scholarly journals Inteligencia emocional, competencias y desempeño del docente universitario: Aplicando la técnica mínimos cuadrados parciales SEM-PLS

2020 ◽  
Vol 23 (3) ◽  
Author(s):  
Edwin Hernan Ramirez Asis ◽  
Marcos Rosamel Espinoza Maguiña ◽  
Santos Miguel Esquivel infantes ◽  
Miguel Edmundo Naranjo Toro
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation ◽  
Simple Random Sampling ◽  
Equation Model ◽  
Teaching Performance ◽  
Strong Impact ◽  
Path Modeling ◽  
University Teachers ◽  
Teacher Skills ◽  
And Control

La relevancia de las emociones en la enseñanza es ahora un aspecto ampliamente estudiado, aunque se está deliberando sobre la forma en que los docentes pueden identificar, regular y controlar sus emociones, el estudio propone cómo se puede incorporar la inteligencia emocional en la enseñanza mediante las competencias para lograr un mejor desempeño docente. Se utilizó la técnica de la encuesta recopilando datos de 244 docentes universitarios a través de un cuestionario mediante el muestreo aleatorio simple. Los datos se han analizado mediante el modelado de ruta utilizando el enfoque de mínimos cuadrados parciales (PLS) del modelo de ecuaciones estructurales SEM con el software SmartPLS 3.3.0, los hallazgos revelaron que el modelo tiene un impacto significativo en el desempeño docente, los coeficientes de determinación fueron; habilidades del docente (r2=0.703) actitud del docente (r2=0.661), conocimientos del docente (r2=0.648) y para el desempeño del docente (r2=0.733). con un error cuadrático medio de aproximación (SRMR) de 0.056 que hace relevante el modelo confirmatorio. Por lo tanto, se demostró estadísticamente que la inteligencia emocional tiene un fuerte impacto en las competencias de los docentes, lo que a su vez contribuye en el desempeño del docente universitario. The relevance of emotions in teaching is now a widely studied aspect, although the way in which teachers can carry out, regulate and control their emotions is being discussed, the study proposes how emotional intelligence can be incorporated into teaching through the competences to achieve better teaching performance. The survey technique was used, collecting data from 244 university teachers through a questionnaire using simple random sampling. The data has been analyzed using partial least squares path modeling (PLS), approach of the SEM structural equation model with the SmartPLS 3.3.0 software, the findings revealed that the model has a significant impact on teaching performance, the determination coefficients were; teacher skills (r2 = 0.703) teacher attitude (r2 = 0.661), teacher knowledge (r2 = 0.648) and for teacher performance (r2 = 0.733). with a root mean square error of approximation (SRMR) of 0.056 that makes the confirmatory model relevant. Therefore, it was statistically demonstrated that emotional intelligence has a strong impact on teachers' competences, which in turn contributes to the professor performance.

The Role of Emotional Intelligence Competencies in Effective Teaching and Teacher’s Performance in Higher Education

2019 ◽  
Vol 6 (2) ◽  
pp. 188-206 ◽  
Author(s):  
Irameet Kaur ◽  
Charu Shri ◽  
K. M. Mital
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Effective Teaching ◽  
Structural Equation ◽  
Core Competencies ◽  
Superior Performance ◽  
Strong Impact ◽  
Teaching Competencies ◽  
Training Programmes ◽  
And Control

The relevance of emotions in teaching is now a widely studied aspect, although contemplation on how the teachers are able to realize, regulate and control their emotions is being deliberated upon. The article attempts to understand the concept of emotional intelligence (EI) in higher education teachers and how it can be incorporated in effective teaching as emotional intelligence competencies (EIC) for superior performance. The technique of structural equation modelling (SEM) has been applied to validate and propose a model for EI-based teaching competencies and their relation with the core competencies. It was statistically proven that EIC have a strong impact on attitude of teachers which in turns contribute highest towards superior performance. The study contributes towards research in the field of EI in teaching and suggests that institutes should give critical importance to enhancement of EIC and accordingly implement suitable training programmes for ensuring effective teaching and superior performance.

scholarly journals Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model

2019 ◽  
Vol 17 (1) ◽  
pp. 293 ◽  
Author(s):  
Félix Zurita-Ortega ◽  
Eva María Olmedo-Moreno ◽  
Ramón Chacón-Cuberos ◽  
Jorge Expósito López ◽  
Asunción Martínez-Martínez
Keyword(s):  
Emotional Intelligence ◽  
Transformational Leadership ◽  
Structural Equation Model ◽  
Transactional Leadership ◽  
Structural Equation ◽  
Equation Model ◽  
Structural Equations ◽  
Explanatory Model ◽  
University Education ◽  
University Teachers

