scholarly journals Inteligencia emocional en estudiantes universitarios de Psicología: diferencias entre el primer y el último curso

2021 ◽  
Vol 14 (2) ◽  
pp. 9-16
Author(s):  
Martín Sanchez-Gomez ◽  
Manuel Cerisuelo Tirado ◽  
Mireia Adelantado-Renau ◽  
Edgar Bresó
Keyword(s):  
Emotional Intelligence ◽  
Intelligence Test ◽  
Estudiantes Universitarios

Investigaciones previas han demostrado la importancia de la Inteligencia Emocional (ie) en el ámbito profesional, especialmente en la adaptación y el éxito de los psicólogos. El objetivo del presente estudio fue conocer las diferencias en ie entre alumnos de Psicología en su primer y último curso. La muestra estuvo formada por 90 alumnos de primer curso (18.37 ± 2.06 años; 80 % mujeres) y 90 alumnos de último curso (20.54 ± 1.28 años; 76 % mujeres). La ie (i. e., percepción, comprensión, gestión e ie total) se evaluó mediante el cuestionario Mobile Emotional Intelligence Test. Los hallazgos principales indican que los alumnos de cuarto curso del grado de Psicología presentaban puntuaciones significativamente mayores en la dimensión de gestión (104.8 vs. 97.5; p = .019), así como en la ie total (107.1 vs. 101.4; p = .011) comparadas a las de sus compañeros de primer curso. Al final del documento se discute la importancia de desarrollar la ie en los estudiantes de Psicología.

scholarly journals La Inteligencia Emocional y su Relación con el Género, el Rendimiento Académico y la Capacidad Intelectual del Alumnado Universitario

2017 ◽  
Vol 11 (30) ◽  
Author(s):  
María De los Dolores Valadez Sierra ◽  
María África Borges del Rosal ◽  
Norma Ruvalcaba Romero ◽  
Karina Villegas ◽  
Maryurena Lorenzo
Keyword(s):  
Emotional Intelligence ◽  
Intelligence Test ◽  
Las Mujeres ◽  
Los Grupos ◽  
Estudiantes Universitarios

Introducción. La inteligencia emocional se ha relacionado con diversas variables, como el género y el rendimiento académico. En el ámbito de la capacidad intelectual, la literatura muestra controversia, sin que exista un resultado unánime sobre la relación que existe entre estas variables En el presente estudio se analiza el efecto modulador que tiene el rendimiento académico, en una muestra de estudiantes universitarios recién ingresados, comparando por grupos, uno con inteligencia promedio y otro con inteligencia superior, y el género.Método. La muestra estuvo constituida por 129 estudiantes que ingresaron al centro universitario de ciencias de la salud en el curso escolar 2011-2012, de los cuales 64 presentaban inteligencia superior y 65 promedio. Para medir la inteligencia emocional se utilizó el Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT), el test de Matrices Progresivas Escala Avanzada para la medida de la inteligencia y como indicador de rendimiento académico, el promedio de calificaciones.Resultados. Los resultados muestran que el rendimiento juega un papel diferencial en algunas de las ramas apresadas por el instrumento. Igualmente, aparecen diferencias entre los grupos en Facilitación emocional, Inteligencia Emocional Estratégica y en Comprensión Emocional, siendo en todos los casos mayor la puntuación de las mujeres y de los más inteligentes.Discusión. Los resultados señalan relación entre inteligencia emocional y rendimiento, si bien difieren, en función del indicador de rendimiento que se tome. Además, se comprueba una relación entre inteligencia emocional, género y capacidad intelectual, apoyando los resultados parcialmente la hipótesis de que las mujeres y las personas con mayor capacidad intelectual presentan más inteligencia emocional.

INTERRELATION OF FEATURES OF FORMATION OF EMOTIONAL INTELLIGENCE OF TEENAGERS AND TYPE OF PARENT-CHILD RELATIONSHIP

2020 ◽  
Author(s):  
Юлия Сергеевна Колчанова ◽  
Наталья Валерьевна Ротманова
Keyword(s):  
Emotional Intelligence ◽  
Theoretical Analysis ◽  
Intelligence Test ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Older Adolescents ◽  
Parent Child

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.

Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures.

Emotion ◽  
2006 ◽  
Vol 6 (4) ◽  
pp. 663-669 ◽  
Author(s):  
Richard D. Roberts ◽  
Ralf Schulze ◽  
Kristin O'Brien ◽  
Carolyn MacCann ◽  
John Reid ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Intelligence Test

Emotional Intelligence as Related to Gender, Stream and Social Intelligence

2021 ◽  
pp. 76-87
Author(s):  
Ishita Ghaonta ◽  
Pawan Kumar
Keyword(s):  
Emotional Intelligence ◽  
Data Analysis ◽  
Prospective Teachers ◽  
Social Intelligence ◽  
Intelligence Test ◽  
Initial Sample ◽  
Intelligence Scale ◽  
The Social ◽  
Extreme Groups ◽  
Intelligence Scores

This study aims to assess the social intelligence of prospective teachers in relation to gender, stream, and emotional intelligence. Initial sample of the study consisted of 400 prospective teachers on which Rogan Emotional Intelligence Test (REIT) developed and standardized by Zainuddin (2005) and Social Intelligence Scale developed and standardized by Chadha and Ganeshan (2009) were administered. The sampled teachers were categorized into two extreme groups on the basis of emotional intelligence scores. Finally, the sample consisted of 136 prospective teachers i.e. 68 of each gender as well as 68 of each stream of teacher education. Analysis of Variance (ANOVA) was applied for data analysis. Significant differences were found in their social intelligence on the basis of their emotional intelligence. However, no significant differences were observed in the social intelligence of prospective teachers on the basis of their gender and stream.

