Relationships Between Emotional Intelligence, Mental Skills and Techniques: A Research on Professional Athletes

The purpose of this research is to examine the relationships between the levels of mental skills and techniques of university students, who continue their sports life as licensed in different sports branches, and the emotional intelligence in sports. A total of 169 athletes, 91 male (53.8%) (Mage=25.36±6.06) and 78 female (46.2%) (Mage=23.03±4.98), who continue their professional sports life in different sports branches, voluntarily participated in the research. The research was designed in relational screening model. Personal Information Form, Mental Training Inventory in Sport, and Emotional Intelligence Inventory in Sport, which were created by the researchers, were used as data collection tools within the scope of the research. In the analysis of the data, firstly, the skewness and kurtosis values were checked for the normality assumptions and it was determined that the distribution was normal. In this direction, t-test was used to compare two independent groups, Pearson correlation analysis was used to determine the relationships between the variables, and multiple linear regression analysis was used to determine the power of the independent variables in predicting the dependent variable. When the findings obtained within the scope of the research were examined, it was determined that the emotional intelligence sub-dimensions significantly predicted the components of mental training skills and techniques. In this context, a result was obtained that as the level of emotional intelligence increases, the levels of mental training skills and techniques will also increase. However, when the analyzes for demographic variables were examined within the scope of the research, it was determined that there was a significant difference within the groups. As a result, it is recommended to include programs on emotional intelligence and mental training skills and techniques in the training of athletes in order to achieve the optimal range of sportive performance. Keywords: Emotional Intelligence, Mental Training, Sports

Relationships Between Emotional Intelligence, Mental Skills and Techniques: A Research on Professional Athletes

The purpose of this research is to examine the relationships between the levels of mental skills and techniques of university students, who continue their sports life as licensed in different sports branches, and the emotional intelligence in sports. A total of 169 athletes, 91 male (53.8%) (Mage=25.36±6.06) and 78 female (46.2%) (Mage=23.03±4.98), who continue their professional sports life in different sports branches, voluntarily participated in the research. The research was designed in relational screening model. Personal Information Form, Mental Training Inventory in Sport, and Emotional Intelligence Inventory in Sport, which were created by the researchers, were used as data collection tools within the scope of the research. In the analysis of the data, firstly, the skewness and kurtosis values were checked for the normality assumptions and it was determined that the distribution was normal. In this direction, t-test was used to compare two independent groups, Pearson correlation analysis was used to determine the relationships between the variables, and multiple linear regression analysis was used to determine the power of the independent variables in predicting the dependent variable. When the findings obtained within the scope of the research were examined, it was determined that the emotional intelligence sub-dimensions significantly predicted the components of mental training skills and techniques. In this context, a result was obtained that as the level of emotional intelligence increases, the levels of mental training skills and techniques will also increase. However, when the analyzes for demographic variables were examined within the scope of the research, it was determined that there was a significant difference within the groups. As a result, it is recommended to include programs on emotional intelligence and mental training skills and techniques in the training of athletes in order to achieve the optimal range of sportive performance. Keywords: Emotional Intelligence, Mental Training, Sports

Factors Associated with Burnout in Clinical Year Medical Students in Terengganu, Malaysia

Many studies have shown that burnout had a detrimental effect on the well-being of medical students. In medical students, the prevalence of burnout increased as the year progressed. The Objective of the study was to determine the predictors for burnout in clinical year medical students. There were 120 clinical year medical students selected for this study using stratified random sampling. Students’ demographics, academic data, Copenhagen Burnout Inventory (CBI) and USM emotional intelligence Inventory (USMEQ-i) in Google Forms were distributed using WhatsApp application. Data include entry CGPA and whether they made the correct decision to do medicine and ever thought of dropping out. The response was in the form of ‘Yes/No’. Burnout was categorised into significant and non-significant burnout based on the mean CBI score. Each factor was categorized into two categories was analysed using Chi-Square test. Further analysis was done using multiple logistic regression. There were 105 students responded. The percentage of students categorised as having significant burnout was 41.0% (95% CI 31.5; 50.1). Incorrect decision to do medicine, ever thought of dropping out and lower emotional intelligence were significant predictors for burnout with odd ratio of 6.06, 3.06 and 3.24 respectively. As a conclusion, correct decision to do medicine and emotional intelligence were important predictors for burnout in clinical year medical students. They may be considered as important factors to be looked into during student selection interview. Keywords: Burnout, medical students, emotional intelligence

