scholarly journals Filipino Teachers' Compartmentalization Ability, Emotional Intelligence, and Teaching Performance

2020 ◽  
Vol 16 (3) ◽  
pp. 27
Author(s):  
Marivel Bayona Go ◽  
Rodolfo A Golbin Jr. ◽  
Severina Velos ◽  
Glynne Bate
Keyword(s):  
Emotional Intelligence ◽  
Public Schools ◽  
Well Being ◽  
Teaching Performance ◽  
Validity And Reliability ◽  
Ability Emotional Intelligence ◽  
High Level ◽  
Teachers Training ◽  
The Relationship ◽  
Filipino Teachers

Teachers, as individuals outside the classroom, deals with their problems yet are still expected to display desirable dispositions during student interaction. Thus, the strategy for regulating thoughts and emotions is vital for effective teaching. This study aims to measure Filipino teachers' problem compartmentalization ability, their level of emotional intelligence, and teaching performance, mainly when they experienced personal issues. It also seeks to determine the relationship among variables. Validated researcher-made and adopted instruments were administered to the 140 teachers from different public schools in the Cebu province, Philippines. The tools were subjected to validity and reliability tests. The gathered data were analyzed using the weighted mean and Spearman rho coefficient. Findings revealed that Filipino teachers have a high ability to compartmentalize their problems. Also, they have a high level of perceiving, understanding, managing, and using their emotions. They also display positive disposition when they are in the classroom showing their good performance despite their personal issues. Statistically, Filipino teachers' emotional intelligence and their problem compartmentalization ability were positively and significantly correlated to their teaching performance. Hence these approaches may be included by the school leaders in teachers' training for the improvement of their well-being.

Emotion information processing as a new component of emotional intelligence: Theoretical framework and empirical evidence

2021 ◽  
pp. 089020702110076
Author(s):  
Marina Fiori ◽  
Shagini Udayar ◽  
Ashley Vesely Maillefer
Keyword(s):  
Emotional Intelligence ◽  
Information Processing ◽  
Incremental Validity ◽  
Stressful Situation ◽  
Factorial Structure ◽  
Ability Emotional Intelligence ◽  
Processing Component ◽  
Overall Performance ◽  
The Relationship

The relationship between emotional intelligence (EI) and emotion information processing (EIP) has received surprisingly little attention in the literature. The present research addresses these gaps in the literature by introducing a conceptualization of emotional intelligence as composed of two distinct components: (1) EIK or emotion Knowledge component, captured by current ability emotional intelligence tests, related to top-down, higher order reasoning about emotions, and which depends more strongly on acquired and culture-bound knowledge about emotions; (2) EIP or emotion information Processing component, measured with emotion information processing tasks, requires faster processing and is based on bottom-up attention-related responses to emotion information. In Study 1 ( N = 349) we tested the factorial structure of this new EIP component within the nomological network of intelligence and current ability emotional intelligence. In Study 2 ( N =111) we tested the incremental validity of EIP in predicting both overall performance and the charisma of a presenter while presenting in a stressful situation. Results support the importance of acknowledging the role of emotion information processing in the emotional intelligence literature and point to the utility of introducing a new EI measure that would capture stable individual differences in how individuals process emotion information.

scholarly journals Analysis of the Relationship between the Psychological Well-Being, Emotional Intelligence, Willpower, and Job-Efficacy of Clinical Nurses: A Structural Model Application

2021 ◽  
Vol 18 (11) ◽  
pp. 5582
Author(s):  
Jin-Hwa Lee ◽  
In-Ok Sim
Keyword(s):  
Emotional Intelligence ◽  
Nursing Students ◽  
Structural Model ◽  
Well Being ◽  
Psychological Well Being ◽  
Clinical Nurses ◽  
Professional Nurses ◽  
Mediating Factor ◽  
Future Work ◽  
The Relationship

The aim of this study to discover the relationship between psychological well-being, emotional intelligence, willpower, and job-efficacy. The data were collected from 26 May to 30 May 2020 by distributing a questionnaire to 317 clinical nurses with six months of experience in a general hospital located in Seoul. Three hundred copies were collected and used for final data analysis. The results of the study verified that the direct factors of psychological well-being, emotional intelligence, and willpower affect the job-efficacy of clinical nurses and confirmed that emotional intelligence is a mediating factor between psychological well-being and job-efficacy. This study is meaningful in that it proves the necessity of establishing various curriculums focusing on these factors so that nursing students can best perform their duties as professional nurses. In particular, it is suggested that an educational program and curriculum be established that can strengthen the psychological well-being and enhance the emotional intelligence of nursing students. It is expected that such training will equip professional clinical nurses to effectively handle future work in their stress-filled field.

