THE MEDIATING ROLE OF ORGANIZATION CULTURE ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND COMMUNICATION SKILLS : A SAMPLE OF HEALTH EMPLOYEES WHO WORK IN BOZYAKA TRAINING, RESEARCH AND KENT HOSPITALS

2019 ◽  
Vol 5 (15) ◽  
pp. 275-282
Author(s):  
Yasin BARUT
Keyword(s):  
Emotional Intelligence ◽  
Communication Skills ◽  
Organization Culture ◽  
Mediating Role ◽  
Training Research ◽  
The Relationship

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 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.

Relationship Beliefs and Communication Skills in Turkish Married Individuals: Examining the Mediating Role of Partner Accommodation Behavior and Emotional Dependency

2021 ◽  
pp. 0192513X2110648
Author(s):  
Yelda Yıldız-Önal ◽  
Semra Uçar
Keyword(s):  
Communication Skills ◽  
Indirect Effect ◽  
Relationship Beliefs ◽  
Mediating Role ◽  
Married Individuals ◽  
Emotional Dependency ◽  
The Relationship ◽  
Multiple Analysis

In this study, the mediating role of partner accommodation behavior and emotional dependency in the relationship between relationship beliefs and communication skills was investigated. The study was carried out with 400 married participants. The results of the multiple analysis revealed that relationship belief, emotional dependency, and partner accommodation behavior had an 11.20% variance in communication skills. Relationship belief was associated with lower partner accommodation behavior and greater emotional dependency. Further analysis revealed that communication skills were significantly predicted by partner accommodation behavior but not predicted by emotional dependency. Additionally, the indirect effect of relationship belief on communication skills through partner accommodation behavior was significant. As a result, it has been achieved that partner accommodation behavior has a partial mediating role between the relationship beliefs and communication skills of married individuals. Possible explanations and the implications and limitations of the study were discussed.

scholarly journals The Mediating Role of Emotional Intelligence in the Relationship Between School Principals’ Sustainable Leadership Behaviors and Diversity Management Skills

2021 ◽  
Vol 12 ◽  
Author(s):  
Semih Çayak ◽  
Menekşe Eskici
Keyword(s):  
Emotional Intelligence ◽  
Teacher Perceptions ◽  
School Principals ◽  
Leadership Behaviors ◽  
Diversity Management ◽  
Sustainable Leadership ◽  
Management Skills ◽  
Mediating Role ◽  
The Relationship

The purpose of this research is to examine the mediating role of emotional intelligence in the relationship between school principals’ sustainable leadership behaviors and their diversity management skills. For this purpose, this research, which was designed in the relational survey model, was carried out on teachers. The data of the study were collected using the “Sustainable Leadership Scale,” “Diversity Management Scale,” and “Emotional Intelligence Scale.” Descriptive statistics, Pearson product-moment correlation coefficient, t-test, one-way ANOVA analyses and structural equation model were used in the analysis of the data. As a result of the research, it was found that the school principals’ sustainable leadership behavior levels, their ability to manage differences and their emotional intelligence levels were high according to teacher perceptions. According to the correlation analysis, it was found that there is a positive and significant relationship between sustainable leadership, diversity management, and emotional intelligence. In addition, path analyses to examine the mediator variable effect revealed that emotional intelligence has a full mediating role in the relationship between school principals’ sustainable leadership behaviors and their diversity management skills. In addition to the research, it was also examined whether teachers perceptions of school principals on sustainable leadership behaviors, diversity management skills, and emotional intelligence levels differ significantly according to teachers’ gender, professional seniority, educational status and the level of education they work in. In addition to this, they have shown that they need to use their emotional intelligence effectively.

Sign in / Sign up

Export Citation Format

Share Document