scholarly journals The Mediating Role of Work Engagement in the Relationship between Emotional Intelligence and Organisational Commitment among Higher Education Institution Lecturers

2019 ◽  
Vol 18 (8) ◽  
pp. 31-53
Author(s):  
Uma Devi Nagalingam ◽  
Nor Ba’yah Abdul Kadir ◽  
Suzana Mohd. Hoesni
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Work Engagement ◽  
Education Institution ◽  
Organisational Commitment ◽  
Higher Education Institution ◽  
Mediating Role ◽  
The Relationship

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

scholarly journals Does Emotional Intelligence, Psychological Capital and Proactive Personality predict Job Performance?

2018 ◽  
Vol 2 (3) ◽  
pp. 77-80
Author(s):  
Munazza Zahra ◽  
Daisy Mui Kee Hung
Keyword(s):  
Emotional Intelligence ◽  
Job Performance ◽  
Work Engagement ◽  
Psychological Capital ◽  
Proactive Personality ◽  
Mediating Role ◽  
Human Element ◽  
Overall Performance ◽  
The Relationship

With the emergence of latest technologies, manual and routine asks have been changed, ultimately it is the human abilities that will make the organizations successful as human element can never be denied. That is why organizations are concerned about the performance of their employees since their job performance directly affects the overall performance of the organization. Thus current study is proposing predictors that can enhance job performance of the employees. Taking clues from past researches, current research proposed a conceptual framework connecting three independent variables i.e. emotional intelligence, psychological capital and proactive personality to the dependent variable job performance. It has also been proposed that the relationship between aforementioned variables will consider to be more complete with the mediating role of work engagement, hence work engagement is proposed as  mediator.

scholarly journals An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255428
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Umar Farooq Sahibzada ◽  
Zdzisław Dacko-Pikiewicz ◽  
József Popp
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Learning Outcomes ◽  
Research Universities ◽  
Learning Orientation ◽  
Academic Efficacy ◽  
Mediating Role ◽  
Student Trust ◽  
The Relationship

The purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes and satisfaction with the university experience) of students in Chinese research universities. This study further examines the mediating role of student trust in teachers (emotional and cognitive learning) and learning orientation (commitment to learning) in the relationship between EI and learning outcomes. This intent of this study was to examine the direct effects of learning outcomes on students’ academic efficacy (cognitive skills and standardised tests). This study used a sample frame of 454 students from research universities in China. The relationships were tested through the partial least squares’ structural equation modelling method. The results reveal that EI has a significant impact on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through student trust in teachers and in the learning orientation. The direct relation between learning outcomes and student academic efficacy is also established. There is a lack of studies that investigate the relationship of EI, student trust in teachers, learning orientation, learning outcomes and student academic efficacy. This is one of the initial research studies that not only empirically examine the interface of EI and learning outcomes of students of Higher Education Institutions (HEIs) but offers insights into the existing literature by concurrent investigation of the mediating role of student trust in teachers and in the learning orientation in fundamental association, while explaining the association between learning outcomes and students’ better academic efficacy.

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.

Ups and downs on the roller coaster of task conflict: the role of group cognitive complexity, collective emotional intelligence and team creativity

2020 ◽  
Vol 18 (1) ◽  
pp. 23-37
Author(s):  
Andreea Gheorghe ◽  
Oana Fodor ◽  
Anișoara Pavelea
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Complexity ◽  
Empirical Support ◽  
Task Conflict ◽  
Team Creativity ◽  
Mediating Role ◽  
Low Levels ◽  
Explanatory Mechanism ◽  
The Relationship

This study explores the association between task conflict and team creativity and the role of group cognitive complexity (GCC) as a potential explanatory mechanism in a sample of 159 students organized in 49 groups. Moreover, we analyzed the moderating effect of collective emotional intelligence (CEI)in the relationship between task conflict and GCC.As hypothesized, we found that task conflict has a nonlinear relationship with GCC, but contrary to our expectations, it follows a U-shaped association, not an inversed U-shape. In addition,the moderating role of CEI was significant only at low levels. Contrary to our expectation, the mediating role of GCC did not receive empirical support. Theoretical and practical contributions are discussed.

scholarly journals LEADERSHIP STYLE AND EMPLOYEES’ PERFORMANCE IN PAKISTAN: THE MEDIATING ROLE OF ORGANISATIONAL COMMITMENT

2020 ◽  
Author(s):  
Muhammad Abbas ◽  
Asif Ali ◽  
Muhammad Ahsan Khalid
Keyword(s):  
Conceptual Model ◽  
Leadership Style ◽  
Employee Performance ◽  
Critical Role ◽  
Organisational Commitment ◽  
Organisational Performance ◽  
Missing Link ◽  
Mediating Role ◽  
The Relationship

The paper investigates the critical role of organisational commitment between leadership style and employees’ performance. Generally, the relationship between leadership style and the organisational performance has been discussed widely but ignoring the employees’ performance. It has been accepted that the organisational commitment leads to higher employee performance but the existing literature has not focused much on this view. A conceptual model has been developed which links the constructs together.The model reveals the missing link of organisational commitment between leadership style and employees’ performance. The sample of 242 was collected from the managers and employees of manufacturing and service organisations. The finding confirmed that organisational commitment acted as a mediator between the leadership style and employees’ performance.  

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