scholarly journals The effect of emotional intelligence on interpersonal skills and peer relationships in school maladjusted adolescents

2021 ◽  
Vol 22 (12) ◽  
pp. 776-784
Author(s):  
Mi-Jung Kim
Keyword(s):  
Emotional Intelligence ◽  
Peer Relationships ◽  
Interpersonal Skills

scholarly journals Humble Practice in Engineering: What does it look like?

2020 ◽  
Author(s):  
Ellen Lynch ◽  
Amy McLennan ◽  
Jeremy Smith
Keyword(s):  
Emotional Intelligence ◽  
Interpersonal Skills ◽  
Stakeholder Management ◽  
Self Awareness

To tackle modern challenges, engineers must be able to work within complex teams, environments and projects.  Collaborating across disciplines and sectors requires honing and nurturing specific interpersonal skills and attributes.  These include open-mindedness, collaboration communication, emotional intelligence, stakeholder management and empathy.  All of these skills and attributes require high self-awareness and other-orientedness.  In my research, this is encapsulated by the term "humble practice".  Unlike concepts such as empathy (Hess, Beever, Strobel, & Brightman, 2017; Strobel, Hess, Pan, & Wather Morris, 2013), humble practices have not been investigated in engineering, despite these behaviours and actions being reflected in engineering competencies (Engineers Australia, 2012a, 2012b, 2018).

scholarly journals Relationship Between Group Learning and Interpersonal Skills With Emphasis on the Role of Mediating Emotional Intelligence Among High School Students

SAGE Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 215824401878273 ◽  
Author(s):  
Saeid Moradi ◽  
Batoul Faghiharam ◽  
Kobra Ghasempour
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Interpersonal Skills ◽  
Group Learning ◽  
School Students

scholarly journals A STUDY OF EMOTIONAL INTELLIGENCE COMPETENCIES POSSESSED BY THE YOUTH

2021 ◽  
pp. 468-481
Author(s):  
Mona Mehta ◽  
Rakhi Dasgupta ◽  
Rutu Modi
Keyword(s):  
Emotional Intelligence ◽  
Work Performance ◽  
Interpersonal Skills ◽  
Traditional Approach ◽  
Education Institution ◽  
Educational Institutions ◽  
Positive Thinking ◽  
Descriptive Research ◽  
Long Time ◽  
Interpersonal Competencies

Emotional Intelligence Competencies amongst undergraduate university youth at a Higher Education Institution is one of the areas less ventured upon. Gardner (1983; 1991) reported that business-related graduate programmes focused primarily on indicators of individual competence such as logical and linguistic intelligence, with less attention being given to spatial, interpersonal and naturalist forms of intelligence. Later research reported increased calls from industry to make curricula more relevant to `today's global workplace' through improved instruction in communication, leadership, as well as intrapersonal and interpersonal skills (Cherniss 1999; Doria, Rozanski and Cohen, 2003; Jaeger 2003; Myers and Tucker 2005). Lately, Daniel Goleman's research on emotional intelligence as a predictor of work performance has emerged (Goleman 1998, 2000; Weisinger, 1998) and continues to be highly influential. The traditional approach by educationists, however, has been to focus on logical and linguistic intelligence. This view have been challenged by many studies recently where researchers are beginning to argue that interpersonal and intrapersonal competencies and Emotional Intelligence (EQ) may be more important for success. Educational institutions have traditionally focussed primarily on logical and linguistic intelligence, with less attention given to other types of intelligence. Yet many researchers are beginning to argue that intrapersonal and interpersonal competencies, or emotional intelligence, may be more important for success in life than logical or linguistic intelligence (Tucker, Sojka, Barone & McCarthy, 2000). Though the concept of emotional intelligence was first introduced in organizations, its relevance made the concept an inevitable concept of consideration in the educational sector too. Developing emotional intelligence skills amongst youth is very important because it can positively affect academic achievement not only during the session they are taught, but in subsequent years as well (Elias, Brune, Butler, Blum & Schumler, 1997). According to Caruso, Mayer and Salovey (2002), emotional intelligence skills and knowledge can be developed and learned and it matters most in times of change. Emotional intelligence is an ability to recognize one„s own feeling and those of others, for motivating self as well as one„s relationship with others. Studies (e.g. Ediger, 1997; Parker, Summerfeldt, Hogan & Majeski 2004)) have shown that the acquisition of emotional intelligence skills can significantly contribute to positive thinking in students and increase their ability to concentrate for a long time. The present research was thereby undertaken with the main aim of investigating the emotional intelligence competencies by the youth. Descriptive research design was taken up with questionnaire as a tool for the present

scholarly journals How to Develop a Leadership Training Program

2020 ◽  
Vol 33 (04) ◽  
pp. 204-211
Author(s):  
James W. Fleshman
Keyword(s):  
Emotional Intelligence ◽  
Faculty Development ◽  
Conflict Management ◽  
Training Program ◽  
Leadership Training ◽  
Analytical Approach ◽  
Interpersonal Skills ◽  
Resident Training ◽  
Growth Mindset ◽  
Surgical Department

AbstractLeadership training is an essential component of faculty development and resident training. Characteristics of leaders include growth mindset, curiosity, humility, selflessness, intrinsic motivation, hunger to achieve, insight, collaboration, harmony, introversion and analytical approach (inherited) and emotional intelligence, empathy, flexibility, adaptability, conflict management, resilience, interpersonal skills, and judgment (learned). Training for each of these characteristics will enhance the leadership abilities of the surgical department.

Emotional intelligence in palliative medical education

2020 ◽  
Vol 81 (12) ◽  
pp. 1-5
Author(s):  
Simon Tavabie ◽  
Steve Bass ◽  
Ollie Minton
Keyword(s):  
Emotional Intelligence ◽  
End Of Life ◽  
End Of Life Care ◽  
Interpersonal Skills ◽  
Life Care ◽  
Leadership Communication ◽  
Patient Vignette ◽  
Key Issues ◽  
Medical Educators ◽  
First Time

The death of a patient is one of the most stressful situations a healthcare professional can face for the first time at work or during training. Palliative and end of life care education aims to impart appropriate awareness and understanding of key issues arising at the end of life, but also to develop learners' interpersonal skills in leadership, communication and management of their own emotional load. There is a pressing need to be explicit around death, dying and care at the end of life and to equip clinical staff with the ability to manage the emotions that are experienced by their patients, their teams and themselves. Emotional intelligence is considered as a framework for medical educators to use in this setting with presentation of a simulated patient vignette to contextualise this.

scholarly journals The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

2020 ◽  
Vol 6 (2) ◽  
pp. 31-43
Author(s):  
Seyed Hesamuddin Aliasin ◽  
Samira Abbasi
Keyword(s):  
Emotional Intelligence ◽  
Reading Strategies ◽  
Interpersonal Skills ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Convenience Sampling ◽  
Intrapersonal Skills ◽  
Metacognitive Reading Strategies ◽  
Age Range ◽  
The Relationship

Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.

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