The relationship between emotional intelligence and leadership in school leaders: a systematic review

2021 ◽  
pp. 1-21
Author(s):  
Raquel Gómez-Leal ◽  
Allison A. Holzer ◽  
Christina Bradley ◽  
Pablo Fernández-Berrocal ◽  
Janet Patti
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
School Leaders ◽  
The Relationship

A Meta Analytic Review of the Relationship between Emotional Intelligence and Leadership Effectiveness

2019 ◽  
Vol 118 (9) ◽  
pp. 118-126
Author(s):  
Augusty P. A ◽  
Jain Mathew
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Direct Relationship ◽  
Effective Leadership ◽  
Leadership Effectiveness ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Review Of Literature ◽  
Analytic Review ◽  
The Relationship

The study evaluates the relationship between Emotional Intelligence and Leadership Effectiveness through a Systematic Review of Literature. The relationship has been evaluated in two steps. First, a Systematic review of literature was done to provide a theoretical framework to link the dimensions of Emotional Intelligence to the elements of effective leadership. Meta-analysis was then used to consolidate empirical evidence of the relationship. The studies for the meta-analysis were sourced from Pro Quest and EBSCO and the correlation coefficients of the studies were analysed. Only articles that presented the direct relationship between the variables were included in the study. The results of the analysis revealed a strong, statistically significant relationship between emotional intelligence and effective leadership. The findings of the study provide evidence for the proposition that Emotional Intelligence and Leadership Effectiveness are interrelated.

scholarly journals Emotional Regulation and Overeating Behaviors in Children and Adolescents: A Systematic Review

2021 ◽  
Vol 11 (1) ◽  
pp. 11
Author(s):  
Francesca Favieri ◽  
Andrea Marini ◽  
Maria Casagrande
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Children And Adolescents ◽  
Longitudinal Studies ◽  
Emotional Regulation ◽  
Inadequate Response ◽  
Cross Sectional ◽  
The Relationship

The worldwide prevalence of obesity has dramatically increased, mostly in children and adolescents. The Emotional Eating theoretical model has proposed that the failure in emotional regulation could represent a risk factor for establishing maladaptive overeating behavior that represents an inadequate response to negative emotions and allows increasing body-weight. This systematic review investigates the relationship between overeating and both emotional regulation and emotional intelligence in childhood and adolescence, considering both cross-sectional and longitudinal studies. Moreover, another goal of the review is evaluating whether emotional regulation and emotional intelligence can cause overeating behaviors. The systematic search was conducted according to the PRISMA-statement in the databases Medline, PsychArtcles, PsychInfo, PubMed, Scopus, and Web of Sciences, and allows 484 records to be extracted. Twenty-six studies were selected according to inclusion (e.g., studies focused on children and adolescents without clinical conditions; groups of participants overweight or with obesity) and exclusion (e.g., studies that adopted qualitative assessment or cognitive-affective tasks to measure emotional variables; reviews, commentary, or brief reports) criteria detailed in the methods. Cross-sectional studies showed a negative association between emotional regulation and overeating behavior that was confirmed by longitudinal studies. These findings highlighted the role of maladaptive emotion regulation on overeating and being overweight. The relationship between these constructs in children and adolescents was consistent. The results indicated the complexity of this association, which would be influenced by many physiological, psychological, and social factors. These findings underline the need for further studies focused on emotion regulation in the development of overeating. They should analyze the mediation role of other variables (e.g., attachment style, peer pressure) and identify interventions to prevent and reduce worldwide overweight prevalence.

Emotional intelligence, Personality Variables and Career Adaptability: A Systematic Review and Meta-analysis

2021 ◽  
pp. 097226292198987
Author(s):  
Sakshi Vashisht ◽  
Poonam Kaushal ◽  
Ravi Vashisht
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Publication Bias ◽  
Meta Analysis ◽  
Career Adaptability ◽  
Personality Variables ◽  
Regression Test ◽  
Size Measure ◽  
Fail Safe ◽  
The Relationship

This study conducted a systematic review and meta-analysis to examine the relationship between emotional intelligence, personality variables (Big V personality traits, self-esteem, self-efficacy, optimism and proactive personality) and career adaptability of students. Data were coded on CMA software version 3.0. Product–moment correlation coefficient (r) was considered as the effect size measure for this study. Publication bias was assessed using Egger’s regression test along with Orwin’s fail-safe N, but no significant publication bias was detected. From the results of 54 studies, it was found that all variables of the study had meta-analytic correlation with career adaptability of students. For heterogeneity, subgroup analysis was conducted, and significant differences were found.

scholarly journals The Relationship Between the Three Models of Emotional Intelligence and Psychopathy: A Systematic Review

2018 ◽  
Vol 9 ◽  
Author(s):  
Raquel Gómez-Leal ◽  
María J. Gutiérrez-Cobo ◽  
Rosario Cabello ◽  
Alberto Megías ◽  
Pablo Fernández-Berrocal
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
The Relationship

Emotional Intelligence and Aggressive Behaviors in Adolescents: A Systematic Review and Meta-Analysis

2021 ◽  
pp. 152483802199129 ◽  
Author(s):  
Alberto Vega ◽  
Rosario Cabello ◽  
Alberto Megías-Robles ◽  
Raquel Gómez-Leal ◽  
Pablo Fernández-Berrocal
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Aggressive Behavior ◽  
Protective Factor ◽  
Mixed Model ◽  
Meta Analysis ◽  
Self Report ◽  
Future Research ◽  
Reliable Estimate ◽  
The Relationship

