College and Hospital, Nagpur during January- February 2019. The study participants were one hundred first - year post graduate students. Data collection was done using quick emotional intelligence self administered questionnaire. Data was entered in Microsoft office excels and analyzed with the help of epi info. Results In the present study total 100 post graduate students were assessed of which 56% were male. Emotional awareness and emotional management was better in male post graduate students in comparison with the females and the difference was found to be statistically significantly. The scores of the other two domains were almost equal in both. More than half of the study participants had a satisfactory EI score i.e. 25-34. Conclusion Male post graduate students had better EI. Most of the study participants had a satisfactory EI score.

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Xu, Xiaobo, Wenling Liu, and Weiguo Pang. "Are Emotionally Intelligent People More Creative? A Meta-Analysis of the Emotional Intelligence–Creativity Link." Sustainability 11, no. 21 (November 3, 2019): 6123. http://dx.doi.org/10.3390/su11216123.

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Although emotional intelligence (EI) is positively associated with beneficial outcomes such as higher job performance and better psychological well-being, its relationship with creativity is uncertain. To assess an overall correlation between EI and creativity, in the present study a meta-analysis of 96 correlations obtained from 75 studies with a total sample size of 18,130 was conducted. The results uncovered a statistically significant moderate correlation (r = 0.32, 95% CI, 0.26–0.38, p < 0.01) between these two constructs. Moderation analyses revealed that the link was modulated by the type of creativity/EI measure and sample characteristics, such as gender, employment status, and culture. Specifically, the link was stronger when EI and creativity were measured using subjective reports (EI: trait EI; creativity: creative behavior and creative personality) compared to objective tests (EI: ability EI; creativity: divergent thinking test, remote associate test, and creative product). In addition, the link was stronger in males compared to females, in employees compared to students, and in East Asian samples compared to Western European and American samples. Theoretical implications and future directions are discussed in detail.

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Meyer, Christine Sandra, Priska Hagmann-von Arx, and Alexander Grob. "Die Intelligence and Development Scale Sozial-Emotionale Kompetenz (IDS-SEK)." Diagnostica 55, no. 4 (October 2009): 234–44. http://dx.doi.org/10.1026/0012-1924.55.4.234.

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Zusammenfassung. Bisher fehlten geeignete Messinstrumente zur Erfassung sozial-emotionaler Fähigkeiten bei Kindern weitgehend. Zur Schliessung dieser Lücke in der Testdiagnostik wurde die Sozial-Emotionale Kompetenz Skala (IDS-SEK) der Intelligence and Development Scales (IDS) entwickelt. Sie umfasst die folgenden vier sozial-emotionalen Kompetenzdimensionen: 1. Emotionen Erkennen (EE), 2. Emotionen Regulieren (ER), 3. Soziale Situationen Verstehen (SV) und 4. Sozial Kompetent Handeln (SH). Die Skalenvalidität wurde in mehreren Studien mit insgesamt 839 Kindern aus der Schweiz im Alter von 5 bis 10 Jahren geprüft. Die Ergebnisse sprechen für die Kriteriums- und Konstruktvalidität. Vergleiche zwischen Kindern mit Asperger-Syndrom (N = 38) beziehungsweise aggressiver Verhaltensauffälligkeit (N = 57) und nach Alter, Geschlecht sowie Intelligenzquotienten gepaarten verhaltensunauffälligen Kindern belegen zudem die Differenzierungsfähigkeit der Skala. Die IDS-SEK eignet sich zur mehrdimensionalen Erfassung von Ressourcen und Defiziten im sozial-emotionalen Bereich. Sie kann als Basis für spezifische Förderung verwendet werden.

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Aamir, Muhammad, Siti Zaleha Abdul Rasid, Shathees Baskaran, Fadillah Binti Ismail, and Faiza Manzoor. "Can Emotional Intelligence Help in Reducing Auditorâ€™s Engagement in Quality Threatening Behaviours?" Asia Proceedings of Social Sciences 2, no. 2 (December 3, 2018): 70–73. http://dx.doi.org/10.31580/apss.v2i2.338.

