Must We Suffer to Succeed?

2017 ◽  
Vol 38 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Juliane Strack ◽  
Paulo Lopes ◽  
Francisco Esteves ◽  
Pablo Fernandez-Berrocal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Trait Anxiety ◽  
The Relationship

Abstract. Why do some people work best under pressure? In two studies, we examined whether and how people use anxiety to motivate themselves. As predicted, clarity of feelings moderated the relationship between trait anxiety and the tendency to use this emotion as a source of motivation (i.e., anxiety motivation). Furthermore, anxiety motivation mediated the relationship between trait anxiety and outcomes – including academic achievement (Study 1) as well as persistence and job satisfaction (Study 2). These findings suggest that individuals who are clear about their feelings are more likely to thrive on anxiety and eustress and possibly use these to achieve their goals and find satisfaction at work.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

Intelligence and Emotional/Behavioral Factors as Correlates of Achievement in Child Psychiatric Inpatients

1988 ◽  
Vol 63 (1) ◽  
pp. 163-170 ◽  
Author(s):  
A. J. Finch ◽  
Ronald L. Blount ◽  
Conway F. Saylor ◽  
Vicky V. Wolfe ◽  
Thomas P. Pallmeyer ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Trait Anxiety ◽  
Emotionally Disturbed ◽  
Psychiatric Inpatients ◽  
Behavioral Factors ◽  
Verbal Iq ◽  
Behavioral Indices ◽  
Child Psychiatric ◽  
Highly Correlated ◽  
The Relationship

This study investigated the extent to which IQ and emotional/behavioral factors were related to tested academic achievement in 56 child psychiatric inpatients. The first part of the study replicated and extended previous research; WISC—R IQs were highly correlated with tested achievement, Verbal IQs being more highly correlated with achievement than were Performance or Full Scale IQs. In the second part of the study which examined the relationship between the emotional/behavioral indices and achievement, only Trait Anxiety correlated significantly with achievement. However, after the relationship between Trait Anxiety and Verbal IQ was partialed out, the correlation between anxiety and achievement was no longer significant. These findings raise questions regarding the magnitude of the relationship between measures of emotional/behavioral status and tested academic achievement within a single sample of emotionally disturbed children and adolescents.

State and Trait Anxiety as Mediators in the Relationship among Cognitive Restructuring and Study Skills Training with Academic Achievement

2019 ◽  
pp. 8-20
Keyword(s):  
Academic Achievement ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Study Skills ◽  
Cognitive Restructuring ◽  
Skills Training ◽  
State And Trait Anxiety ◽  
The Relationship ◽  
Significant Mediator

The aim of the study was to determine the role of state and trait anxiety as mediators in the relationship between cognitive restructuring and study skills training with academic achievement. Ninety-four high school students were randomly selected as a sample to receive either a CR or SST psycho-educational group therapy. The mediation analyses indicated that anxiety (state and trait anxiety post-test) could not be considered as significant mediators and this mediation was not a partial mediation. Furthermore, the results revealed that state anxiety follow-up could be considered as a significant mediator and this mediation was a partial mediation. However, trait anxiety follow-up could not be considered as a significant mediator and this mediation was not a partial mediation. However, the present study founded evidence of effects of state anxiety as a mediator on academic achievement. In conclusion, CR and SST were effective treatments for anxiety and academic achievement.

An Application of Affective Events Theory to Workplace Bullying

2011 ◽  
Vol 16 (3) ◽  
pp. 198-208 ◽  
Author(s):  
Lars Glasø ◽  
Tina Løkke Vie ◽  
Gry Rotnes Holmdal ◽  
Ståle Einarsen
Keyword(s):  
Job Satisfaction ◽  
Trait Anxiety ◽  
Workplace Bullying ◽  
Intention To Leave ◽  
Trait Anger ◽  
Emotional Experiences ◽  
Affective Events Theory ◽  
Potential Mediator ◽  
Affective Events ◽  
The Relationship

Within the framework of Affective Events Theory (AET), this study examines emotional experiences as a potential mediator between exposure to bullying and job satisfaction and intention to leave, respectively. We also investigate to what extent trait anxiety and trait anger moderate the relationships between these variables. The results show that the relationships between bullying and both job satisfaction and intentions to leave are partly mediated by the targets’ emotional experiences. Trait anxiety moderates the relationship between exposure to bullying and the targets’ negative emotions. Trait anxiety and trait anger did not moderate the relationship between bullying and the outcomes. The results support the validity of AET, while simultaneously indicating exposure to bullying as a strong stressor in its own right.

Power Values and Power Distance Moderate the Relationship Between Workplace Supervisory Power and Job Satisfaction

2020 ◽  
Vol 19 (3) ◽  
pp. 135-141
Author(s):  
Kenneth D. Locke
Keyword(s):  
Job Satisfaction ◽  
Multilevel Modeling ◽  
Power Distance ◽  
European Social Survey ◽  
Social Survey ◽  
The Relationship ◽  
Workplace Power ◽  
Over Time

Abstract. Person–job (or needs–supplies) discrepancy/fit theories posit that job satisfaction depends on work supplying what employees want and thus expect associations between having supervisory power and job satisfaction to be more positive in individuals who value power and in societies that endorse power values and power distance (e.g., respecting/obeying superiors). Using multilevel modeling on 30,683 European Social Survey respondents from 31 countries revealed that overseeing supervisees was positively associated with job satisfaction, and as hypothesized, this association was stronger among individuals with stronger power values and in nations with greater levels of power values or power distance. The results suggest that workplace power can have a meaningful impact on job satisfaction, especially over time in individuals or societies that esteem power.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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