Adolescent aggression is a global public health with long-lasting and costly emotional, social, and economic consequences, and it is of vital importance to identify those variables that can reduce these behaviors in this population. Therefore, there is a need to establish the protective factors of aggressive behavior in adolescence. While some research has demonstrated the relationship between emotional intelligence (EI) and various aggressive responses in adolescence, indicating that EI—or the ability to perceive, use, understand, and regulate emotions—could be considered a protective factor for the development of aggressive behavior in adolescence, the strength of this effect is not clear. The aim of the present study was to conduct a systematic review of the literature concerning the relationship between aggressive behavior and EI in adolescents and provide a reliable estimate of the relationship between both constructs through a meta-analysis. For this purpose, we searched for relevant articles in English and Spanish in Medline, PsycINFO, and Scopus, obtaining 17 selectable articles based on the search terms used in research in the adolescent population. These studies provide scientific evidence of the relationship between the level of EI assessed from the three theoretical models of EI (performance-based ability model, self-report ability model, and self-report mixed model) and various aggressive responses, showing that adolescents with higher levels of EI show less aggressive behavior. Implications for interventions and guidelines for future research are discussed.

scholarly journals Development of Emotional Intelligence through Physical Activity and Sport Practice. A Systematic Review

2019 ◽  
Vol 9 (4) ◽  
pp. 44 ◽  
Author(s):  
José Luis Ubago-Jiménez ◽  
Gabriel González-Valero ◽  
Pilar Puertas-Molero ◽  
Inmaculada García-Martínez
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Emotional Intelligence ◽  
Web Of Science ◽  
Present Knowledge ◽  
Main Field ◽  
Sport Practice ◽  
The Relationship ◽  
Determining Factor ◽  
The Web

At present, knowledge of physical and cognitive aspects is essential in the sporting context. Faced with this situation, the control and knowledge of emotions has a person on himself and on others, affects the sporting action. The aim of this work is to examine the relationship between emotional intelligence and the practice of physical activity. Through a systematic review in databases such as the Web of Science and Scopus that contain the terms of emotional intelligence along with the parameters of physical activity and sport. Twenty-four articles comprised the sample for further analysis. By way of conclusion it can be said that the main field of study of emotional intelligence related to the practice of physical activity is educational. Likewise, emotional intelligence is a determining factor in the improvement of sports competences.

scholarly journals The Relationship between Mindfulness and Emotional Intelligence as a Protective Factor for Healthcare Professionals: Systematic Review

2021 ◽  
Vol 18 (10) ◽  
pp. 5491
Author(s):  
Nerea Jiménez-Picón ◽  
Macarena Romero-Martín ◽  
José Antonio Ponce-Blandón ◽  
Lucia Ramirez-Baena ◽  
Juan Carlos Palomo-Lara ◽  
...  
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Emotional Exhaustion ◽  
Protective Factor ◽  
Healthcare Professionals ◽  
Selection Process ◽  
Emotional Awareness ◽  
Mindfulness Practice ◽  
Quantitative Methodology ◽  
The Relationship

Emotional intelligence is an essential trait and skill for healthcare professionals. Mindfulness meditation has proved to be effective in increasing the wellbeing of those who practice it, leading to better mental health, self-care and job satisfaction. This paper aims to identify the recent evidence on the relationship between mindfulness and emotional intelligence among healthcare professionals and students. A systematic review was conducted including the databases PubMed, Cinhal, PsycINFO and Web of Science. The main variables were emotional intelligence skills and mindfulness practice. Data were extracted according to the following outcomes: authors, year of publication, country, study design, participants, mindfulness training intervention, tools used in data collection and main results. The following inclusion criteria were applied: peer-reviewed articles; published in English or Spanish; published between 2010 and 2020; quantitative methodology; a study population of healthcare professionals or students; the relationship with the aim of the study. The Joanna Briggs Institute criteria were followed for assessing the methodological quality of the selected studies. Three researchers were involved in the review. After the selection process, 10 studies were selected out of the 197 references initially identified. These studies revealed a positive relationship between mindfulness and emotional intelligence, particularly the capacity to regulate emotions. Furthermore, mindfulness is negatively related to emotional exhaustion. Training interventions based on mindfulness have proved to be useful in promoting emotional balance, emotional awareness, emotional acceptance, emotion recognition, expressive suppression and a reduction in emotional exhaustion. This study could serve as a basis for further research on the benefits of emotional intelligence and practicing mindfulness for the bio-psycho-social welfare of healthcare professionals.

scholarly journals Effects of the Educational Use of Music on 3- to 12-Year-Old Children’s Emotional Development: A Systematic Review

2021 ◽  
Vol 18 (7) ◽  
pp. 3668
Author(s):  
José Salvador Blasco-Magraner ◽  
Gloria Bernabe-Valero ◽  
Pablo Marín-Liébana ◽  
Carmen Moret-Tatay
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Team Work ◽  
Educational Systems ◽  
Inclusion Criteria ◽  
Prosocial Skills ◽  
Beneficial Effects ◽  
Positive Effects ◽  
School Settings ◽  
The Relationship

Interest in the study of emotions in education has grown in recent years. Some of our modern challenges, such as constantly adapting to new scenarios or the need for team work have justified the introduction of emotional competence into educational systems, while diverse studies confirm the relationship between music and emotional intelligence, so that the former could be used as a tool to develop the latter. The aim of this work was to examine the evidence for positive effects of music on the emotions of 3- to 12-year-old children, to which end a systematic review was carried out. Two reviewers independently evaluated 424 studies that were identified in MEDLINE, Psycinfo, and CINAHL databases, in order to determine whether they met the stated inclusion criteria. A total of 26 articles were selected for review. The results suggest several beneficial effects of music on children’s development, such as greater emotional intelligence, academic performance, and prosocial skills. It can therefore be concluded that music should be used in school settings, not only as an important subject in itself, but also as an educational tool within other subjects.

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.

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