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Özdemir Cihan M, Dilekmen M. Emotional intelligence training for pre-service primary school teachers: a mixed methods research. Front Psychol 2024; 15:1326082. [PMID: 38979067 PMCID: PMC11228342 DOI: 10.3389/fpsyg.2024.1326082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2023] [Accepted: 06/11/2024] [Indexed: 07/10/2024] Open
Abstract
Introduction This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers' emotional intelligence. Methods The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/post-test, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis. Results The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results. Discussion In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers' emotional intelligence can be improved with additional intervention practices without affecting their curriculum.
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Affiliation(s)
- Meryem Özdemir Cihan
- Department of Primary School Education, Education Faculty, Atatürk University, Erzurum, Türkiye
| | - Mücahit Dilekmen
- Department of Psychological Counselling and Guidance, Education Faculty, Atatürk University, Erzurum, Türkiye
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2
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Glassie SL, Schutte NS. The relationship between emotional intelligence and optimism: A meta-analysis. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2024; 59:353-367. [PMID: 38216335 DOI: 10.1002/ijop.13108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 12/19/2023] [Indexed: 01/14/2024]
Abstract
Optimism involves the general expectation good things will occur and greater optimism is associated with a number of positive life outcomes related to better mental and physical health. These outcomes include reduced likelihood of depression, more effective immune functioning and lower mortality. Emotional intelligence, which consists of adaptive emotional functioning, may be a foundation for optimism. This meta-analysis examined the relationship between emotional intelligence and optimism across 6889 participants from 25 independent samples. Across studies, a higher level of emotional intelligence was associated with greater optimism with a weighted effect size of, r = .35, p < .001. Measurement approach and country of participants moderated the effect size. These results have relevance for the design of positive psychology interventions.
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Affiliation(s)
- Sarah L Glassie
- School of Psychology, University of New England, Armidale, NSW, Australia
| | - Nicola S Schutte
- School of Psychology, University of New England, Armidale, NSW, Australia
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Sattar R, Lawton R, Janes G, Elshehaly M, Heyhoe J, Hague I, Grindey C. A systematic review of workplace triggers of emotions in the healthcare environment, the emotions experienced, and the impact on patient safety. BMC Health Serv Res 2024; 24:603. [PMID: 38720302 PMCID: PMC11080227 DOI: 10.1186/s12913-024-11011-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 04/18/2024] [Indexed: 05/12/2024] Open
Abstract
BACKGROUND Healthcare staff deliver patient care in emotionally charged settings and experience a wide range of emotions as part of their work. These emotions and emotional contexts can impact the quality and safety of care. Despite the growing acknowledgement of the important role of emotion, we know very little about what triggers emotion within healthcare environments or the impact this has on patient safety. OBJECTIVE To systematically review studies to explore the workplace triggers of emotions within the healthcare environment, the emotions experienced in response to these triggers, and the impact of triggers and emotions on patient safety. METHODS Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, four electronic databases were searched (MEDLINE, PsychInfo, Scopus, and CINAHL) to identify relevant literature. Studies were then selected and data synthesized in two stages. A quality assessment of the included studies at stage 2 was undertaken. RESULTS In stage 1, 90 studies were included from which seven categories of triggers of emotions in the healthcare work environment were identified, namely: patient and family factors, patient safety events and their repercussions, workplace toxicity, traumatic events, work overload, team working and lack of supervisory support. Specific emotions experienced in response to these triggers (e.g., frustration, guilt, anxiety) were then categorised into four types: immediate, feeling states, reflective, and longer-term emotional sequelae. In stage 2, 13 studies that explored the impact of triggers or emotions on patient safety processes/outcomes were included. CONCLUSION The various triggers of emotion and the types of emotion experienced that have been identified in this review can be used as a framework for further work examining the role of emotion in patient safety. The findings from this review suggest that certain types of emotions (including fear, anger, and guilt) were more frequently experienced in response to particular categories of triggers and that healthcare staff's experiences of negative emotions can have negative effects on patient care, and ultimately, patient safety. This provides a basis for developing and tailoring strategies, interventions, and support mechanisms for dealing with and regulating emotions in the healthcare work environment.
