Relevant bibliographies by topics / Emotionell intelligens

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotionell intelligens'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Emotionell intelligens"

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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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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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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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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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Astuti, Juli. "RAHASIA MULTIPLE INTELLIGENCE PADA ANAK." Journal ISTIGHNA 1, no. 2 (July 25, 2018): 37–61. http://dx.doi.org/10.33853/istighna.v1i2.3.

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In educational institutions, parents, teachers and the public often assume that intelligence can only be seen through academic scores and formal test results such as getting a high score or being ranked in a class. This conception is outdated and superficial. In this era of globalization where educational practitioners are exploring the concept of Multiple Intelligences. Multiple Intelligences as a broad concept of intelligence and has undergone several changes due to the emergence of the theory of multiple intelligences proposed by a psychologist from Harvard University. Intelligence is not limited to formal tests, it's a multidimensional and one's discovery process of competence. Multiple Intelligences is a theory of intelligence pioneered by a psychologist from Harvard University who shows that everyone is intelligent and tends to have intelligence among the ten dimensions of intelligence. In Islam (al Qur'an) multiple intelligences is actually already put forward various developments about intelligence and various human potential. There are ten dimensions of intelligence put forward by Hardward Gardner namely linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, kinesthetic-physical-kinesthetic, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic, existential and emotional intelligence
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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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Dissertations / Theses on the topic "Emotionell intelligens"

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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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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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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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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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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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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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Forsberg, Alva. "Relationen mellan emotionell intelligens och livstillfredsställelse." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55432.

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En hög levnadsstandard och materiell välfärd är ingen garanti för att människor är lyckliga och tillfredsställda med sina liv. Förmågan att ta hjälp av våra känslor kan också påverka vår syn på livet. Emotionell intelligens (EI) - förmågan att identifiera och hantera emotioner - har visat sig ha en positiv inverkan på livstillfredsställelse. Syftet med denna studie var att undersöka detta samband utifrån fyra EI-förmågor: uppfatta och använda emotioner samt hantera egna och andras emotioner. Vidare syftade studien till att undersöka om kön, ålder och utbildning har betydelse för EI. Sextio deltagare besvarade självskattningsskalor om EI och livstillfredsställelse. Resultatet visade att hög total EI samt alla fyra underdimensionerkorreleradesignifikantmedhög livstillfredsställelse, men endast förmågan att hantera egna emotionervarenmarginelltsignifikantprediktorav livstillfredsställelse. Det fanns ett positivt samband mellan kön och EI men varken ålder eller utbildning var relaterade till EI. Resultaten indikerar att en individs förmåga att reglera sina emotioner till viss grad gör det möjligt för personen att påverka sin livstillfredsställelse.
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Gustavsson, Karin. "EQ, Emotionell intelligens ur ett skolperspektiv." Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1006.

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Syftet med arbetet har varit att få en fördjupad bild av vad begreppet EQ, emotionell intelligens handlar om. Följande två frågor har använts: Vad är EQ? Hur ser lärare på begreppet EQ och arbetet med barns sociala och emotionella utveckling? Litteraturgenomgången innehåller förutom de fem grundpelarna inom EQ, också en del allmänna tankar runt begreppet, samt hur skolans roll i barnens utveckling ser ut och vad Lpo-94 säger oss. Den senare delen av arbetet består av en sammanställning av fyra kvalitativa djupintervjuer gjorda med grundskollärare som arbetarmed EQ i skolan. Min slutsats är att arbetet med EQ bör genomsyra och ingå som en naturlig grundtanke i dagens skolarbete. Dagens samhälle har av olika anledningar bidragit till att läraryrket har kommit att omfatta nya sociala och emotionella dimensioner, och arbetet med EQ kan bidra till att lägga en stabil och trygg grund hos eleverna inför den framtid som väntar dem.

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Elheim, Fanny, and Angelica Fransson. "Svartsjuka och Emotionell intelligens : En korrelationsstudie mellan svartsjuka och emotionell intelligens beroende på relationsstatus, kön och ålder." Thesis, Växjö University, School of Social Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1954.

