scholarly journals A Study on the Relations among Work Pressure, Emotional Intelligence, and Subjective Well-Being of Kindergarten Teachers

2021 ◽  
Vol 73 ◽  
pp. 22-33
Author(s):  
You LI ◽  
Han ZHANG
Keyword(s):  
Emotional Intelligence ◽  
Emotional Labor ◽  
Well Being ◽  
Kindergarten Teachers ◽  
Self Control ◽  
Subjective Well Being ◽  
Working Pressure ◽  
Research Results ◽  
Deviant Behaviors ◽  
Rational Evaluation

The globalization development of the world allows the economic development presenting knowledge. Talent cultivation is similar to long-term investment that the importance cannot be neglected. Moreover, low birth rate in current society has each child being the treasure of the parents, who spoil the children with permissive parenting and do not realize the immaturity and low self-control of children in the preschool stage to result in children's deviant behaviors and teachers’ increasing workload and pressure. Aiming at kindergarten teachers in Jiangsu as the research objects, total 380 copies of questionnaire are distributed, and 277 valid copies are retrieved, with the retrieval rate 72%. The research results are summarized as below: Kindergarten teachers are general people who have emotion and cannot exercise forbearance for everything. For this reason, school organizations should be considerate of kindergarten teachers’ emotional labor problems, parents and the mass society should treat teachers’ work with objective perspective and putting themselves in the place. Using individual emotional intelligence to achieve personal emotional accommodation in the process is an important strategy for kindergarten teachers; In the cultivation process, kindergarten teachers stress on evaluating children's level, strength, and weakness for individualized instruction. Step-by-step design of learning content aims to emphasize the importance of rational evaluation. In this case, special education teachers with better emotional intelligence performance could well apply rational evaluation and emotional accommodation strategies, reduce working pressure, and enhance subjective well-being; Kindergarten organizations could properly support teachers with time flexibility to reduce kindergarten teachers dealing with class affairs or other problems with extra time. Cooperation among people would help deal with problems and promote individual positive affect. According to the research results, suggestions are eventually proposed, expecting to help kindergarten teachers present higher commitment and better effectiveness on the teaching performance to promote the overall education quality.

scholarly journals Effects of Self-Control on Subjective Well-Being: Examining the Moderating Role of Trait and State Motivation

2022 ◽  
Vol 12 ◽  
Author(s):  
Guojun Zhao ◽  
Fusen Xie ◽  
Yuchen Luo ◽  
Yixuan Liu ◽  
Yuan Chong ◽  
...  
Keyword(s):  
Well Being ◽  
Ego Depletion ◽  
Self Control ◽  
Future Research ◽  
Subjective Well Being ◽  
The Relationship ◽  
State Motivation ◽  
Positive Effect ◽  
Moderating Role

It is well documented that self-control has a positive effect on individuals’ subjective well-being. However, little research has focused on the moderators underlying this relationship. The present research used two studies to examine the moderating role of both trait and state motivation on the relationship between self-control and subjective well-being using psychometric and experimental models, respectively. In Study 1, we explored whether trait motivation (including promotion vs. prevention motivation) moderated the relationship between trait self-control and subjective well-being using a psychometric model. In Study 2, we examined the moderating effects of both trait and state motivation on the effect of state self-control (measured via ego depletion) on subjective well-being using an experimental model. Our results indicated that self-control had a positive effect on subjective well-being, with this relationship being primarily moderated by prevention motivation. When state and trait prevention motivations were congruent, self-control had the most obvious impact on subjective well-being. This study suggests that current understandings around the association between self-control and happiness is limited, implying that motivation should be the focus of future research.

scholarly journals INFLUENCE OF COPING STRATEGIES ON THE STUDENT’S WELL-BEING IN CONDITIONS OF DISTANCE LEARNING

2021 ◽  
Vol 7 ◽  
pp. 230-238
Author(s):  
Alyona Vavilova
Keyword(s):  
Regression Analysis ◽  
Distance Learning ◽  
Coping Strategies ◽  
Stress Tolerance ◽  
Well Being ◽  
Self Esteem ◽  
Self Control ◽  
Subjective Well Being ◽  
Dominant Strategies ◽  
High Level

The article is devoted to the study of student's coping strategies influence on the level of their subjective well-being in conditions of distance learning. It was found that student's coping strategies have an impact on the level of their psychological comfort. Using regression analysis it was revealed that the variability of student's life well-being is determined by the following coping strategies: positive self-esteem; responsibility; planning; escape and self-control. It was developed the typology of students in the conditions of distance education, which includes such indicators of dominant coping strategies: the level of psychological comfort, dominant coping and measure of stress tolerance. According to the certain typology, three types of students were defined: 1) adaptive type (high indicators of well-being, high indicators of tolerance to stress, dominant strategies “self-esteem”, “responsibility” and “planning” ); 2) maladaptive type (low indicators of well-being, low indicators of tolerance to stress, dominant coping “escape”); 3) average adaptive type (average indicators of well-being, average indicators of tolerance to stress; dominant strategies “responsibility”, “self-control”, low indicators of coping “positive self-esteem”). The results of the study indicate that students who are best adapted to distance learning and have a high level of psychological comfort tend to evaluate themselves positively, treat work responsibly, plan their studies and have an average level of self-control.