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Affiliation(s)
- Raabia Sattar
- Bradford Teaching Hospitals NHS Foundation Trust, Bradford, BD9 6RJ, UK.
| | - Rebecca Lawton
- Bradford Teaching Hospitals NHS Foundation Trust, Bradford, BD9 6RJ, UK
| | | | | | - Jane Heyhoe
- Bradford Teaching Hospitals NHS Foundation Trust, Bradford, BD9 6RJ, UK
| | - Isabel Hague
- Bradford Teaching Hospitals NHS Foundation Trust, Bradford, BD9 6RJ, UK
| | - Chloe Grindey
- Bradford Teaching Hospitals NHS Foundation Trust, Bradford, BD9 6RJ, UK
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Sariraei SA, Shkoler O, Giamos D, Chênevert D, Vandenberghe C, Tziner A, Vasiliu C. From burnout to behavior: the dark side of emotional intelligence on optimal functioning across three managerial levels. Front Psychol 2024; 15:1338691. [PMID: 38708021 PMCID: PMC11069314 DOI: 10.3389/fpsyg.2024.1338691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 03/26/2024] [Indexed: 05/07/2024] Open
Abstract
Introduction Burnout has been typically addressed as an outcome and indicator of employee malfunctioning due to its profound effects on the organization, its members, and its profitability. Our study assesses its potential as a predictor, delving into how different sources of motivation-autonomous and controlled-act as mediational mechanisms in the association between burnout and behavioral dimensions of functioning (namely, organizational citizenship behaviors and work misbehaviors). Furthermore, the buffering effects of emotional intelligence across three different managerial levels were also examined. Methods To this end, a total non-targeted sample of 840 Romanian managers (513 first-, 220 mid-, and 107 top-level managers) was obtained. Results Burnout predicted motivation, which predicted work behaviors in a moderated-mediation framework. Contrary to our initial prediction, emotional intelligence augmented the negative association between burnout and motivation, exhibiting a dark side to this intelligence type. These findings are nuanced by the three managerial positions and shed light on the subtle differences across supervisory levels. Discussion The current article suggests a relationship between multiple dimensions of optimal (mal)functioning and discusses valuable theoretical and practical insights, supporting future researchers and practitioners in designing burnout, motivation, and emotional intelligence interventions.
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Affiliation(s)
- Samira A. Sariraei
- Department of Human Resources Management, HEC Montreal, Montreal, QC, Canada
| | - Or Shkoler
- Department of Psychology, Ariel University, Ariel, Israel
| | - Dimitris Giamos
- Department of Human Resources Management, HEC Montreal, Montreal, QC, Canada
| | - Denis Chênevert
- Department of Human Resources Management, HEC Montreal, Montreal, QC, Canada
| | | | - Aharon Tziner
- Tel-Hai Academic College, Kiryat Shmona, Israel
- Peres Academic Center, Rehovot, Israel
- Netanya Academic College, Netanya, Israel
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Opatha IM, Takahashi Y. Does Social and Organizational Support Moderate Emotional Intelligence Training Effectiveness? Behav Sci (Basel) 2024; 14:276. [PMID: 38667072 PMCID: PMC11047385 DOI: 10.3390/bs14040276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2024] [Revised: 03/16/2024] [Accepted: 03/19/2024] [Indexed: 04/29/2024] Open
Abstract
Given the dearth of systematic research and inconclusive results regarding the effectiveness of emotional intelligence (EI) training in adult training, this study was conducted to evaluate the effectiveness of EI training. This study aimed to assess the effectiveness of EI training on learning and transfer outcomes, considering underexplored moderation of social and organizational support with experimental and longitudinal research design. Training transfer was measured through changes in organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). Participants self-assessed their OCB and CWB levels, while their supervisors also provided evaluations, allowing for separate analysis. Data, from a sample comprising 176 government officials, were collected across different periods and analyzed employing diverse analytical tools. The results revealed positive effects of EI training on training outcomes in both samples but positive moderation effect of social and organizational support on the effect of EI training on training outcomes was observed in the self-evaluation sample but not in the supervisor evaluation sample. The findings advance the debate on social exchange theory and organizational support theory by showing the boundary condition of their applicability. Furthermore, this study clarifies the impact of EI training on training outcomes by emphasizing the nuanced role of social and organizational support.