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Quality Threatening Behaviours (QTBs) in auditing are associated with reduced audit quality and are under the focus of researchers and practitioners for the last two decades following the major corporate failures around the globe. QTBs are a constant threat for audit profession and lawmakers, regulatory bodies, practitioners and researchers are striving to reduce auditorsâ€™ engagement in these undesirable behaviours. Existing literature advocates that emotional intelligence (EI) meaningfully affects workplace behaviours. Wong and Law (2002) affirm that emotional intelligence is linked to job performance. Emotionally intelligent individuals respond to negative issues related to work in a better way (Greenidge, Devonish, & Alleyne, 2014). On the other hand, individuals who score low on emotional intelligence face problems in regulating emotions instigated by negative work practices reacting in a manner that can be detrimental for the organization and its members (Quebbeman and Rozell, 2002). Emotional intelligence is equally important for individuals in the accounting profession (Daff, de Lange, & Jackling, 2012). Akers and Porter (2003) proclaim that â€œEI skills are critical for the success of the accounting professionâ€ (p. 65). Auditing is a frantic occupation that causes pressure on auditors (Fisher, 2001) that fetch damaging outcomes. Negative behaviours of auditors are caused by different pressures and lessen the quality of audit, emotional intelligence ability can help auditors in avoiding indulgence in these behaviours (Yang, Brink, & Wier, 2018). Grounding on the role of emotional intelligence at work across different contexts and its ability to negatively affect harmful workplace behaviours, it can be inferred that emotional intelligence can reduce auditors engagement in quality threatening audit behaviours.

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Phraudomsitthinayok. "Role of Personality Traits and Education Towards the Entrepreneurial Intentions of Students." Journal of Computational and Theoretical Nanoscience 16, no. 11 (November 1, 2019): 4782–88. http://dx.doi.org/10.1166/jctn.2019.8390.

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Positive personality traits have been linked with various positive outcomes such as job performance, job satisfaction etc. However emotional intelligence and creativity have been scarcely linked with the entrepreneurship. Bering in mind the importance of entrepreneurship, present study has investigated the impact of emotional intelligence, entrepreneurial education and creativity on the entrepreneurial intentions. Data were collected from the students who were in their last semester of their degree. Smart-PLS was used for data analysis. The results of the study revealed that emotional intelligence has significant positive impact on the entrepreneurial intentions of students. Furthermore, results also showed a significant positive relationship between creativity and entrepreneurial intentions. Finally results also showed a positive relationship between the entrepreneurial education and entrepreneurial intentions. All the hypothesis was supported by the results of the study. Study findings concluded that students who are emotionally intelligent, creative and when they are provided with the quality education regarding the entrepreneurship, their intentions tend to be more inclined towards the entrepreneurship. Future directions are limitations are provided at the end of the study.

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Lenka, Dr Reena Mahapatra. "The impact of Emotional intelligence in the Digital Age." Psychology and Education Journal 58, no. 1 (January 1, 2021): 1844–52. http://dx.doi.org/10.17762/pae.v58i1.1039.

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In today’s digital and automation obsessed world emotional intelligence is one important aspect which can differentiate a man from a machine. In this superbly technologically oriented world where most of us are crippled without a machine to help us it is a necessity for all of us to maintain our uniqueness in respect to machine. The uniqueness which differentiates us from a machine is our emotions towards different situations and people around us and how intelligently we handle these situations in a more human way. Simply put emotional intelligence is an aspect of human nature which helps all human being to understand themselves and others and try to overcome any problems or situations in a better way. Previously companies used to give more importance to IQ (Intelligent quotient) but now most of the companies are hiring those employees who are high on Emotional intelligence. The difference between intelligent quotient and emotional intelligence is that in intelligent quotient, people make smartdecisions irrespective of people’s feelings but in case of emotional intelligence, people make smart decisions by keeping people’s feelings in mind. The decision made by keeping in mind people’s feelings makes people happy and creates a happy and motivatedenvironment within the organization. Intelligent quotient is from birth but emotional intelligence depends on the environment we are born in and our surroundings and this can be changed according to the situation. In this digital age where the environment is constantly changing and full of challenges where people have stopped thinking about others feeling, emotional intelligence is the only way where people would start feeling a sense of belonginess, start being happy, relieved, motivated and start enjoying life to the fullest. This case study sheds light on the fact that emotional intelligence is very important in today’s automated world and also can also be a secret weapon which will help us survive and maintain our uniqueness before machine takes over human being in workplace.

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Amitay, Oren Aaron, and Myriam Mongrain. "From Emotional Intelligence to Intelligent Choice of Partner." Journal of Social Psychology 147, no. 4 (August 2007): 325–43. http://dx.doi.org/10.3200/socp.147.4.325-344.

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Wulandari, Antonina Pantja Juni. "Profiling Kecerdasan Emosional Mahasiswa." Humaniora 2, no. 1 (April 30, 2011): 190. http://dx.doi.org/10.21512/humaniora.v2i1.2970.

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Article pictures the emotional intelligent of college students. The emotional intelligent defines our potential to learn practical skills based on: self awareness, self controlling, motivation, empathy, social skill. From the five skills, it could be devided into two skills, i.e. individual and social competence. Individual competence is based on emotional intelligence about how we manage ourselves. Meanwhile, social competence is about how we handle our relationship with other people. From the research result, it can be concluded that emotional intelligence level of college students should be improved since there is none who has high score, especially about empathy as the lowest score.

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Journal articles on the topic 'Emotionale Intelligenz'

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