This study uses an explanatory model of the dimensions of leadership and emotional intelligence according to the methods used in particular teaching environments (universities and other educational institutions). The effect of different kinds of leadership on emotional intelligence dimensions is also established using an explanatory model. A total of 954 teachers participated in this cross-sectional study, teaching in 137 different schools/universities. The instruments used for the data collection were the Multifactor Leadership Questionnaire (MLQ-5) and the Trait Meta Mood Scale (TMMS-24). Data analysis was performed with the software IBM AMOS 23.0. (International Business Machines Corporation, Armonk, NY, USA) using multi-group analysis and structural equations. Results showed that the structural equation model had a good fit. Transformational leadership depends mainly on intellectual stimulation in university teachers, whereas intrinsic motivation is more relevant at the lower educational levels. In relation to transactional leadership, contingency reward has a greater regression weight in non-university education, whereas passive leadership is governed more by passive exception in university teachers. There was a positive and direct relationship between levels of emotional intelligence and transformational leadership in non-university teachers, which reveals the need for effective understanding and management of both one’s own and students’ emotions in order to act effectively as a leader. Transactional leadership was negatively related to some emotional intelligence dimensions, given the relevance of obtaining power in this dimension.

Effects of Emotional Intelligence and Selfleadership on Students' Coping with Stress

2016 ◽  
Vol 44 (5) ◽  
pp. 853-864 ◽  
Author(s):  
Yefei Wang ◽  
Guangrong Xie ◽  
Xilong Cui
Keyword(s):  
Emotional Intelligence ◽  
Positive Affect ◽  
Structural Equation Model ◽  
Self Efficacy ◽  
Structural Equation ◽  
Active Coping ◽  
Equation Model ◽  
Coping With Stress ◽  
And Coping ◽  
The Relationship

We examined the impacts of emotional intelligence and self-leadership on coping with stress, and assessing the mediating roles that positive affect and self-efficacy play in this process. Participants were 575 students at 2 Chinese universities, who completed measures of coping with stress, self-leadership, emotional intelligence, self-efficacy, and positive affect. The structural equation model analysis results indicated that self-efficacy fully mediated the relationship between emotional intelligence and active coping, as we had predicted. Further, self-leadership had a direct effect on active coping. However, positive affect and self-efficacy did not mediate the relationship between self-leadership and coping with stress. Implications are discussed in terms of theoretical contributions and interventions for coping with stress.

scholarly journals Creativity and Control: A Paradox—Evidence from the Levers of Control Framework

2017 ◽  
Vol 29 (2) ◽  
pp. 73-96 ◽  
Author(s):  
Roland F. Speklé ◽  
Hilco J. van Elten ◽  
Sally K. Widener
Keyword(s):  
Survey Data ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Equation Model ◽  
Organizational Success ◽  
Business Unit ◽  
Control Framework ◽  
Per Se ◽  
And Control ◽  
Levers Of Control

ABSTRACT Both control and creativity are important drivers of organizational success (Gilson, Mathieu, Shalley, and Ruddy 2005; Hirst, van Knippenberg, Chen, and Sacramento 2011). However, they are often regarded as conflicting. We use the Levers of Control (LoC) framework to examine the relationships between a system of controls, empowerment, and creativity. Using survey data from 233 business unit managers, a structural equation model shows that the intensity of use of a LoC system of controls is positively associated with both empowerment and creativity. This suggests that the LoC system provides an environment that is rich with information and motivates employees to take action in purposeful, directed ways. This environment facilitates employees' perception that they have the ability to take actions, make decisions, and produce novel ideas. We conclude that there is not a conflict between control and creativity per se. Rather, paradoxically, creativity can flourish in the presence of control.

Emotional Intelligence and Burnout of Teachers of Higher Education Institutions

2021 ◽  
Vol 9 (5) ◽  
pp. 442-450
Author(s):  
Vitalii Y. Bocheliuk ◽  
◽  
Serhiy S. Shcherbyna ◽  
Anastasiia V. Turubarova ◽  
Iryna Yu. Antonenko ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Structural Changes ◽  
Emotional States ◽  
Emotional Life ◽  
University Teachers ◽  
Professional Stress ◽  
Emotional Burnout ◽  
And Control ◽  
Academic Year

Emotional intelligence is an important resource for overcoming professional stress in members of socionomic professions. The research objective is to determine the role of its components in the development of emotional burnout. A natural experiment was conducted, which determined the manifestations of emotional burnout of 56 university teachers at the end of the academic year. The author used the questionnaire. Two experimental groups were identified in the general sample: teachers with burnout and those resistant to burnout (16 and 30 people, respectively). At the end of the academic year, signs of burnout were detected in one-third of university teachers. The leading symptoms are emotional exhaustion and depersonalisation, with no reduction in professional achievement. The dynamics of emotional life during the annual professional cycle are shown. The integrated indicator of emotional intelligence (EI) remains at the same level, but there are structural changes in the components of intrapersonal intelligence. At the end of the year, teachers' attention to their emotional states, work roles, and communication increase significantly. At the same time, there is a decrease in the ability to manage their own emotions. Resistance to burnout is accompanied by a high ability to realise and control their own emotions with a relatively vague focus on the emotional states of others. It was concluded that individual components of EI (intrapersonal and interpersonal, understanding and management) have different effects on burnout symptoms.

