Emotional Intelligence and ICT for Information Processing

2021 ◽  
pp. 106-124
Author(s):  
Sheelu M. Shukla ◽  
Jyotir Moy Chatterjee
Keyword(s):  
Emotional Intelligence ◽  
Information Processing ◽  
Knowing How ◽  
Emotional Quotient ◽  
Hearing Ability ◽  
Way Of Knowing ◽  
High Emotional Intelligence

Emotional intelligence is a way of knowing how one feels in a situation. And this emotional intelligence is used for self and for others also. People who are having high emotional intelligence can help others who are suffering from distress and they can help them to regulate their feelings from negative to positive. Emotional intelligence can either be an ability that can be enhanced, or it is a trait that cannot be enhanced, and people get it by birth just like hearing ability or any other ability which one has by birth. This chapter discusses all these aspects. It is said that high emotional quotient people include at least these three skills, and they are emotional alertness, the efficacy by which anyone can recognize and name one's own emotions, and the efficacy where one can tackle those emotions and implement them.

scholarly journals The Sustainability Governance: Reciprocation Accountability based Emotional Quotient

2020 ◽  
Vol 7 ◽  
pp. 183-200
Author(s):  
Muhammad Wahyuddin Abdullah ◽  
Fetti Fatimah Yusuf ◽  
Andi Yustika Manrimawagau Bayan
Keyword(s):  
Emotional Intelligence ◽  
Qualitative Study ◽  
Good Governance ◽  
Phenomenological Approach ◽  
Emotional Quotient ◽  
Sustainability Governance ◽  
Governance Transparency ◽  
Existing Form ◽  
High Emotional Intelligence ◽  
Transparency And Accountability

The purpose of this research is to determine the application of reciprocation accountability which is accompanied by emotional quotient to be able to realize sustainable governance. This research is a qualitative study with a phenomenological approach. The results of this study showed that the existence of accountability at Wong Solo Restaurant is very appreciated by the leadership and the subordinates. The existing form of accountability is horizontally and vertically. In improving the accountability of reciprocation accountability leadership in carrying out its responsibilities need to have high emotional intelligence. The form of sustainability is same with good governance, transparency and accountability.

EMOTIONAL INTELLIGENCE DAN PERILAKU KEPEMIMPINAN PENDIDIKAN ISLAM

2018 ◽  
Vol 2 (2) ◽  
pp. 114-128
Author(s):  
Ahmad Fauzi
Keyword(s):  
Emotional Intelligence ◽  
Strong Influence ◽  
Islamic Education ◽  
Theoretical Level ◽  
Level Of Education ◽  
High Position ◽  
Performance Culture ◽  
And Performance ◽  
Emotional Approach ◽  
High Emotional Intelligence

Sociologically, emotional intelligence is an important part of this study to build leadership social behavior in the management of Islamic education, so that it can color the dynamics of leadership so far and can increase individual loyalty in the organization. Therefore, a leader in mobilizing, motivating and inspiring individuals in the organization requires an emotional approach as a model to awaken individuals in improving their performance culture. Thus the role and actions of leadership in various systems of Islamic education are essentially actualization processes of internalization values inherent in his personality, especially regarding (emotional intelligence). At the theoretical level, emotional intelligence is an important part in building ideal leadership. Portrait of emotional intelligence-based leadership can give birth to two leadership models, including: a) emotional intelligence-based leadership is seen as more effective, and has a strong influence on individual loyalty in Islamic education - even high and low emotional intelligence also affects the high and low loyalty and performance culture. b) the emotional intelligence of a leader cannot be measured by the level of education, even someone's degree. Therefore, it does not guarantee that someone who has a high position or has a high title has high emotional intelligence.

DO REALLY EMOTIONAL QUOTIENT AND SPIRITUAL QUOTIENT AFFECT ON EMPLOYEE PERFORMANCE?