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Affiliation(s)
| | - Yoshi Takahashi
- Graduate School of Humanities and Social Sciences, Hiroshima University, Higashihiiroshima 739-8529, Japan;
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Lisboa PV, Gómez-Román C, Guntín L, Monteiro AP. Pro-environmental behavior, personality and emotional intelligence in adolescents: a systematic review. Front Psychol 2024; 15:1323098. [PMID: 38414884 PMCID: PMC10898495 DOI: 10.3389/fpsyg.2024.1323098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Accepted: 01/15/2024] [Indexed: 02/29/2024] Open
Abstract
Introduction Human behavior significantly contributes to environmental problems, making the study of pro-environmental behavior an important task for psychology. In this context, it is crucial to understand the pro-environmental behavior of adolescents, as young people play a fundamental role in facilitating long-term changes in environmental consciousness and encouraging decision-makers to take action. However, little is currently known about the pro-environmental behavior of adolescents. Recently, there has been growing interest in examining the influence of personality traits and emotional intelligence on pro-environmental behavior. Methods We conducted a systematic review to enhance our understanding of adolescent pro-environmental behavior. Thus, this systematic review was designed to enhance understanding of adolescent's pro-environmental behavior by summarizing existing evidence on how it relates to personality and emotional intelligence. Results Our findings suggest associations between specific personality traits and dimensions of emotional intelligence with adolescent pro-environmental behavior, aligning with similar studies conducted on adults. Discussion While our findings offer valuable insights, further research is needed to establish causality and deepen our understanding of the interplay between multiple variables influencing pro-environmental behavior among adolescents. Systematic review registration [https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023387836], identifier [CRD42023387836].
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Affiliation(s)
- Paulo Vítor Lisboa
- CRETUS, Interdisciplinary Research Center in Environmental Technologies, University of Santiago de Compostela, Santiago de Compostela, Galicia, Spain
- Department of Social Psychology, Basic Psychology and Methodology, Faculty of Psychology, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Cristina Gómez-Román
- CRETUS, Interdisciplinary Research Center in Environmental Technologies, University of Santiago de Compostela, Santiago de Compostela, Galicia, Spain
- Department of Social Psychology, Basic Psychology and Methodology, Faculty of Psychology, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Lidia Guntín
- CRETUS, Interdisciplinary Research Center in Environmental Technologies, University of Santiago de Compostela, Santiago de Compostela, Galicia, Spain
- Department of Social Psychology, Basic Psychology and Methodology, Faculty of Psychology, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Ana Paula Monteiro
- Department of Education and Psychology, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
- Centre for Educational Research and Intervention, University of Porto, Porto, Portugal
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Viseux M, Johnson S, Roquelaure Y, Bourdon M. Breast Cancer Survivors' Experiences of Managers' Actions During the Return to Work Process: A Scoping Review of Qualitative Studies. JOURNAL OF OCCUPATIONAL REHABILITATION 2023; 33:687-701. [PMID: 37010716 DOI: 10.1007/s10926-023-10101-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/03/2023] [Indexed: 06/19/2023]
Abstract
PURPOSE Managers' actions can facilitate the return to work (RTW) process for breast cancer survivors (BCS). However, data on BCS' experiences of managers' actions regarding RTW are dispersed across multiple qualitative studies and do not offer useful insights for managers to support employees returning to work. This study aimed to summarize and map managers' actions experienced by BCS over three RTW phases (before, during, after) and categorize them as facilitating or hindering RTW. METHODS A scoping review of qualitative studies was conducted. Four databases (MEDLINE, PsycINFO, Cochrane Library, EMBASE) were systematically searched for articles published between 2000 and 2022. Studies and participant characteristics were extracted using an excel spreadsheet. A thematic analysis with a predominantly deductive and semantic approach was conducted. RESULTS Twenty-nine studies were included after screening 1042 records. Five themes were generated from the data. Two themes addressed the phase 'before RTW': 'managers' interpersonal skills' and 'preparing for RTW'; three in the 'during RTW' phase: 'managers' interpersonal skills', 'offering work flexibility', and 'offering work accommodations', and only one, 'paying attention to follow-up', was addressed in the 'after RTW' phase. CONCLUSION This review mapped managers' actions experienced by BCS in three phases of the RTW process. Results suggested that, according to BCS, managers need to mobilize specific skills to provide appropriate support during the RTW process. Further research is needed to better understand the skills underlying managers' actions facilitating the RTW process.