Relationship of Spiritual well-being and emotional intelligence among Iranian' nursing students

2021 ◽  
Vol 15 (6) ◽  
pp. 1634-1640
Author(s):  
Javad Jafari ◽  
Asra Nassehi ◽  
Mohammadali Zareez ◽  
Seydamalek Dadkhah ◽  
Najmeh Saberi ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Well Being ◽  
Self Awareness ◽  
Spiritual Well Being ◽  
The Mean ◽  
High Level ◽  
Relationship Of ◽  
Religious Wellbeing

Background: Among all aspects of nursing care, the spiritual one is the issue that has received little attention. Having spiritual wellbeing (SWB) is a necessity to provide appropriate spiritual care. In addition to, the Emotional intelligence (EI) is one of the most important factors in social and professional success and is essential for effective nursing practice. Therefore, aim of study was evaluating the Relationship between SWB and EI among nursing students. Methods: The sample of this descriptive-analytic study consisted of 136 nursing students studying at Bam University of Medical Sciences selected by convenience sampling method. The Bradberry and Greaves 28-item EI scale, Palutzian and Ellison SWB Scale were used to assess the total score of EI and SWB. Collected data were analyzed using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, independent t-test and one-way ANOVA with SPSS v18. Results: The mean score of SWB and EI were 97.1±11.56 and 123.4 + 123.6, respectively. The mean score dimensions of SWB include (religious wellbeing 47.9±6.6, existential wellbeing 49.1±5.7) and dimensions EI: self-awareness, self-management, social awareness, and relationship management were 27.2 3 3.2, 36.2 2 5.4, 25.1 + 3.5 and 35.1 + 4.5, respectively. The majority of students have reported moderate level SWB and high level of emotional intelligence. The factors influencing their level of SWB were academic semester and age (p<0.05). Conclusion: Although the level of students' EI and SWB were at a desirable level in this study, due to the nature of nursing and the interaction between nurses and patients, providing a suitable learning environment for the development of EI is essential. Therefore, it is suggested that nursing policymakers should develop appropriate educational programs for nurses and provide curriculum for students to promote their knowledge and skills. Keywords: spiritual, religious, wellbeing, existential, nursing, emotional intelligence

scholarly journals THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND LEADERSHIP QUALITIES IN STUDENTS

2020 ◽  
Keyword(s):  
Emotional Intelligence ◽  
Common Ground ◽  
Education Institution ◽  
Leadership Traits ◽  
Leadership Qualities ◽  
Organizational Skills ◽  
Low Level ◽  
Technical Students ◽  
High Level ◽  
The Relationship

In this article, the main approaches concerning the problem of leadership traits formation as studied in both national and foreign literature are viewed. There are given results of research on leadership traits in students at technical specialties and humanities in the course of their training at a higher education institution in their connection with emotive intellect. The peculiarities of leadership traits in the tested groups with different level of emotive intellect, as well as a connection between leadership traits and emotive intellect are determined. The highest indicators according to the results of the research are demonstrated by a group of students of technical specialties with a high level of emotional intelligence, which indicates the ability to manage their emotions and behavior, the ability to solve problems. They demonstrate a high level of organizational skills, ability to work with a group. Their actions are aimed at achieving goals. The lowest rates according to the results of the study were found in a group of students of humanities with a low level of emotional intelligence. In difficult situations, it is difficult for them to find a way out. They do not know how to control the work of their comrades, to find common ground with people. The relationship between emotional intelligence and leadership skills in students of technical and humanities has been studied. A group of technical students with a high level of emotional intelligence found positive correlations between emotional intelligence and all scales of leadership qualities. There are no correlations between emotional intelligence and leadership qualities in the group of humanities students with a low level of emotional intelligence. In other groups of students, certain correlations have been established between emotional intelligence and leadership qualities.

scholarly journals The Association Between Patients' eHealth Literacy and Satisfaction With Shared Decision-making and Well-being: Multicenter Cross-sectional Study (Preprint)

2020 ◽  
Author(s):  
Richard Huan Xu ◽  
Ling-Ming Zhou ◽  
Eliza Lai-Yi Wong ◽  
Dong Wang
Keyword(s):  
Decision Making ◽  
Shared Decision Making ◽  
Regression Models ◽  
Well Being ◽  
Shared Decision ◽  
Background Characteristics ◽  
Cross Sectional ◽  
Ehealth Literacy ◽  
High Level ◽  
The Relationship