2017 ◽  
Vol 1 (1) ◽  
pp. 33-37
Author(s):  
Shofia Amin ◽  
Nany Mawaddah
Keyword(s):  
Emotional Intelligence ◽  
Statistical Analysis ◽  
Least Squares ◽  
Work Performance ◽  
Employee Performance ◽  
Spiritual Intelligence ◽  
Path Modeling ◽  
Emotional Quotient ◽  
High Level ◽  
Positive Effect

The main purpose of this study is to examine the effect of emotional quotient on work performance, and the effect of spiritual quotient on work performance at BPMPPT of Jambi City. Using 68 employees as respondent, the data were collected by distributing questionnaire and analyzed by using partial least squares path modeling (PLS-SEM). The results of the analysis show that overall emotional intelligence and spiritual intelligence employee BPMPPT Jambi city is at a high level of quotient. While employee performance BPMPPT Jambi city is at a level of performance was enough. The statistical analysis shows that partially and simultantly emotional quotient and spiritual quotient has significant and positive effect on employee performance. Keywords: Emotional Quotient, Spiritual Quotient, Performance

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 Assessment of emotional intelligence in adults with down syndrome: Psychometric properties of the Emotional Quotient Inventory

PLoS ONE ◽  
2020 ◽  
Vol 15 (7) ◽  
pp. e0236087
Author(s):  
David Sánchez-Teruel ◽  
María Auxiliadora Robles-Bello ◽  
José Antonio Camacho-Conde
Keyword(s):  
Emotional Intelligence ◽  
Down Syndrome ◽  
Psychometric Properties ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals Analysis Of Predisposing, Enabling And Reinforcing Factors With The Implementation Of The Role Of Cadad In Prevention Stunting In The Lombok Central Region Region West Nusa Tenggara

2020 ◽  
Vol 3 (2) ◽  
pp. 414-422
Author(s):  
Asmawati Asmawati
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Learning Process ◽  
Concentration Level ◽  
Senior High School ◽  
P Value ◽  
Main Task ◽  
Cross Sectional ◽  
Emotional Quotient ◽  
The Brain

The occurrence of anemia in adolescents due to lack of nutrients transport and oxygen throughout body to be inhibited, in the brain this causes a decrease in the level of concentration. This decrease in concentration level is more severe if anemic sufferers have low emotional intelligence because it is increasingly difficult for adolescents to carry out a concentration of mind. The purpose of this study is to influence the incidence of anemia and emotional quotient on the level of student learning concentration of Pule 1 Senior High School Trenggalek Regency. The design of this research is correlational analytic with cross sectional approach. Data collected by questionnaire an dobservastion sheet, data analysis by ordinal regression test at α = 0.05. The results showed that there was an influence of anemia against concentration level in SMAN 1 Pule in Trenggalek Regency (p-value = 0,000), there was an emotional quotient effect against concentration level in SMAN 1 Pule in Trenggalek Regency (p-value = 0.011) and together there is an influence of the incidence of anemia and emotional quotient against concentration level in Pule 1 Senior High School, Trenggalek Regency (p-value = 0,000). Adolescents who experienced anemia will experience a decrease in the body's metabolism because one component of metabolism that is oxygen cannot be supplied smoothly so that the body's energy decreases, especially in the brain will have an impact on decreased concentration in the learning process. Relation to emotional intelligence, through good emotional intelligence, a student can manage his time well so that he is able to place the utilization of the time he has for his main task of learning. Through emotion management, EQ plays a role in supporting self-control and time management so that students who have high EQ will not be easily affected by environmental disturbances so that they can carry out the learning process with good concentration

scholarly journals Heteronomy of architecture

2021 ◽  
pp. 337-359
Author(s):  
Maria Pilar Vettori
Keyword(s):  
Daily Basis ◽  
Great Pleasure ◽  
Knowing How ◽  
Know How ◽  
The People ◽  
Way Of Knowing ◽  
The Way

I’m not calling today about the competition we are holding for Reinventing Cities here in Lambrate - I am calling to ask you if you would like it if we had a dialogue together on the Heteronomy of Architecture. Benedetta Tagliabue: Hello Matteo! Don’t even talk about it, everything is so sad. You know just how important it is for me to travel and meet people all the time... in person. Dialogue? Absolutely! But... what is this “heteronomy”? You don’t mean it’s something that excludes someone? You know I don’t like it...   M.R. Come on, we’ve known each other for years! Look, it’s exactly the opposite. A very interesting concept which Giancarlo De Carlo summed up well in a sentence I am going to read to you. «As you can tell as you listen, one cannot help but think of your way of knowing, investigating and reading the places and cities in which you design. It is also impossible not to think of how you live together with others, and how this has always been the way you live architecture on a daily basis, and how you know how to transmit it and build it together with all the people you meet: collaborators, citizens, users, clients, politicians, artists, producers of materials, craftsmen, friends, etc. [...]». B.T. Oh well... I was actually joking a bit, you know it amuses me. I remembered this idea of Giancarlo’s from when I was studying at the Faculty of Architecture in Venice, and I was struck by his strength and energy in knowing how to interpret it at its best and translate it into splendid practice on many occasions. Thank you also for your kind words, it was so kind of you to have thought of me. It certainly is an interesting theme to delve into in a monographic issue of a magazine, and I would like to congratulate those who thought of it. So... Yes, I like it: let’s dialogue! You already know that we’ll have to talk again a few times. M.R. Of course I know... it’s always a great pleasure!