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Affiliation(s)
- Marie Viseux
- UMR INSERM 1246 SPHERE "methodS in Patient-Centered Outcomes and HEalth ResEarch", Nantes University, University of Tours, 22 Boulevard Benoni Goullin, Nantes, France.
| | - Stacey Johnson
- Integrated Center for Oncology, Boulevard Jacques Monod, 44805, Nantes, Saint-Herblain, France
- Université Côte d'Azur, LAMHESS, 261 Boulevard du Mercantour, 06200, Nice, France
| | - Yves Roquelaure
- University of Angers, University of Rennes, Inserm, EHESP, IRSET (Institut de Recherche en Santé, Environnement Et Travail) - UMR_S 1085, SFR ICAT, F-49000, Angers, France
- UMR Inserm S 1085, EHESP, IRSET (Institut de Recherche en Santé, Environnement Et Travail) - University of Angers, CHU Angers, University of Rennes, SFR ICAT, F-49000, Angers, France
| | - Marianne Bourdon
- UMR INSERM 1246 SPHERE "methodS in Patient-Centered Outcomes and HEalth ResEarch", Nantes University, University of Tours, 22 Boulevard Benoni Goullin, Nantes, France
- Integrated Center for Oncology, Boulevard Jacques Monod, 44805, Nantes, Saint-Herblain, France
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Kluge MG, Maltby S, Kuhne C, Walker N, Bennett N, Aidman E, Nalivaiko E, Walker FR. Evaluation of a Virtual Reality Platform to Train Stress Management Skills for a Defense Workforce: Multisite, Mixed Methods Feasibility Study. J Med Internet Res 2023; 25:e46368. [PMID: 37930751 PMCID: PMC10659241 DOI: 10.2196/46368] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 08/24/2023] [Accepted: 09/18/2023] [Indexed: 11/07/2023] Open
Abstract
BACKGROUND Psychological stress-related injuries within first-responder organizations have created a need for the implementation of effective stress management training. Most stress management training solutions have limitations associated with scaled adoption within the workforce. For instance, those that are effective in civilian populations often do not align with the human performance culture embedded within first-responder organizations. Programs involving expert-led instructions that are high in quality are often expensive. OBJECTIVE This study sought to evaluate a tailored stress management training platform within the existing training schedule of the Australian Defense Force (ADF). The platform, known as Performance Edge (PE), is a novel virtual reality (VR) and biofeedback-enabled stress management skills training platform. Focusing on practical training of well-established skills and strategies, the platform was designed to take advantage of VR technology to generate an immersive and private training environment. This study aimed to assess the feasibility of delivering the VR platform within the existing group-based training context and intended training population. In this setting, the study further aimed to collect data on critical predictors of user acceptance and technology adoption in education, including perceived usability, usefulness, and engagement, while also assessing training impacts. METHODS This study used a mixed methods, multisite approach to collect observational, self-reported, and biometric data from both training staff and trainers within a real-world "on-base" training context in the ADF. Validated scales include the Presence Questionnaire and User Engagement Scale for perceived usefulness, usability, and engagement, as well as the State Mindfulness Scale and Relaxation Inventory, to gain insights into immediate training impacts for specific training modules. Additional surveys were specifically developed to assess implementation feedback, intention to use skills, and perceived training impact and value. RESULTS PE training was delivered to 189 ADF trainees over 372 training sessions. The platform was easy to use at an individual level and was feasible to deliver in a classroom setting. Trainee feedback consistently showed high levels of engagement and a sense of presence with the training content and environment. PE is overall perceived as an effective and useful training tool. Self-report and objective indices confirmed knowledge improvement, increased skill confidence, and increased competency after training. Specific training elements resulted in increased state mindfulness, increased physical relaxation, and reduced breathing rate. The ability to practice cognitive strategies in a diverse, private, and immersive training environment while in a group setting was highlighted as particularly valuable. CONCLUSIONS This study found the VR-based platform (PE) to be a feasible stress management training solution for group-based training delivery in a defense population. Furthermore, the intended end users, both trainers and trainees, perceive the platform to be usable, useful, engaging, and effective for training, suggesting end-user acceptance and potential for technology adoption.
