scholarly journals Nexus between Emotional Intelligence (EQ-I) and Entrepreneurial Culture

2019 ◽  
Vol 8 (6S3) ◽  
pp. 986-993
Keyword(s):  
Emotional Intelligence ◽  
Soft Skills ◽  
Self Report ◽  
Scientific Instrument ◽  
Education Development ◽  
Intelligence Scale ◽  
Entrepreneurial Culture ◽  
Emotional Quotient Inventory ◽  
Innovative Thinking ◽  
Intelligence Theories

This paper discussed on the conceptual framework of EQ-I emotional intelligence, relevant emotional intelligence theories, current findings and measuring tools for the research methodology that are highly possible correlated to an entrepreneurial culture. Emotional Intelligence scientists such as Thorndike and Gardner pioneered the path for researchers and experts in emotional intelligence. The Emotional Quotient Inventory (EQ-i) is the primary scientific instrument and approved as an instrument to measure emotional intelligence. The Multi-factor Emotional Intelligence Scale also known as Mayer, Salovey, Caruso Emotional Intelligence Test is a test of efficacy. Emotional Competence Inventory (ECI) Competency Inventory, designed by Richard Boyatzis and Daniel Goleman, which measured emotional intelligence as a set of skills. Emotional Intelligence Mapping (EQ-Map) is another set of emotional intelligence is the scale of the EQ-Map self-report, parallel to EQ-i. The effort to cultivate creative and innovative thinking among entrepreneurs and potential entrepreneurs based on the Plan of Education Development Master Plan (PIPP 2006-2010) and (PIPP 2013-2018) capitalised on human and soft skills with emotional intelligence as the core of positive attitude needs to be nurtured from school.

Development and Application of a Brief Measure of Emotional Intelligence for Vocational High School Teachers

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1207-1218 ◽  
Author(s):  
Shwu Ming Wu
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Teachers ◽  
Age Groups ◽  
Self Report ◽  
Self Awareness ◽  
Vocational High School ◽  
School Teachers ◽  
Intelligence Scale ◽  
Report Measure

To develop a psychometrically sound, self-report measure of emotional intelligence and examine the scores of vocational high school teachers by sex and age, 375 Taiwanese vocational high school teachers (186 men, 189 women) completed the 25-item Emotional Intelligence Scale of five domains: Self-awareness, Managing Emotions, Self-motivation, Empathy, and Handling Relationships. Analysis indicated that these teachers reported higher scores on Self-awareness and Empathy but slightly lower on Managing Emotions. The women gave higher self-ratings on Self-awareness and Empathy than the men. There were also significant differences across age groups on Self-awareness, Self-motivation, Empathy and the Total score for the Emotional Intelligence Scale.

scholarly journals Pengaruh Kepimpinan Instruksional, Kecerdasan Emosi dan Personaliti Guru Besar Terhadap Prestasi Kerja Guru Sekolah Rendah di Sabah

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 35-44
Author(s):  
Abdul Said Ambotang ◽  
Rosdah Herawaty Hamid
Keyword(s):  
Emotional Intelligence ◽  
Job Performance ◽  
Primary Schools ◽  
Rating Scale ◽  
Short Form ◽  
Instructional Management ◽  
Intelligence Scale ◽  
Emotional Quotient Inventory ◽  
Neo Five Factor Inventory ◽  
Trait Emotional Intelligence Questionnaire