scholarly journals HASIL BELAJAR FISIKA DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMA NEGERI 2 SEKAMPUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 110
Author(s):  
Ayang Kinasih
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Success Rate ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Higher Learning ◽  
Self Awareness ◽  
Learning Success ◽  
Learn Physics ◽  
High Emotional Intelligence

Abstrak: Tujuan penelitian ini adalah mendeskripsikan tingkat keberhasilan belajar fisika ditinjau dari kecerdasan emosional, kontribusi kecerdasan emosional terhadap hasil belajar, kesesuaian hasil belajar dengan tingkat kecerdasan emosional, pola dukungan subvariabel kecerdasan emosional yang terbentuk pada variasi kategori hasil belajar. Populasi pada penelitian ini adalah seluruh siswa SMA Negeri 2 Sekampung, sampel diambil 20% dari populasi atau sebanyak 35 siswa. Data diperoleh melalui metode tes dan angket kecerdasan emosional. Kesimpulan: (1) Siswa yang memiliki kecerdasan emosional tinggi maka tingkat keberhasilan belajar paling besar, (2) kontribusi kecerdasan emosional terhadap hasil belajar sangat besar, (3) hasil belajar sesuai dengan kecerdasan emosional, (4) pola dukungan subvariabel kecerdasan emosional pada hasil belajar tinggi, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial tinggi, pola dukungan subvariabel kecerdasan emosional pada hasil belajar sedang, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial sedang, pola dukungan subvariabel kecerdasan emosional pada hasil belajar rendah, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial rendah. Subvariabel kecerdasan emosional yang dominan mendukung hasil belajar adalah turut merasakan (empati).Abstract:  The purpose of this study was to describe the success rate to learn physics in terms of emotional intelligence, emotional intelligence contribute to learning outcomes, learning outcomes conformity with the level of emotional intelligence, emotional intelligence subvariabel support pattern formed on the variation of categories of learning outcomes. The population in this study were all students of SMA Negeri 2 Sekampung, samples taken 20% of the population, or as many as 35 students. Data obtained through the method of emotional intelligence tests and questionnaires. Conclusions: (1) Students who have high emotional intelligence the greatest learning success rate, (2) contribution of emotional intelligence to the learning outcomes is very large, (3) learning outcomes in accordance with emotional intelligence, (4) a pattern of emotional intelligence subvariabel support the results higher learning, the students' self-awareness, self-regulation, also feel (empathy), and high social skills, emotional intelligence subvariabel patterns support the learning outcomes were, the students have self-awareness, self-regulation, also feel (empathy), and skills social being, patterns support emotional intelligence subvariabel low learning outcomes, the students have self-awareness, self-regulation, also feel (empathy), and low social skills. Subvariabel emotional intelligence is the dominant support learning outcomes also feel (empathy).

An Integrated Framework for Developing Emotional Intelligence among MBA Students

2015 ◽  
Vol 2 (1) ◽  
pp. 16-29
Author(s):  
Shubhangini Rathore
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Job Market ◽  
Work Systems ◽  
Emotional Labour ◽  
Mba Students ◽  
Integrative Framework ◽  
Emotional Quotient ◽  
Contemporary Work ◽  
Customer Intimacy

Though traditionally the intelligence quotient (IQ) had been used as a predictor of academic success, recent studies have highlighted that students with higher emotional quotient (EQ) are more successful both academically and professionally. Given that the contemporary work systems involve huge emotional labour and customer intimacy, employers have now started preferring students with high emotional quotient; as the job market is already full of academically competent candidates. The current study is divided into two parts, the first part reviews and analyzes important researchers; in order to identify an integrative framework of the most important emotional intelligence competencies among students. The second part attests this framework with the help of statistical analysis of a sample of college students. The results of the study provide a list of factors that can be adopted as a part of the academic curriculum for the development of emotional intelligence among MBA students.

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