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Affiliation(s)
- Murielle G Kluge
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
| | - Steven Maltby
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
| | - Caroline Kuhne
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Psychological Sciences, College of Engineering, Science and Environment, The University of Newcastle, Callaghan, Australia
| | - Nicole Walker
- Army School of Health, Australian Defence Force, Canberra, Australia
| | - Neanne Bennett
- Joint Health Command, Department of Defence, Canberra, Australia
| | - Eugene Aidman
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- Human and Decision Sciences Division, Defence Science & Technology Group, Edinburgh, Australia
| | - Eugene Nalivaiko
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
| | - Frederick Rohan Walker
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
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Durham MRP, Smith R, Cloonan S, Hildebrand LL, Woods-Lubert R, Skalamera J, Berryhill SM, Weihs KL, Lane RD, Allen JJB, Dailey NS, Alkozei A, Vanuk JR, Killgore WDS. Development and validation of an online emotional intelligence training program. Front Psychol 2023; 14:1221817. [PMID: 37663347 PMCID: PMC10470876 DOI: 10.3389/fpsyg.2023.1221817] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Accepted: 07/26/2023] [Indexed: 09/05/2023] Open
Abstract
Introduction Emotional intelligence (EI) is associated with a range of positive health, wellbeing, and behavioral outcomes. The present article describes the development and validation of an online training program for increasing EI abilities in adults. The training program was based on theoretical models of emotional functioning and empirical literature on successful approaches for training socioemotional skills and resilience. Methods After an initial design, programming, and refinement process, the completed online program was tested for efficacy in a sample of 326 participants (72% female) from the general population. Participants were randomly assigned to complete either the EI training program (n = 168) or a matched placebo control training program (n = 158). Each program involved 10-12 hours of engaging online content and was completed during either a 1-week (n = 175) or 3-week (n = 151) period. Results Participants who completed the EI training program showed increased scores from pre- to post-training on standard self-report (i.e., trait) measures of EI (relative to placebo), indicating self-perceived improvements in recognizing emotions, understanding emotions, and managing the emotions of others. Moreover, those in the EI training also showed increased scores in standard performance-based (i.e., ability) EI measures, demonstrating an increased ability to strategically use and manage emotions relative to placebo. Improvements to performance measures also remained significantly higher than baseline when measured six months after completing the training. The training was also well-received and described as helpful and engaging. Discussion Following a rigorous iterative development process, we created a comprehensive and empirically based online training program that is well-received and engaging. The program reliably improves both trait and ability EI outcomes and gains are sustained up to six months post-training. This program could provide an easy and scalable method for building emotional intelligence in a variety of settings.