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SAMMANFATTNING

Syftet med denna studie var att med hjälp av frågeformulär mäta studenters (n=138), vid Växjö universitet, upplevelse av svartsjuka och emotionell intelligens beroende på relationsstatus, ålder och kön. Demirtaz och Dönmez (2006) studie visar att graden svartsjuka mellan olika relationsstatus är signifikant och en studie av Derksen, Kramer och Katzko (2002) har visat att emotionell intelligens ökar med åldern. Vi formade fyra hypoteser, huvudhypotesen i denna studie var ”personer med låg grad av emotionell intelligens upplever högre grad av svartsjuka”. De statistiska test visade att hypotesen var signifikant bland yngre personer. Vi fann inte någon skillnad mellan relationsstatus, kvinnor och svartsjuka, ålder och emotionell intelligens eller skillnad mellan kön och emotionell intelligens. Dock fann vi att kvinnor var signifikant mer svartsjuka än män.

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Books on the topic "Emotionell intelligens"

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Weisinger, Hendrie. EQ: Ka nsloma ssig intelligens pa jobbet. Stockholm: Forum, 1998.

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du, Rietz Hans, ed. Känslans intelligens: Om att utveckla vår emotionella kapacitet för ett tryggare och mänskligare samhälle. Stockholm: Wahlström & Widstrand, 2007.

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Emotional Intelligence Coaching. London: Kogan Page Publishers, 2009.

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Lisa, Spencer-Arnell, and Wilson Liz, eds. Emotional intelligence coaching: A practical guide for learners, HR professionals, coaches, and the individual. London: Kogan Page, 2008.

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Ginsberg, Rick. The human side of leadership: Navigating emotions at work. Westport, Conn: Praeger Publishers, 2007.

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Ginsberg, Rick. The Human Side of Leadership. Santa Barbara: ABC-CLIO, 2010.

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Bosley, Irina, and Erich Kasten. Emotionale Intelligenz. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-54815-8.

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Emotional intelligence. New York: Bantam Books, 1995.

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Emotional intelligence. London: Hodder Education, 2007.

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Chakraborty, Aruna, and Amit Konar. Emotional Intelligence. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-68609-5.

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Book chapters on the topic "Emotionell intelligens"

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Müllner, Markus, and Caroline Müllner. "Emotionen und emotionale Intelligenz." In Emotional intelligent führen, 15–23. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33219-8_3.

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Arnold, Rolf, and Melanie Njo. "Emotionale Intelligenz." In Bildung, 132–38. Stuttgart: J.B. Metzler, 2011. http://dx.doi.org/10.1007/978-3-476-00131-3_32.

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Zehetner, Andreas. "Emotionale Intelligenz." In Handel und Internationales Marketing Retailing and International Marketing, 45–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-26472-7_4.

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Lehner-Adam, Irén. "Emotionale Intelligenz." In Emotionale Intelligenz und soziales Funktionsniveau bei bipolaren Störungen, 17–25. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12775-6_4.

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Furnham, Adrian. "Emotionale Intelligenz." In 50 Schlüsselideen Psychologie, 56–59. Heidelberg: Spektrum Akademischer Verlag, 2010. http://dx.doi.org/10.1007/978-3-8274-2379-5_15.

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Lasko, Wolf W., and Lara M. Lasko. "Emotionale Intelligenz." In Resulting - Projektziel erreicht!, 69–118. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02980-7_3.

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Levesque, Roger J. R. "Emotional Intelligence." In Encyclopedia of Adolescence, 841–43. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_475.

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LaMothe, Ryan. "Emotional Intelligence." In Encyclopedia of Psychology and Religion, 585–89. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-6086-2_836.

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Lamptey, Yvonne Ayerki, and Kenneth E. Parku. "Emotional Intelligence." In Customer Service Management in Africa, 259–71. New York : Routledge, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429031342-25.

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Roorda, Niko, and Anouchka Rachelson. "Emotional Intelligence." In The Seven Competences of the Sustainable Professional, 41–59. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351122634-5.

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Conference papers on the topic "Emotionell intelligens"

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Matić, Mirjana. "THE IMPORTANCE OF EMOTIONAL INTELLIGENCE OF LEADERS IN CRISIS SITUATIONS." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.77.