scholarly journals A Study of the Effect of Education and Academic Environment on Emotional Intelligence on Accounting Students in Iran

2015 ◽  
Vol 9 (1) ◽  
pp. 182 ◽  
Author(s):  
Mahdi Salehi ◽  
Mohammadreza Abbas Zadeh ◽  
Alireza Ghaderi ◽  
Alaleh Zhian Tabasi
Keyword(s):  
Emotional Intelligence ◽  
Pearson Correlation ◽  
Intelligence Test ◽  
Accounting Students ◽  
State Universities ◽  
Academic Environment ◽  
Pearson Correlation Coefficient ◽  
Meaningful Difference ◽  
Significant Difference ◽  
Intelligence Scores

<p class="apa">The current study aims to investigate the relation between education and academic environment on emotional intelligence of accounting students in state and non-state universities in Iran.</p><p class="apa">In order to collecting data Bar-on emotional intelligence test and SCL 90 questionnaire administrated among 476 students in different subjects including accounting in both Bachelor and Master degrees in 2014. Pearson correlation coefficient, variance analysis test and covariance analysis employed for analyzing data.</p><p class="apa">The results of the study indicate that there is not a significant difference between changes of emotional intelligence scores in accounting students with non-accounting ones and also there is no meaningful difference between students of state and non-state universities in Iran.</p><p class="apa">The current study focuses on education and academic environment on emotional intelligence of accounting students which is the first study is conducted in Iran.</p>

scholarly journals Occupational Stress and Emotional Intelligence among Greek Bank Employees

2013 ◽  
Vol 3 (4) ◽  
pp. 79 ◽  
Author(s):  
Dimitrios Belias ◽  
ATHANASIOS KOUSTELIOS ◽  
Maria Koutiva ◽  
Eleni Zournatzi
Keyword(s):  
Emotional Intelligence ◽  
Occupational Stress ◽  
Perceived Stress ◽  
Demographic Factors ◽  
Likert Scale ◽  
Intelligence Test ◽  
Self Report ◽  
Perceived Stress Scale ◽  
Stress Scale ◽  
Bank Employees

The purpose of the present study was to investigate the occupational stress experienced by bank employees in Greece and its connection with emotional intelligence and demographic factors. More specifically, the feeling of occupational stress and the level of emotional intelligence among Greek bank employees are investigated both separately and in correlation. In addition, it is investigated how demographic characteristics are likely to affect the feeling of occupational stress and the level of emotional intelligence of employees in bank institutions in Greece. In addition, the study investigates whether the individual dimensions of emotional intelligence are likely to predict the level of occupational stress experienced by Greek bank employees. The sample of the present study consisted of 192 employees of Greek banks and credit institutions. The instruments used for data collection were the Perceived Stress Scale (Cohen et al., 1983) (Cronbach’s α =0.85) and the Schutte Self Report Emotional Intelligence Test (Schuutte et al., 1998) (Chronbach’s α = 0.90). The Perceived Stress Scale consisted of 10 questions, six of which were formulated negatively and measured the level of stress experienced by the employees, while the rest four were formulated positively and measured the employees’ control of stress. The answers for the first six questions were given in a five-level likert scale: 0 = Never, 4 = Very often, while the remaining four in another five level-Likert scale: 0 = Very Often, 4 = Never. The Schutte Self Report Emotional Intelligence Test consisted of 33 questions measuring the level of the employees’ emotional intelligence. The responses were given in a five-level Likert scale: 0 = Never, 4 = Very often. The results of the study showed that occupational stress among Greek bank employees was likely to be affected by some demographic factors and partially predicted by some dimensions of emotional intelligence. However, further investigation should be carried out in the Greek population, so that the phenomenon of occupational stress is well studied and decreased.

scholarly journals Análise dos itens do mayer-salovey-caruso emotional intelligence test: escalas da área estratégica

2007 ◽  
Vol 12 (2) ◽  
pp. 415-422 ◽  
Author(s):  
Ana Paula Porto Noronha ◽  
Ricardo Primi ◽  
Fernanda Andrade de Freitas ◽  
Marilda Aparecida Dantas
Keyword(s):  
Emotional Intelligence ◽  
Intelligence Test

scholarly journals A critical literature review on emotional intelligence in addiction

2019 ◽  
Vol 41 (1) ◽  
pp. 87-93 ◽  
Author(s):  
Keila Pereira Leite ◽  
Fernanda de Marzio Pestana Martins ◽  
Alisson Paulino Trevizol ◽  
Julio Ricardo de Souza Noto ◽  
Elisa Brietzke
Keyword(s):  
Emotional Intelligence ◽  
Literature Review ◽  
Critical Review ◽  
Intelligence Test ◽  
Healthy Controls ◽  
Addictive Behaviors ◽  
Methodological Issues ◽  
Addictive Disorders ◽  
Critical Literature

Abstract Introduction Emotional intelligence (EI) has been defined as the ability to perceive, understand, use and manage emotions. Studying EI could potentially be useful in understanding addictive behaviors as well as for designing and planning interventions. Objectives To conduct a critical review on EI impairment in addiction disorders. Methods MEDLINE/PubMed, Google Scholar, Cochrane, LILACS, and SciELO databases were searched. Articles that used the standardized Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) instrument to assess EI in people with addictions and healthy controls were selected for the review. Results We selected seven articles assessing EI and its associations with addiction disorders, mainly alcohol abuse and cocaine dependence. Most studies reported that individuals with addiction disorders had worse EI scores when compared to controls. Conclusion Overall, the studies reviewed demonstrated that addictions are associated with EI deficits, compared to controls. However, aspects such as the small number of addictive disorders analyzed, methodological issues related to instruments for assessment of IE and the lack of follow-up remain significant limitations.

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