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Affiliation(s)
| | - Ryan Smith
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
- Laureate Institute for Brain Research, Tulsa, OK, United States
| | - Sara Cloonan
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | | | | | - Jeff Skalamera
- Department of Psychology, University of Illinois Chicago, Chicago, IL, United States
| | - Sarah M Berryhill
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Karen L Weihs
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Richard D Lane
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - John J B Allen
- Department of Psychology, University of Arizona, Tucson, AZ, United States
| | - Natalie S Dailey
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Anna Alkozei
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - John R Vanuk
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
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10
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Isbell LM, Graber ML, Rovenpor DR, Liu G. Influence of comorbid depression and diagnostic workup on diagnosis of physical illness: a randomized experiment. Diagnosis (Berl) 2023; 10:257-266. [PMID: 37185165 DOI: 10.1515/dx-2020-0106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Accepted: 03/22/2023] [Indexed: 05/17/2023]
Abstract
OBJECTIVES Patients with mental illness are less likely to receive the same physical healthcare as those without mental illness and are less likely to be treated in accordance with established guidelines. This study employed a randomized experiment to investigate the influence of comorbid depression on diagnostic accuracy. METHODS Physicians were presented with an interactive vignette describing a patient with a complex presentation of pernicious anemia. They were randomized to diagnose either a patient with or without (control) comorbid depression and related behaviors. All other clinical information was identical. Physicians recorded a differential diagnosis, ordered tests, and rated patient likeability. RESULTS Fifty-nine physicians completed the study. The patient with comorbid depression was less likeable than the control patient (p=0.03, 95 % CI [0.09, 1.53]). Diagnostic accuracy was lower in the depression compared to control condition (59.4 % vs. 40.7 %), however this difference was not statistically significant χ2(1)=2.035, p=0.15. Exploratory analyses revealed that patient condition (depression vs. control) interacted with the number of diagnostic tests ordered to predict diagnostic accuracy (OR=2.401, p=0.038). Accuracy was lower in the depression condition (vs. control) when physicians ordered fewer tests (1 SD below mean; OR=0.103, p=0.028), but there was no difference for physicians who ordered more tests (1 SD above mean; OR=2.042, p=0.396). CONCLUSIONS Comorbid depression and related behaviors lowered diagnostic accuracy when physicians ordered fewer tests - a time when more possibilities should have been considered. These findings underscore the critical need to develop interventions to reduce diagnostic error when treating vulnerable populations such as those with depression.
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Affiliation(s)
- Linda M Isbell
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
| | - Mark L Graber
- Society to Improve Diagnosis in Medicine, Plymouth, MA, USA
- Stony Brook University, NY, USA
| | | | - Guanyu Liu
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
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Held MJ, Fehn T, Gauglitz IK, Schütz A. Training Emotional Intelligence Online: An Evaluation of WEIT 2.0. J Intell 2023; 11:122. [PMID: 37367524 DOI: 10.3390/jintelligence11060122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 06/02/2023] [Accepted: 06/06/2023] [Indexed: 06/28/2023] Open
Abstract
With the growing popularity of online courses, there is an increasing need for scientifically validated online interventions that can improve emotional competencies. We addressed this demand by evaluating an extended version of the Web-Based Emotional Intelligence Training (WEIT 2.0) program. Based on the four-branch model of emotional intelligence, WEIT 2.0 focuses on improving participants' emotion perception and emotion regulation skills. A total of 214 participants were randomly assigned to the training group (n = 91) or a waiting list control group (n = 123) to evaluate short-term (directly after WEIT 2.0) and long-term intervention effects (8 weeks later). Two-way MANOVAs and mixed ANOVAs showed significant treatment effects for self-reported emotion perception of the self, as well as emotion regulation of the self and others, after 8 weeks. No significant treatment effects were found for self-reported emotion perception in others or for performance-based emotion perception or emotion regulation. Moderator analyses revealed no significant effects of digital affinity on training success from the pretest to the posttest. The findings suggest that components of self-reported emotional intelligence can be enhanced through WEIT 2.0, but performance-based emotional intelligence cannot. Further research is needed on the online training of emotional intelligence and the mechanisms that underlie training success.