BACKGROUND Although previous studies have shown that a high level of health literacy can improve patients’ ability to engage in health-related shared decision-making (SDM) and improve their quality of life, few studies have investigated the role of eHealth literacy in improving patient satisfaction with SDM (SSDM) and well-being. OBJECTIVE This study aims to assess the relationship between patients’ eHealth literacy and their socioeconomic determinants and to investigate the association between patients’ eHealth literacy and their SSDM and well-being. METHODS The data used in this study were obtained from a multicenter cross-sectional survey in China. The eHealth Literacy Scale (eHEALS) and Investigating Choice Experiments Capability Measure for Adults were used to measure patients’ eHealth literacy and capability well-being, respectively. The SSDM was assessed by using a self-administered questionnaire. The Kruskal-Wallis one-way analysis of variance and Wilcoxon signed-rank test were used to compare the differences in the eHEALS, SSDM, and Investigating Choice Experiments Capability Measure for Adults scores of patients with varying background characteristics. Ordinary least square regression models were used to assess the relationship among eHealth literacy, SSDM, and well-being adjusted by patients’ background characteristics. RESULTS A total of 569 patients completed the questionnaire. Patients who were male, were highly educated, were childless, were fully employed, were without chronic conditions, and indicated no depressive disorder reported a higher mean score on the eHEALS. Younger patients (SSDM<sub>≥61 years</sub>=88.6 vs SSDM<sub>16-30 years</sub>=84.2) tended to show higher SSDM. Patients who were rural residents and were well paid were more likely to report good capability well-being. Patients who had a higher SSDM and better capability well-being reported a significantly higher level of eHealth literacy than those who had lower SSDM and poorer capability well-being. The regression models showed a positive relationship between eHealth literacy and both SSDM (<i>β</i>=.22; <i>P</i>&lt;.001) and well-being (<i>β</i>=.26; <i>P</i>&lt;.001) after adjusting for patients’ demographic, socioeconomic status, lifestyle, and health status variables. CONCLUSIONS This study showed that patients with a high level of eHealth literacy are more likely to experience optimal SDM and improved capability well-being. However, patients’ depressive status may alter the relationship between eHealth literacy and SSDM. CLINICALTRIAL

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

Self-Reported Emotional Intelligence, Burnout and Engagement among Staff in Services for People with Intellectual Disabilities

2004 ◽  
Vol 95 (2) ◽  
pp. 386-390 ◽  
Author(s):  
Auxiliadora Durán ◽  
Natalio Extremera ◽  
Lourdes Rey
Keyword(s):  
Emotional Intelligence ◽  
Intellectual Disabilities ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Personal Accomplishment ◽  
Work Related ◽  
Significant Relationships ◽  
People With Intellectual Disabilities ◽  
Mood Scale ◽  
The Relationship

This study examined the relationship among dimensions of self-reported Emotional Intelligence, Engagement and Burnout, using the Trait Meta-Mood Scale, Maslach Burnout Inventory and Utrecht Work Engagement Scale in a sample of Spanish professionals who work at institutions for people with intellectual disabilities. The results showed that Emotional Clarity was significantly associated with Personal Accomplishment ( r = .25) and Dedication ( r = .25). Further, Repair to moods was significantly correlated with all Engagement dimensions (.20 Vigor, .30 Dedication, .36 Absorption) and with Personal Accomplishment (.31). These findings extend previous research with college students in which Clarity and Repair to moods subscales were relevant predictors of well-being indexes and interpersonal functioning and suggest that the Trait Meta-Mood Scale subscales also show significant relationships with emotional functioning and work-related variables in a professional sample.

The Relationship Between Social Justice Issues and Emotional Intelligence (EI)

2018 ◽  
pp. 1202-1220
Author(s):  
Misha Chakraborty ◽  
Dominique T. Chlup
Keyword(s):  
Social Justice ◽  
Emotional Intelligence ◽  
Human Resource Development ◽  
Human Resource ◽  
Well Being ◽  
Review Of The Literature ◽  
Social Oppression ◽  
The Relationship ◽  
Critical Aspects

This chapter discussed issues of injustice as often affecting the emotional, and in some cases, the physical well-being of a person. In recent years, researchers have begun to explore the role of Emotional Intelligence (EI) in creating awareness when it comes to social justice issues related to areas such as racism, sexism, heterosexism, etc. The purpose of this chapter is twofold: First, to concentrate on the area of social justice issues to find out what the literature has explored in terms of the role Emotional Intelligence (EI) might play when it comes to dealing with social oppression, and second, to advocate emotional intelligence traits that can be successfully used to cope with social oppression. We reviewed the literature as a way to deepen our understanding of how to foster “socially conscious” practices within the workplace. The chapter has implications for Human Resource Development (HRD) practitioners to remind them of the responsibility they have to encourage and welcome studies and practices addressing critical aspects such as social justice issues as a way to help ensure a productive and safe workplace. Through this review of the literature, we found that emotional intelligence traits, if practiced responsibly, can make society a better place for everyone to live and work in.

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