Why does emotional intelligence predict general job attitudes?

2009 ◽  
Author(s):  
Daejeong Choi ◽  
Eunjung Lee ◽  
Dong-Gun Park ◽  
In-Sue Oh ◽  
Russell Guay
Keyword(s):  
Emotional Intelligence ◽  
Job Attitudes

scholarly journals PENGARUH KECERDASAN EMOSIONAL, MOTIVASI KERJA, DAN SIKAP KERJA TERHADAP KINERJA KARYAWAN PADA PT ITHACA RESOURCES

2017 ◽  
Vol 19 (1) ◽  
pp. 101
Author(s):  
Mochammad Subagio
Keyword(s):  
Emotional Intelligence ◽  
Direct Effect ◽  
Work Motivation ◽  
Job Attitudes ◽  
The Other ◽  
Research Findings

Tujuan dari penelitian ini adalah untuk mempelajari pengaruh kecerdasan emosional, sikap kerja, motivasi kerja pada karyawan kinerja. Penelitian ini dilakukan di Ithaca Resources Company Jakarta. Itu menggunakan metode studi kausal. Sampel penelitian ini adalah 90 personel dari Ithaca Resources Perusahaan yang dipilih secara acak. Temuan penelitian ini adalah: (1) ada pengaruh langsung kecerdasan emosional terhadap sikap kerja (2) ada pengaruh langsung motivasi kerja terhadap sikap kerja (3) ada pengaruh langsung kecerdasan emosional pada karyawan kinerja; (4) ada pengaruh langsung motivasi kerja pada karyawan kinerja; (5) ada pengaruh langsung dari sikap kerja terhadap karyawan kinerja; Berdasarkan temuan ini, dapat disimpulkan bahwa karyawan kinerja dipengaruhi oleh kecerdasan emosional, motivasi kerja dan sikap kerja. Dan kecerdasan emosional adalah yang paling dominan yang berpengaruh karyawan kinerja. Pada kata lain, efek kecerdasan emosional tinggi lebih langsung pada karyawan kinerja Oleh karena itu, kecerdasan emosional, motivasi kerja dan sikap kerja yang harus dipertimbangkan dalam menentukan karyawan kinerja di resouces ithaca perusahaan Jakarta.The obyective of this research is to study the effect of emotional intelligence, job attitudes, work motivation on performance employee. The research was conducted at the Ithaca Resources Company Jakarta. It was using causal study method. The samples of this research were 90 personel of the Ithaca Resources Company that selected randomly. The research findings are: (1) there is a direct effect of emotional intelligence on job attitudes (2) there is a direct effect of work motivation on job attitudes (3) there is a direct effect of emotional intelligence on performance employee; (4) there is a direct effect of work motivation on performance employee; (5) there is a direct effect of job attitudes on performance employee; Based on these findings, it could be concluded that performance employee is affected by emotional intelligence, work motivation and job attitudes. And the emotional intelligence is the most dominant that effect the performance employee. On the other word, the higher emotional intelligence effects more directly on the performance employee Therefore, the emotional intelligence, work motivation and job attitudes should be taken into consideration in determining performance employee at ithaca resouces company of jakarta

scholarly journals Predicting Job Satisfaction in Military Organizations: Unpacking the Relationship between Emotional Intelligence, Teamwork Communication, and Job Attitudes in Spanish Military Cadets

2019 ◽  
Author(s):  
Inmaculada Valor-Segura ◽  
Ginés Navarro-Carrillo ◽  
Natalio Extremera ◽  
Luis Manuel Lozano Fernández ◽  
Carlos García-Guiu ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Job Attitudes ◽  
Systematic Investigation ◽  
Proactive Personality ◽  
Academic Programs ◽  
Unique Contribution ◽  
Research Attention ◽  
Military Organizations ◽  
The Relationship

Although prior research has extensively examined the association of emotional intelligence (EI) with various job attitudes (e.g., job satisfaction), the empirical and systematic investigation of this link within military institutions has captured considerably less research attention. The present research analyzed the relationship between EI, teamwork communication, and job satisfaction among Spanish military cadets. We tested the potential unique contribution of EI to job satisfaction over and above demographics (i.e., gender and age), proactive personality, and resilience. Moreover, we also examined whether EI indirectly affects job satisfaction via its relationship with teamwork communication. A sample of 363 cadet officers of the Spanish General Military Academy completed questionnaires assessing EI, teamwork communication, proactive personality, resilience, and job satisfaction. Our results revealed that EI exhibited incremental variance in predicting job satisfaction even after accounting for demographics, proactive personality, and resilience. Additionally, we found that the effect of EI on job satisfaction was partially driven by enhanced teamwork communication. This research provides empirical evidence suggesting a pathway (i.e., effective teamwork communication) through which EI helps military cadets to experience higher job satisfaction. Implications for future academic programs including EI and teamwork communication to promote positive job attitudes among military personnel are discussed.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Emotionale Intelligenz und Führungsverhalten von Fußballtrainern

2018 ◽  
Vol 25 (3) ◽  
pp. 108-114
Author(s):  
Babett Helen Lobinger ◽  
Sinikka Heisler
Keyword(s):  
Emotional Intelligence ◽  
Soziale Unterstützung ◽  
Trait Emotional Intelligence ◽  
Emotionale Intelligenz ◽  
Trait Emotional Intelligence Questionnaire

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.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

If I Had Something to Add, I Would

2020 ◽  
Vol 19 (2) ◽  
pp. 86-96
Author(s):  
Isaac A. Lindquist ◽  
Emily E. Adams ◽  
Joseph A. Allen
Keyword(s):  
Job Attitudes ◽  
Negative Effects ◽  
Meeting Effectiveness ◽  
And Behavior ◽  
Attitudes And Behavior

Abstract. Most employees participate in workplace meetings, and their experiences in meetings can vary greatly, which can lead to positive or negative effects on both job attitudes and behavior. In this study, we examined the effect that a meeting attendee’s competence in the meeting topic had on their participation in the meeting and their perception of meeting effectiveness. Results indicated those with higher levels of competence in the meeting topic were more likely to participate and through participation found their meeting more effective; this relationship was stronger when employee dissent in the meetings was high. Leaders should ensure that those who are present in a meeting are competent in the topic of the meeting and encourage them to participate.

Sign in / Sign up

Export Citation Format

Share Document