A Study of Emotional Intelligence of Primary Teachers in Relation to Gender, School Type & Teaching Experience

: In the present research study, emotional intelligence has been studied with reference to the gender, school type and teaching experience of primary teachers of Agra and Mathura district. In this study Gender taken as male& female, School Type taken as government & non-government and Teaching experience of teachers divided into four categories: first category (less than 5 years of teaching experience), second category (5-15 years of teaching experience), third category (16-25 years of teaching experience), fourth category (more than 25 years of teaching experience). A total of 800 teachers working in primary schools have been selected for sample through random method. Teachers Emotional Intelligence Inventory standardized tool made by Dr. Subhra Mangal, It consists of 100 items consisting four components each having 25 items. In overall result of the study there is no meaningful difference found in emotional intelligence of primary teachers regarding gender, School types and teaching experiences.

Emotional Intelligence Profiles and Mobbing in Nursing: The Mediating Role of Social Support and Sensitivity to Anxiety

The prevalence of mobbing among nurses in various countries is around 17–20%. Some researchers have attempted to explain the success or failure of adaptation to the work environment and teamwork and to buffer the effects of psychological harassment in the workplace by incorporating emotional intelligence into the mobbing context. As its main objectives, this quantitative, observational, cross-sectional study analyzed the relationship between emotional intelligence and mobbing as perceived by nurses and sought to establish the mediating roles of other variables involved, such as social support and sensitivity to anxiety. The final sample consisted of 1357 Spanish, self-selected nurses aged 22–58 from multiple healthcare institutions. The questionnaires (Perceived Psychological Harassment Questionnaire, The Brief Emotional Intelligence Inventory, Brief Perceived Social Support Questionnaire, Anxiety Sensitivity Index-3) were implemented on a web platform, which enabled the participants to complete them online. Descriptive analyses and mediation models were estimated. Personal characteristics related to high sensitivity to anxiety and low emotional intelligence implied greater presence of mobbing at work. This mobbing may be buffered if the person perceives enough support from family, friends or significant others. Our results recommend reinforcing the social support network of nursing personnel to improve the work climate and training them in emotional intelligence in university and on-the-job programs.

Intelligence and Emotional Intelligence among Inmates of Orphanages: A Cross-sectional Study

Introduction: Intelligence and Emotional Intelligence are the two psychological faculties that are closely related, both neurobiologically and conceptually and has significant influence in life outcome. Children living in orphanages are a group of unprivileged children with insufficient opportunities for both physical and psychological developments. Aim: To find out the intelligence, emotional intelligence and relationship between them among inmates of orphanages. Materials and Methods: The present study was a cross-sectional study which included 100 children living in orphanages. Personal data sheet developed by the investigator, Binet Kamat test of intelligence and Mangal Emotional Intelligence Inventory were the tools used for the study. Mann-Whitney U test and Spearman’s rank-order correlation was the statistical tests used. Results: The study subjects consisted of 58 girls and 42 boys. The mean score of intelligence in girls was 100.40 and the mean score of intelligence in boys was 99.12. The mean score emotional intelligence in girls was 61.45 and the mean score in boys was 59.95. No significant difference was found between girls and boys in intelligence and emotional intelligence. A positive correlation was found between intelligence and all the sub-scores and total score of emotional intelligence. Conclusion: Both nature and nurture are important in the development of psychological faculties like intelligence and emotional intelligence. There should be policies and programmes that focus on enhancing the intelligence and emotional intelligence of the underprivileged children living in child care institutions which in turn can decrease the deviant behaviours and increase the positive life outcomes.

A Study on Emotional Intelligence of Higher Secondary School Teachers in Chengalpattu District

In this paper, the investigator indicates the emotional intelligence plays an important role in life and contributes to the personal and social development of an individual. There is something beyond the intellectual capacity, which determines the success of a person. A survey of the study of emotional intelligence of the higher secondary school teachers should be analyzed and the investigator has launched the investigation. The sample was limited to 350 higher secondary school teachers only. The study was restricted to higher secondary Teachers only. The study was restricted to Chengalpattu Educational District only. Only the survey method is used to collect data. The Emotional Intelligence Inventory tool was used in the study. The tool was designed and developed by Thomas Alexander (2004). The investigator used the ‘test-retest’ method in establishing the reliability of the tool on emotional intelligence. The responses of both the test and retest were scored and the Correlation Coefficient of 0.74 was found between the test and retest. The means score value of male teachers 55.15 and the means score value of female teachers is 56.64. The table value 1.96 is lesser than the calculated value t value. There is no significant difference between male and female higher secondary school Teachers in their Emotional Intelligence. Hence the null hypothesis is accepted. Teachers also should have proper training in developing their Emotional Intelligence and in improving their Social attachment.