Effect of an Emotional Intelligence Intervention Program on Coping Strategies Among Government School Teachers

2020 ◽  
pp. 148-156
Author(s):  
Jayalakshmi V. ◽  
Aravindakshan M.
Keyword(s):  
Emotional Intelligence ◽  
Coping Strategies ◽  
Intervention Program ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Government Schools ◽  
Government School ◽  
And Control ◽  
Emotionally Intelligent ◽  
Experimental Group

Teaching is regarded to be among the careers in which employees are subjected to high levels of stress. Teacher stress is a complex and enduring problem. Hence, it is highly crucial that teachers learn ways of coping or managing with stressors inherent in teaching. Studies have shown that emotionally intelligent individuals can cope better with the challenges of life and control their emotions more efficiently than those who cannot. Thus, the present study aimed at developing an emotional intelligence intervention program and assessing its effect on the coping strategies among schoolteachers. Simple random sampling technique was adopted to select 47 teachers (25 women and 22 men) working in government schools in Erode district as sample for the study. An emotional intelligence intervention program that was tailor-made by the researcher was implemented on the experimental group. Results revealed that the emotional intelligence intervention program was very effective in helping teachers use effective coping strategies to combat stress.

scholarly journals The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the Mediterranean Diet. A Study with University Students

2020 ◽  
Vol 17 (6) ◽  
pp. 2071 ◽  
Author(s):  
Rubén Trigueros ◽  
Ana M. Padilla ◽  
José M. Aguilar-Parra ◽  
Patricia Rocamora ◽  
María J. Morales-Gázquez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Test Anxiety ◽  
Mediterranean Diet ◽  
Structural Equation ◽  
Eating Habits ◽  
Academic Stress ◽  
Equation Model ◽  
The Mediterranean ◽  
The University

The academic transition to university is a turning point in young people’s lifestyles. However, studies to date have focused on student behaviour within the classroom context, rather than on the consequences it may have on their lifestyle. This study aims to analyze the influence of emotional intelligence of university students on their resilience, academic stress, exam anxiety, and eating habits related to the Mediterranean diet at the university stage. This study was carried out with the participation of 733 male and 614 female students from the University of Almeria, aged between 19 and 27. A structural equation model was made to explain the causal relationships between the variables. The results showed emotional intelligence positively predicted resilience. In turn, test anxiety and academic stress were negatively predicted by resilience. Finally, test anxiety and academic stress were negatively predicted by the Mediterranean diet. In short, the results of the present study have shown that academic transfer to university and grading pressure can generate maladaptive consequences for food consumption.

scholarly journals The Protective Role of Emotional Intelligence in Self-Stigma and Emotional Exhaustion of Family Members of People with Mental Disorders

2020 ◽  
Vol 12 (12) ◽  
pp. 4862
Author(s):  
Rubén Trigueros ◽  
Noelia Navarro ◽  
Adolfo J. Cangas ◽  
Isabel Mercader ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Mental Disorders ◽  
Mental Disorder ◽  
Structural Equation ◽  
Family Members ◽  
Protective Role ◽  
Equation Model ◽  
Burnout Syndrome ◽  
Negative Feelings

Parenting a child or teenager is not particularly easy for parents, and this becomes even more difficult if a child has a serious mental disorder. This situation places parents in a vulnerable position that leads to heightened feelings of guilt and emotional stress. Therefore, the aim of this study was to analyze the influence of the families’ emotional intelligence on their own self-stigma and burnout. A total of 537 family members from Southern Spain who care for individuals with mental disorders participated in this study. To analyze the results of the study, a structural equation model was constructed. The results from the equation showed that emotional intelligence is negatively related to self-stigma and burnout. In turn, self-stigma is positively related to burnout syndrome. Thus, the findings indicate that emotional intelligence may have a protective role against self-stigma, which is closely related to burnout syndrome. The relevance of these results when designing interventions that work with the negative feelings produced by self-stigma and family burnout is discussed.

scholarly journals Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

2020 ◽  
Vol 17 (12) ◽  
pp. 4208 ◽  
Author(s):  
Rubén Trigueros ◽  
Elena Sanchez-Sanchez ◽  
Isabel Mercader ◽  
José M. Aguilar-Parra ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Social Skills ◽  
Structural Equation ◽  
Negative Relationship ◽  
Equation Model ◽  
School Students ◽  
Peer Harassment ◽  
Mood Scale

The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14–16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the “Bateria de socialización BAS-3” and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = −0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = −0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.

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