scholarly journals Posttraumatic stress symptomatology following exposure to perceived traumatic perinatal events within the midwifery profession: The impact of trait emotional intelligence

2018 ◽  
Vol 74 (9) ◽  
pp. 2115-2125 ◽  
Author(s):  
Suzanne Nightingale ◽  
Helen Spiby ◽  
Kayleigh Sheen ◽  
Pauline Slade
Keyword(s):  
Emotional Intelligence ◽  
Posttraumatic Stress ◽  
Trait Emotional Intelligence ◽  
The Impact

Emotional Intelligence, A predictor of undergraduate student’s academic achievement in altered living conditions

2020 ◽  
pp. 1-13
Author(s):  
Sundus Tariq ◽  
Saba Tariq ◽  
Komal Atta ◽  
Rehana Rehman ◽  
Zaima Ali
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Test Scores ◽  
Short Form ◽  
Living Conditions ◽  
Trait Emotional Intelligence ◽  
Cross Sectional ◽  
Achievement Data ◽  
Significant Difference ◽  
The Impact

Abstract Objective: To compare the impact of trait emotional intelligence between students of different faculties and associated factors. Methods: the cross-sectional analytical study was conducted from August 2016 to March 2017 at the University of Faisalabad, Faisalabad, Pakistan, and comprised trait undergraduate students, both boarders and day scholars, from seven different faculties. Data was collected using the trait emotional intelligence questionnaire–short form. Student’s yearly test scores were obtained as a measure of academic achievement. Data was analysed using SPSS 20. Results: Of the 498 students, 109(21.9%) were studying medicine, 56(11.2%) dental sciences, 76(15.2%) optometry, 83(16.6%) nutrition and dietetics, 109(21.9%) physiotherapy, 35(7%) pharmacy, and 30(6%) social sciences. The overall mean age was 19.84±1.30 years. There were 210(42.2%) boarders compared to 288(57.8%) day scholars. There was significant difference in emotional intelligence based on student’s faculty (p<0.0001). Significant impact was seen on test scores of faculty residing status (p<0.05). Significant relation of emotional quotient and residing status with student’s test scores (p<0.05). Conclusion: Emotional intelligence was found to be an important factor in academic achievement and important variable in different faculties and different living conditions. Key Words: Achievement, Emotional intelligence, Faculty, Medical students, Social conditions. Continuous...

Bullying: The impact of teacher management and trait emotional intelligence

2015 ◽  
Vol 85 (3) ◽  
pp. 407-423 ◽  
Author(s):  
José A. Casas ◽  
Rosario Ortega-Ruiz ◽  
Rosario Del Rey
Keyword(s):  
Emotional Intelligence ◽  
Trait Emotional Intelligence ◽  
The Impact

scholarly journals The Role of Daily Affect in Leader-Member Exchange: A Multilevel Investigation in Public Health Administration

Organizacija ◽  
2021 ◽  
Vol 54 (2) ◽  
pp. 112-130
Author(s):  
Mehmet Çetin ◽  
Gulmira Samenova ◽  
Filiz Türkkan ◽  
Ceylan Karataş
Keyword(s):  
Public Health ◽  
Emotional Intelligence ◽  
Negative Affect ◽  
Leader Member Exchange ◽  
Trait Emotional Intelligence ◽  
Health Administration ◽  
Multilevel Research ◽  
Member Exchange ◽  
The Impact

Abstract Background and purpose: Although the critical role of affect in the leader-member relationship has been widely accepted, few studies investigated the impact of within-person affect variations in daily leader-member exchange (LMX) or addressed potential cross-level and intra-individual moderators of this relationship. This study examines the effects of followers’ positive and negative affect on their daily LMX in public health care organizations. The moderator roles of emotional labor and trait emotional intelligence were also investigated. Methodology: A multilevel research design was conducted where daily measures were nested in individuals. Seventy participants working in a government health organization operating in Istanbul responded to daily surveys for five consecutive workdays (350 day-level responses) and a general survey one week after the daily data collection period (70 person-level responses). Hypotheses were tested using Hierarchical Linear Modeling (HLM). Results: Both positive affect and negative affect were positively related with LMX (day-level), but negative affect had a negative association with LMX on the inter-personal level (when daily scores were averaged across days). Although trait emotional intelligence showed a positive cross-level effect, none of the proposed moderations was significant. Conclusion: The role of affect in LMX development is critical and has a complex structure. Findings emphasize the importance of multilevel research for understanding the affect-LMX relationship as they demonstrate different pictures in day-level and person-level analysis.

scholarly journals Improving Subjective Well-Being, Trait Emotional Intelligence and Social Anxiety through a Programme Based on the Sport Education Model in Adolescents

2019 ◽  
Author(s):  
Pablo Luna ◽  
Jerónimo Guerrero ◽  
Javier Cejudo
Keyword(s):  
Emotional Intelligence ◽  
Social Anxiety ◽  
School Context ◽  
Well Being ◽  
Control Group ◽  
Sport Education ◽  
Subjective Well Being ◽  
Trait Emotional Intelligence ◽  
Intervention Programme ◽  
The Impact

The aim of this article has been to evaluate the impact of a physical-sport education programme, based on the pedagogical model of Sport Education within the framework of quality Physical Education and approached from the field of social and emotional learning, on a set of psychological variables: subjective well-being (quality of life related to health, positive affect and negative affect); trait emotional intelligence and social anxiety. A total number of 113 Compulsory Secondary Education students were involved, aged 12 to 15 years old, 44 of whom belonged to the control group (CG) and 69 to the experimental group (EG). A quasiexperimental design of repeated pretest and posttest measures with the CG was used. The results obtained in this investigation revealed that the intervention programme caused significant improvements in the subjective well-being and the trait emotional intelligence for the EG. These findings reinforce the pedagogical efficiency of the programme with regards to the aim that has been set. Likewise, the findings also highlight the suitability and appropriateness in terms of innovative teaching proposals. In the same way, the results showed relevant empirical contributions in this given school context due to its psychological benefits and the encouragement of healthy living.

Trait Emotional Intelligence Moderates the Impact of Failure Feedback: Out-Group Derogation in Fiji

2020 ◽  
Vol 11 (7) ◽  
pp. 975-982
Author(s):  
James Johnson ◽  
Ravinesh Lakhan ◽  
Len Lecci ◽  
John F. Dovidio ◽  
Fabian M. H. Schellhaas
Keyword(s):  
Emotional Intelligence ◽  
Trait Emotional Intelligence ◽  
Failure Condition ◽  
Failure Feedback ◽  
History Of ◽  
The Impact ◽  
Group Member

Two studies investigated the effect of failure feedback, relative to success or no feedback, on the intergroup responses of Fijians of Indian descent (Indo-Fijians, Study 1) and Indigenous Fijians (I-Taukei, Study 2), groups that have a history of intergroup tension, on job suitability ratings of applicants from the negative out-group and from a “neutral” out-group (Asians). For applicants from negative out-groups specifically, compared to participants in the success and no feedback conditions, participants in the failure condition who were low in trait emotional intelligence (TEI) gave poorer negative out-group member suitability ratings. As predicted, TEI moderated the effect of feedback on ratings of the negative out-group member, with participants higher in TEI displaying less negative responding as a function of failure. The moderating impact of TEI on feedback did not occur for candidates from the neutral out-group.

Sign in / Sign up

Export Citation Format

Share Document