Does Religion, and Culture Shapes Personal Moral Philosophies (Idealism and Relativism): A mediatory Model Explaining Emotional Intelligence, and Consumer Ethics Nexus in Pakistan

2020 ◽  
Author(s):  
Farheen Hameed ◽  
Danish Ahmed Siddiqui
Keyword(s):  
Emotional Intelligence ◽  
Consumer Ethics ◽  
Moral Philosophies

Emotional Intelligence and Consumer Ethics: The Mediating Role of Personal Moral Philosophies

2015 ◽  
Vol 142 (3) ◽  
pp. 527-548 ◽  
Author(s):  
Rafi M. M. I. Chowdhury
Keyword(s):  
Emotional Intelligence ◽  
Consumer Ethics ◽  
Mediating Role ◽  
Moral Philosophies

Religious Orientations and Consumer Ethics

2018 ◽  
Vol 38 (3) ◽  
pp. 315-330 ◽  
Author(s):  
Rafi M. M. I. Chowdhury
Keyword(s):  
Indirect Effects ◽  
Online Survey ◽  
Consumer Ethics ◽  
Ethical Consumption ◽  
Intrinsic Religiosity ◽  
Ethical Beliefs ◽  
Moral Philosophies ◽  
Religious Orientations ◽  
Social Actions ◽  
Negative Beliefs

This study examines the roles of intrinsic religiosity, quest religiosity and personal moral philosophies (idealism and relativism) as predictors of consumers’ ethical beliefs. An online survey was conducted with 500 US consumers to identify these relationships. The results indicate that intrinsic religiosity and quest religiosity lead to negative beliefs regarding unethical consumer actions (actively benefiting from illegal actions, passively benefiting from the mistakes of the seller and actively benefiting from legal but questionable actions) and positive beliefs regarding pro-social actions mediated through idealism. Quest religiosity also leads to positive beliefs regarding unethical consumer actions (passively benefiting from the mistakes of the seller) mediated through relativism. Supplementing these indirect effects, intrinsic religiosity and quest religiosity have direct influences on some, but not all, dimensions of consumer ethics. Considering the mediating roles of idealism and relativism in relation to the effects of religiosity on consumer ethics, policies and practices that enhance idealism and reduce relativism should be supported to encourage ethical consumption.

scholarly journals Consumer ethics among young consumers in developing countries: a cross national study

2015 ◽  
Vol 11 (3) ◽  
pp. 449-466 ◽  
Author(s):  
Denni Arli ◽  
Fandy Tjiptono ◽  
Warat Winit
Keyword(s):  
Developing Countries ◽  
Consumer Ethics ◽  
National Study ◽  
Ethical Orientation ◽  
Convenience Sample ◽  
Content Type ◽  
Moral Philosophies ◽  
Demographic Classification ◽  
Young Consumers ◽  
The Impact

Purpose – The present study aims to examine the similarities and differences between young consumers in Indonesia and Thailand based on actionable and strategy-yielding marketing variables (e.g. Machiavellianism, ethical orientations, trust, opportunism and materialism) and, second, it examined the impact of these variables on consumer ethics. Design/methodology/approach – A convenience sample of university students from a large private university in Yogyakarta (Indonesia) and a large public university in Chiang Mai (Thailand) were asked to complete a survey that incorporated scales to measure consumers’ ethical beliefs, specifically, Machiavellianism, ethical orientation, opportunism, trust and materialism, as well as demographic classification questions. Findings – The findings showed that young Indonesian and Thai consumers display similarities on most of the constructs. Moreover, the study found that personal moral philosophies (i.e. idealism and relativism) and trust strongly influence their judgment in ethically intense situations in both countries. Research limitations/implications – The current study has several limitations, especially the use of convenience sampling that may limit the generalizability of the findings. Students in Indonesia and Thailand may behave differently from general consumers or other cohorts with regards to their ethical judgments. Practical implications – Because personal ethical positions are developed over a lifetime of experiences in dealing with and resolving moral issues, schools and universities should intervene and educate youth on acting in ways that are consistent with moral rules. Currently, universities and schools in Indonesia and Thailand and many other countries in developing countries do not promote this knowledge to students. Originality/value – This is one of the first studies exploring consumer ethics in Indonesia and Thailand.

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.

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.

Training for Emotional Intelligence: The Theory in Practice

2003 ◽  
Vol 48 (1) ◽  
pp. 110-112
Author(s):  
Betsy Perabo
Keyword(s):  
Emotional Intelligence
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