Kajian ini bertujuan untuk mengenal pasti hubungan dan pengaruh kepimpinan instruksional, kecerdasan emosi dan persoaliti guru besar terhadap prestasi kerja guru sekolah rendah di negeri Sabah. Seramai 419 orang responden telah dipilih dalam kalangan guru dari lima puluh buah sekolah rendah di negeri Sabah yang dipilih secara rawak menggunakan kaedah pensampelan rawak berstrata. Data Kajian diperoleh menggunakan soal selidik tertutup mengandungi 88 item yang diubah suai daripada instrumen Principal Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) dan prestasi kerja oleh Iran Herman dan Fatimah Wati Halim. Data kajian dianalisis menggunakan perisian Statistical Packages For Social Sciences. Ujian Korelasi Pearson bagi ketiga-tiga variabel menunjukkan wujud hubungan signifikan secara positif dengan prestasi kerja guru. Analisis regresi menunjukkan ketiga-tiga variabel turut memberi pengaruh yang signifikan terhadap prestasi kerja guru. Berdasarkan data empirikal yang dibincangkan, kajian ini boleh dijadikan panduan oleh semua pihak yang terlibat secara langsung atau tidak langsung dalam bidang pendidikan dan penyelidikan dalam meningkatkan prestasi kerja guru di sekolah rendah. Abstract This study aimed to identify the relationship and effects of instructional leadership, emotional intelligence and headmaster’s personality towards primary schools teachers’ job performance in Sabah. A number of 419 respondents from 50 primary schools in Sabah were chosen randomly using Stratified Random Sampling method. The results gained using closed questionnaire that contained 88 items which was modified from Principal of Instructional Management Rating Scale (PIMRS), Emotional Quotient Inventory (EQ-I), Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-S), Emotional Spiritual Quotient (ESQ), Emotional Intelligence Scale (EIS), NEO Five-Factor Inventory (NEO FFI) and job performance by Iran Herman and Fatimah Wati Halim. The data was analysed using Statistical Packages For Social Sciences. Thus, Pearson Correlation Test for the variables showed that there are significant positive connection with teacher’s job performance. The regression analysis also showed that all the variables has significantly affect the teacher’s job performance. In regard of the empirical data as discussed, this study could be used as a guide by party of interest in the field of educations or studies to improve teacher’s job performance in primary school. 

scholarly journals Inteligencia emocional y Conductas agresivas en adolescentes de colegios particulares del Callao

2019 ◽  
Author(s):  
◽  
Valeria Gallardo Angeles ◽  
Keyword(s):  
Emotional Intelligence ◽  
Self Report ◽  
Intelligence Scale

La presente investigación empírica, de estrategia asociativa con estudio predictivo de diseño correlacional simple, tiene como objetivo determinar la relación entre inteligencia emocional y conductas agresivas en una muestra de 250 adolescentes de colegios particulares del Callao pertenecientes a tres centros educativos, donde el 44% fueron varones y el 56% fueron mujeres. Se les aplicó la Schutte Self-Report Emotional Intelligence Scale (SSREI) y el Cuestionario de Agresión de Buss y Perry. Los resultados demostraron que existe una relación pequeña y negativa entre regulación de emociones e ira (rs = -.15; p <.05), uso de emociones y hostilidad (rs = -.19; p <.05) y uso de emociones con agresión verbal (rs = -.18; p <.05). Esta investigación se puede aplicar a diversos contextos, teniendo en cuenta las teorías, investigaciones y limitaciones que se encontraron en el presente estudio.

scholarly journals Development of the Emotional Intelligence Scale

2013 ◽  
Vol 8 (1) ◽  
pp. 1252-1264 ◽  
Author(s):  
Sandhya Mehta ◽  
Ms.Namrata Singh
Keyword(s):  
Emotional Intelligence ◽  
Pilot Study ◽  
Social Competence ◽  
Internal Consistency ◽  
Self Report ◽  
Intelligence Scale ◽  
Personal Competence

This paper describes the development of the Emotional intelligence Scale EI(PcSc)scale as tested on pilot study of 200 respondents. The EI(PcSc)scale is a self-report questionnaire comprising two parts: personal competence and social competence that measures six facets of emotional intelligence in the workplace. Estimates of internal consistency for the subscales ranged from .78 to .91.

Validation of the Schutte Self-Report Emotional Intelligence Scale With American College Students

2016 ◽  
Vol 36 (2) ◽  
pp. 175-181 ◽  
Author(s):  
Xiaopeng Gong ◽  
Sharon E. Paulson
Keyword(s):  
Emotional Intelligence ◽  
Online Survey ◽  
Factor Model ◽  
Current Data ◽  
Model Fit ◽  
Self Report ◽  
Intelligence Scale ◽  
Confirmatory Factor Analyses ◽  
American Students ◽  
Confirmatory Factor

The current study examined the factor structure of the Schutte Self-Report Emotional Intelligence (SSREI) scale with an American college sample ( n = 404, 322 females, 88.9% Whites). Data were collected through an online survey, and confirmatory factor analyses were conducted to test several proposed factor models from previous studies. The results showed that the Ng et al. two-level factor model fit the current data best. Implications of the study and the usefulness of SSREI scale among American students were discussed.