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In the modern world, today, due to rapid changes, development of technology, market demands, we can conclude that more than ever there is a danger of various types of crises. In this regard, more than ever before, it is necessary to understand what resources companies need to be more resilient to crises. This paper provides an overview of the theoretical framework, as well as research conducted in the field of emotional intelligence and crisis management. Many studies show that the importance of emotional intelligence of leaders in a crisis is great. Leaders who have a higher level of emotional intelligence possess certain skills that can be crucial to the organization in crisis situations. This paper aims to present the correlation that exists between emotionally intelligent leaders and crisis situations, taking into account several studies conducted in this area. All studies conducted have shown that there is a positive relationship between the emotional intelligence of leaders and crisis management. The conclusion is that examining the impact of the relationship between the emotional intelligence of leaders and the crisis is an exceptional framework that provides an opportunity for human resources to operate within organizations, as management of organizations themselves, seeking and shaping leaders with emotional intelligence skills.
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Motah, Mahendrenath. "The Influence of Intelligence and Personality on the Use of Soft Skills in Research Projects among Final Year University Students: A Case Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3232.

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The paper examines the moderating influence of the “Big Five” model of personality, emotional intelligence, and the impact of multiple intelligences, on the use of soft skills among final year students. The present work investigates the variables which affect students in the elaboration of their research projects during their final year of study. 187students reading for their final years were asked to fill out questionnaires comprising questions on the personality traits as proposed in the Big Five model and on Multiple Intelligences. This study provides information about how young students use soft skills in their work, and how multiple intelligences and their personality influence the preparation and presentation of their final year project.
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Hajar, Ayad, Kaur Harleen, and Alsaykal Sura. "The effect of diet and mindful eating on emotional intelligence: a cross-cultural study." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.19.

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This research investigates the effect of diet and mindful eating on emotional intelligence. Our first hypothesis states that vegetarian and non.vegetarian diets can influence emotional intelligence differently. The second hypothesis states that mindful eating affects emotional intelligence. Our sample consisted of 90 participants divided into three groups depending on their country of origin — Moroccan, Indian and Iraqi. The results demonstrated that the influence of diet on emotional intelligence was not statistically significant. We found a positive correlation between mindful eating and emotional intelligence in all the groups.
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Cseresznyés, Adrienn. "Emotionally Intelligent Organizations." In International Conference on Applied Research in Business, Management and Economics. Acavent, 2019. http://dx.doi.org/10.33422/bmeconf.2019.12.905.

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Mitevska, Mayiana, and Paulina Tsvetkova. "THE MEDIATING EFFECT OF EMOTIONAL INTELLIGENCE ON THE BIG FIVE PERSONALITY TRAITS AND THE BIG SIX VOCATIONAL INTERESTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact063.

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"A central theme in the present study is the assumption that the influence on the human behavior is mediated by different internal processes in the career choice. Emotional intelligence is defined as a variable which is a cause for the relationship between personality traits and the choice of a certain career. Three causal paths to the dependent variable were tracked – a path to the direct impact of the emotional intelligence on the career choice, a path to the influence of personality traits on the emotional intelligence as well as a path to the impact of personality traits on the career choice via the emotional intelligence. The aim of the study is to show the mediating role of emotional intelligence in the relationship between personality traits and career choice. A total of 100 Bulgarian secondary and university students (42 males and 58 females), aged 17-40 years, were included in the research. The following measures were used for the purpose of the study - Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF), The Big five questionnaire and the Big six method for career choices. The Bulgarian version of the emotional intelligence questionnaire was translated and adapted for Bulgarian sociocultural context by Antonina Kardasheva (Kardasheva, 2012). The Big five questionnaire and the Big six method for career choices were adapted for Bulgarian conditions by S. Karabelyova (Karabelyova, 2015). The results showed that there was a direct positive impact of the emotional intelligence on the relationship between the enterprising type and conscientiousness, the artistic type and neuroticism and a negative impact on the relationship between the conventional type and extraversion. The conclusions derived from the study could be used for further psychological research in the field, as well as for enhancing the knowledge of one’s personality."
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Колчанова, Юлия Сергеевна, and Наталья Валерьевна Ротманова. "INTERRELATION OF FEATURES OF FORMATION OF EMOTIONAL INTELLIGENCE OF TEENAGERS AND TYPE OF PARENT-CHILD RELATIONSHIP." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp290.2020.94.64.011.