Foundations and Future of Well-Being

2017 ◽  
pp. 279-294 ◽  
Author(s):  
Vidya S. Athota
Keyword(s):  
Emotional Intelligence ◽  
Positive Emotions ◽  
Well Being ◽  
Point Theory ◽  
Subjective Well Being ◽  
Positive Direction ◽  
Set Point ◽  
Set Point Theory

This chapter begins by exploring subjective well-being and its origins dating back to ancient thinkers such as Aristotle. It discusses two main forms of subjective well-being; eudaimonic and hedonic well-being. The chapter then delves into the roles of personality, emotional intelligence, positive emotions, economics and religion in influencing subjective well-being. Measures of well-being are discussed as well as the notion of the Hedonic Treadmill and how it operates with the Set-point Theory of happiness. In addition, this chapter also presents the latest research from neuroscience and discusses how neuroscience potentially challenges personality and set-point theories. A few practical steps for subjective well-being are also discussed. Overall, this chapter covers the historical and contemporary theories of subjective well-being and explores a new positive direction on the association of personality, health and subjective well-being.

scholarly journals The emotional intelligence of registered nurses commencing critical care nursing

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Yvette Nagel ◽  
Amanda Towell ◽  
Elzabe Nel ◽  
Fiona Foxall
Keyword(s):  
Emotional Intelligence ◽  
Critical Care ◽  
Registered Nurses ◽  
Short Form ◽  
Well Being ◽  
Self Control ◽  
Critical Care Nursing ◽  
Care Environment ◽  
Critical Care Units ◽  
Care Nursing

Background: Critical care is described as complex, detailed healthcare in a unique, technologically rich environment. Critical care nursing requires a strong knowledge base and exceptional clinical and technological skills to cope in this demanding environment. Many registered nurses (RNs) commencing work in these areas may lack resilience, and because of the stress of the critical care environment, coping mechanisms need to be developed. To prevent burnout and to enable critical care nurses to function holistically, emotional intelligence (EI) is essential in the development of such coping mechanisms.Objective: The aim of this study was to describe the EI of RNs commencing work in critical care units in a private hospital group in Gauteng, South Africa.Method: The design used for this study was a quantitative descriptive survey. The target population were RNs commencing work in critical care units. Data were collected from RNs using the Trait Emotional Intelligence Questionnaire – Short Form and analysed using the Statistical Package for the Social Sciences software.Results: The sample (n = 30) had a mean age of 32 years. Most of the participants (63%) qualified through the completion of a bridging course between 2010 and 2012. The majority (62%) of the sample had less than 2 years’ experience as RNs.Conclusion: The EI of RNs commencing work in a critical care environment was indicative of a higher range of Global EI, with the well-being factor scoring the highest, followed by the emotionality factor, then self-control, with the sociability factor scoring the lowest.

Perceived Parenting Styles and Emotional Intelligence Among Adolescents in Vietnam

2020 ◽  
Vol 28 (4) ◽  
pp. 441-454
Author(s):  
Quynh-Anh N. Nguyen ◽  
Thach D. Tran ◽  
Tu-Anh Tran ◽  
T. A. Nguyen ◽  
Jane Fisher
Keyword(s):  
Emotional Intelligence ◽  
Parenting Styles ◽  
Short Form ◽  
Well Being ◽  
Self Control ◽  
Multilevel Regression ◽  
Cross Sectional ◽  
Perceived Parenting ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Impact

Emotional intelligence (EI) has a significant role in psychological well-being and is affected by parenting styles. There is no evidence about this relationship in countries with the impact of Confucianism and feudalism, in which parents use authoritarian caregiving to foster their children. The aim of the current study was to examine the association between parenting styles and EI among Vietnamese adolescents. This is a cross-sectional school survey using multilevel regression analyses controlling for potential confounders and school cluster effects. The principal data sources were the Trait Emotional Intelligence Questionnaire—Adolescent Short Form, which has been translated into Vietnamese, and the locally validated Parental Bonding Instrument, which assesses three main parenting styles: warmth, overprotectiveness, and authoritarianism. Results from 1,593 students revealed that boys had significantly higher overall EI, Well-Being, and Self-Control subscale scores than girls. The warmth of parents during childhood was associated with higher EI, while overprotectiveness and authoritarianism from mothers were associated with lower EI among adolescents. This study supports the impact of parenting styles on EI. The warmth and care from both mother and father will benefit the emotional development of their children in Vietnam.

scholarly journals Subjective Well-Being, Emotional Intelligence, and Mood of Parents: A Model of Relationships. Impact of Giftedness

2020 ◽  
Vol 12 (21) ◽  
pp. 8810
Author(s):  
Lucía I. Llinares-Insa ◽  
Ana M. Casino-García ◽  
Josefa García-Pérez
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation ◽  
Negative Mood ◽  
Descriptive Analysis ◽  
Gifted Students ◽  
Well Being ◽  
Gifted Children ◽  
Subjective Well Being ◽  
Mediating Role ◽  
Affective Components

The well-being of parents could be either a protective or risk factor for themselves or their children. Our objective is to analyse the affective components of subjective well-being (SWB), emotional intelligence (EI), and parental mood. Parents of gifted children may be a vulnerable group because they face exceptional challenges in raising their children, sometimes with neither educational nor social support. We assess whether parents’ EI predicts their SWB and whether positive and negative mood mediate this relationship in two different groups of parents (with or without gifted children). The sample comprised 280 parents. To test the hypotheses, descriptive analysis and structural equation modelling (SEM) were conducted. In both groups of parents, EI predicted SWB, and mood played a mediating role. Parents of gifted children had poorer SWB due to a higher number of negative experiences. Additionally, these parents tended to express more anger. Thus, parents of gifted children are an at-risk group. Our work highlights the need for teachers and social agents to consider families to facilitate the inclusion of gifted students and improve their health and that of their parents.

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