Validity and Reliability of a Brief Emotional Intelligence Scale (BEIS-10)

2010 ◽  
Vol 31 (4) ◽  
pp. 198-208 ◽  
Author(s):  
Kevin A. Davies ◽  
Andrew M. Lane ◽  
Tracey J. Devonport ◽  
Jamie A. Scott
Keyword(s):  
Emotional Intelligence ◽  
Self Report ◽  
Measurement Tool ◽  
Fit Indices ◽  
Validity And Reliability ◽  
Factor Solution ◽  
Intelligence Scale ◽  
Confirmatory Factor ◽  
Salient Factor ◽  
Development And Validation

This study describes the development and validation of a brief self-report measure of emotional intelligence based on Salovey and Mayer’s (1990) conceptualization. In stage one, the 33-item Emotional Intelligence Scale (EIS: Schutte et al., 1998 ) was assessed for content validity by a panel of experts. The panel deemed 17 items unsuitable for further analysis. In stage two, a theoretically derived 5-factor solution and a unidimensional model were subjected to confirmatory factor analysis (CFA) in a student-athlete sample (n = 955). Results supported the multidimensional solution. The Brief Emotional Intelligence Scale (BEIS-10) was developed by extracting the two items from each factor with the most salient factor loadings. CFA results yielded good fit indices for the 10-item, 5-factor solution. Finally, stage three provided evidence of test-retest stability for the BEIS-10 over a 2-week period in a sample of 111 student-athletes. The BEIS-10 is offered as a valid and reliable measurement tool that has particular utility in situations where brevity is important.

Emotional intelligence and psychological skills use among athletes

2009 ◽  
Vol 37 (2) ◽  
pp. 195-201 ◽  
Author(s):  
Andrew M. Lane ◽  
Richard C. Thelwell ◽  
James Lowther ◽  
Tracey J. Devonport
Keyword(s):  
Emotional Intelligence ◽  
Canonical Correlation ◽  
Self Report ◽  
Psychological Skills ◽  
Trait Emotional Intelligence ◽  
Male Athletes ◽  
Intelligence Scale ◽  
Frequent Use ◽  
Self Talk ◽  
Skills Use

Relationships between self-report trait emotional intelligence and psychological skills were investigated. Male athletes (54) completed the Emotional Intelligence Scale (EIS; Schutte et al., 1998) and the Test of Performance Strategies (TOPS; Thomas, Murphy, & Hardy, 1999). Canonical correlation results suggested psychological skills used in both competition and in practice relate to perceptions of emotional intelligence (Practice: Canonical R = .69, p < .001; Competition: Canonical R = .67, p < .01). Specifically, self-talk, imagery, and activation in both practice and competition were associated with perceptions of the appraisal of others' emotions and the ability to regulate emotions. The direction of relationships showed that individuals reporting frequent use of psychological skills also reported stronger perceptions of emotional intelligence. Future researchers should seek to establish the direction of relationships by investigating whether increased psychological skills use is associated with enhanced emotional intelligence or vice versa.

Development and validation of a new ability-based measure of emotional intelligence: Cluj Emotional Intelligence Scale CEIS

2020 ◽  
Vol 24 (4) ◽  
pp. 335-363
Author(s):  
Mirela Simona Călinici ◽  
Tudor Călinici ◽  
Robert Balaszi ◽  
Mircea Miclea
Keyword(s):  
Emotional Intelligence ◽  
Discriminant Validity ◽  
Item Analysis ◽  
Theoretical Models ◽  
Well Being ◽  
Self Report ◽  
Factorial Structure ◽  
Intelligence Scale ◽  
New Instrument ◽  
Development And Validation

Theoretical models of ability-based emotional intelligence (EI) present the ability to regulate other’s emotion as part of the emotion regulation facet, but in existing ability-based self-report EI measures, this ability is often not evaluated (e.g., Wong and Law Emotional Intelligence Scale, WLEIS, 2004) or is evaluated as a separate facet, in the work context (e.g., Workgroup Emotional Intelligence Profile WEIP-3, 2002). This consideration led to the development of a new self-report EI measure to assess EI abilities (Cluj Emotional Intelligence Scale, CEIS); the process of development and validation is presented in the current paper, across four different studies. Study 1 (n = 218) used item- analysis and exploratory factor analysis to select relevant items. Study 2 (n = 215) tested the factorial structure, convergent and discriminant validity and test-retest reliability (in sub-sample n = 75). Study 3 (n = 164) cross-validates the factorial structure and assesses concurrent validity of new instrument with well-being. Study 4 (n= 136) presents the translation of the new instrument from its original Romanian language into English and the evaluation of its psychometric properties.

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