Undergraduate students’ metacognition of learning (with the main focus on students with different levels of mental self-regulation)

Introduction. A number of researchers have reported the influence of metacognition and self-regulation on learning and academic performance. However, to date there has been little agreement on how these processes are related to each other. This study is aimed at identifying the relationship between metacognition and mental self-regulation of learning, as well as comparing the components of metacognitive awareness among students with different levels of mental self-regulation. Materials and Methods. A theoretical framework of this study included J. Flavell and A. Brown’s Metacognition Theory; Konopkin’s Structural-Functional Approach to Studying Conscious Self-Regulation and B. Zimmerman’s Self-Regulated Learning Theory. The study used the following psychological testing techniques: (a) V. Morosanova’s Style of Behaviour self-regulation questionnaire, (b) G. Schraw & R. Dennison’s Metacognitive Awareness Inventory (short version) adapted by Perikova and Byzova, (c) E. Y. Mandrikova’s Self-regulation questionnaire, (d) D. V. Lyusin’s Emotional intelligence inventory, (e) D. A. Leontiev’s Differential reflexivity diagnostic. The sample consisted of 186 students of St. Petersburg State University aged 19,51±1,39 years. Results. The results indicate a wide range of relationships between mental self-regulation and metacognitive, cognitive, motivational and emotional components. Self-regulation is primarily linked with metacognitive processes of control and regulation of cognition, as well as cognition management. Metacognitive awareness of general and individual patterns, cognitive abilities and strategies are included in the process of self-regulation to a lesser extent. However, the results of factor analysis and regression analysis indicate that metacognition components did not affect self-regulation. Analysis of the variance confirmed that individuals with a low level of self-regulation demonstrate significantly less pronounced metacognitive, motivational and emotional components. Conclusions. The study demonstrates the systemic nature of the relationship between mental self-regulation and metacognitive components, as well as cognitive, motivational and emotional components.

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND RECEPTIVE ENGLISH SKILLS OF TUNISIAN IT STUDENTS: A PRELIMINARY STUDY

This study aims at discovering the emotional intelligence and receptive English skills of Tunisian IT students, studying the relationship between the two variables, and determining the best predictors of receptive English skills among the emotional intelligence categories. It involved 31 students of the Higher Institute of Technology and Communications Science of Tunis. Data were collected by administering an English proficiency test (TOEIC) and distributing an emotional intelligence inventory (Bar-On EI Inventory) to the students. The results of statistical analyses revealed that (1) the emotional intelligence and receptive English skills of the students were of average levels; (2) there was a significant positive correlation between the students’ emotional intelligence and their receptive English skills; and (3) interpersonal and stress management categories of emotional intelligence were the variables that had the highest correlation with receptive English skills. It was also found that, in learning English language, the Tunisian IT students were driven and motivated by their goals and ambitions. In addition, their optimism, linguistic setting, and Tunisian culture strongly influence their receptive English skill.

The influence of emotional intelligence on auditor performance

Research Question: How does Emotional Intelligence influence auditor performance? Motivation: Emotional Intelligence has been researched as one of the critical factors that are linked to superior work performance. However, this research is still in its infancy with respect to auditors despite the fact that the auditing profession would benefit greatly from improving the work performance of its professionals. In this paper, we address this issue and lay the foundation for a future paper that would analyze the impact of increasing the emotional intelligence of auditors on their task performance. We hypothesized that emotional intelligence is positively related to auditor performance. Data: Undergraduate accounting and MBA students were selected to participate in this study. Sixty-nine participants completed the Emotional Intelligence inventory provided by Genos International, Australia and performed a simple audit activity designed by the authors for this study. Multiple regressions were utilized to analyze the data. Findings: The hypothesis was not supported, and the paper addresses this result as well as provides guidance to future researchers in this significant area. Contribution: Because of the challenges associated with this type of experiment as well as the lack of existing research in the area, this paper uses student subjects to provide initial feedback on the effectiveness of the instrument. The results will help guide future research and, as an added benefit, preserves the subject pool of practicing auditors.