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Исследование посвящено различию показателей эмоционального интеллекта старших подростков в семьях с различными типами воспитания. Проведен теоретический анализ концепций структуры эмоционального интеллекта и методик оценки его уровня. Эмпирическая часть выполнена с помощью методик ЭмИн Д.В. Люсина, методики ТЭИ Е.А. Сергеевой и «Поведение родителей и отношение подростков к ним» Е. Шафера. The aim of our work is to study the differences in the indicators of emotional intelligence of older adolescents in families with different predominant types of education. A theoretical analysis of existing concepts of the structure of emotional intelligence and methods for assessing its level is carried out. Emotional intelligence was assessed with the EmIn Questionnaire by Dmitriy Lyusin and the Emotional intelligence test by E. A. Sergeeva. The types of the parents-children relationships were analysed with the method ADOR E. Schaefer.
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Cotler, Jami Lynn, Dmitry M. Burshteyn, Beth DeAngelis, and Rachael Mahar. "Future of Higher Education: Emotionally Intelligent and Mindful?" In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9520.

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The purpose of this study was to investigate the effect of using the RESET model on Emotional Intelligence, Resilience, and Empathy of students registered for a software engineering senior capstone computer science course. Thirty-seven undergraduate students participated in this study during 2017-18 academic year. The participants were taught emotional intelligence and mindfulness skills encompassed by the RESET model. Most of the students completed both Pre and Post EQi 2.0 and Connor-Davidson Resilience (RISC-25) scales. Our results indicate statistically significant pre to post changes in overall emotional intelligence t(32)=3.071, p<.004, empathy t(32)=4.143, p<.0001, and resilience t(24)=2.366, p<.026. This quasi experiment is the first step in assessing the efficacy of the RESET Model in higher education. More controlled experiments will follow. These results support the notion that mindfulness practices coupled with emotional intelligence training lead to increases in resilience, overall emotional intelligence and empathy in college students. Between 150 and 200 words briefly specifying the aims of the work, the main results obtained, and the conclusions drawn.
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Carthy, Aiden. "CREATING EMOTIONALLY INTELLIGENT COLLEGES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0246.

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Picard, Rosalind W. "Mobile emotional intelligence." In the 8th international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1814433.1814434.

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Helfenstein, Sacha, Olena Kaikova, Oleksiy Khriyenko, and Vagan Terziyan. "Emotional Business Intelligence." In 2014 7th International Conference on Human System Interactions (HSI). IEEE, 2014. http://dx.doi.org/10.1109/hsi.2014.6860441.

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Reports on the topic "Emotionell intelligens"

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Ivanova, E. S. FEATURES OF EMOTIONAL INTELLIGENCE In Adolescence. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-005.

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Ivanova, E. S., and A. E. Motin. Development of emotional intelligence methods transactional Analysis. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-009.

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Ivanova, E. S. Natural and formed DYNAMICS EMOTIONAL INTELLIGENCE older students. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-003.

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Archer, Suzanne. Using Emotional Intelligence to Lead the TACOM Workforce. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada558461.

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Aldridge, Richard T. Emotional Intelligence: Advocating for the Softer Side of Leadership. Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada589117.

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Ivanova, E. S. emotional Development intelligence within the training program specialists profilers. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-008.

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Sadachar, Amrut, Virginia Rolling, and Srikant Manchiraju. Consumer Emotional Intelligence and its Role in the Apparel Consumption Behavior. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1920.

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Killgore, William D., and Sophie DelDonno. Neurological Basis and Potential Modification of Emotional Intelligence through Affective/Behavioral Training. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada602894.

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Killgore, William D. The Neurological Basis and Potential Modification of Emotional Intelligence through Affective/Behavioral Training. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada564537.

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Killgore, William D., and Lauren Demers. The Neurobiological Basis and Potential Modification of Emotional Intelligence through Affective / Behavioral Training. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada599247.

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