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Affiliation(s)
- Marco Jürgen Held
- Institute for Psychology, University of Bamberg, 96047 Bamberg, Germany
| | - Theresa Fehn
- Institute for Psychology, University of Bamberg, 96047 Bamberg, Germany
| | | | - Astrid Schütz
- Institute for Psychology, University of Bamberg, 96047 Bamberg, Germany
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12
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Costa A, Faria L. Implicit Theories of Emotional Intelligence and Students' Emotional and Academic Outcomes. Psychol Rep 2023:332941231183327. [PMID: 37300808 DOI: 10.1177/00332941231183327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
In this study, we addressed the relevance of implicit theories of emotional intelligence (ITEI) to students' emotional and academic outcomes throughout secondary school. During a three-wave longitudinal survey (10th-12th grades), 222 students, ages 14-18 years old at the first round of data collection (Mage = 15.4, SD = 0.63) and mostly female (58.6%), completed questionnaires on ITEI, emotional intelligence (EI; ability and trait), and emotions towards school. The results provided evidence for the relation of ITEI with EI (ability and trait) in the following year and their extended link with students' emotions towards school and academic achievement (Portuguese academic grade) at the end of secondary school. In addition, ability and trait EI mediated the link of entity ITEI and negative emotions and achievement. The findings suggest the importance of fostering more dynamic ITEI among students as a mean for enhancing emotional and academic outcomes.
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Affiliation(s)
- Ana Costa
- Faculty of Psychology and Education Sciences, University of Porto/Portugal, Porto, Portugal
| | - Luísa Faria
- Faculty of Psychology and Education Sciences, University of Porto/Portugal, Porto, Portugal
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Barile S, Ciasullo MV, Testa M, La Sala A. An integrated learning framework of corporate training system: a grounded theory approach. TQM JOURNAL 2023. [DOI: 10.1108/tqm-03-2022-0090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
Abstract
PurposeRooting in the literature on training and laying on Kirkpatrick model, this paper aims to explore key drivers of corporate training to identify how they can be combined into an integrated framework of learning for human capital development.Design/methodology/approachBy adopting the constructivist grounded theory, this contribution analyzes the experience carried out in the last ten years by Virvelle, an Italian corporate training firm.FindingsResults show the rise of five core categories, g1iving rise to an integrated model of Kirkpatrick. Their dynamic interplay led to a new orientation of Kirkpatrick model giving rise to a metalearning ecosystem.Research limitations/implicationsManagerial implications have identified key factors on which building and implementing appropriate corporate training programmes capable of triggering co-generative processes of value creation. Particularly, the essential role of learning quality culture, digital technology and personalization are detected in integrating not only hard but furthermore soft shades of learning. Concerning theoretical implications, the emergence of key structural and systems enabling dimensions for learning, and contextual mechanisms involved in reshaping training effectiveness and achieving integrated learning outcomes are detected. The main limitation of this study lies in the need to generalize results: the conceptualized framework needs to be empirically tested.Originality/valueThe value of this research is built along three main points. The first is the integration among the core categories that an integrated learning system can be built on, promoting learning quality culture through positive feedback loops. The second is represented by the chance to enhance an integrated mutual knowledge development among engaged actors, thereby shaping a more holistic and multidimensional learning model. The third is related to the transversal role that digital technology plays in all phases of the training process as it integrates and enriches them.
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Maamari BE, Salloum YN. The effect of high emotionally intelligent teachers on their teaching effectiveness at universities: the moderating effect of personality traits. INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT 2023. [DOI: 10.1108/ijem-12-2020-0565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/11/2023]
Abstract
PurposeThe purpose of this paper is to answer two basic research questions: “Does high emotional intelligence affect teaching effectiveness at universities?” and “What role do personality traits play in moderating that relationship?”Design/methodology/approachThe paper is a quantitative study using self-reporting questionnaires on 410 students and 32 faculty members. The resulting relationships and model fit are confirmed using SEM.FindingsThe paper shows the importance of high emotional intelligent teachers in universities to increase teaching effectiveness. The paper also shows that the personality traits of the teacher moderate this positive relationship.Research limitations/implicationsThe study uses students' responses. Students might negatively assess their professors for different purposes. This puts in question the reliability of student ratings, especially when taking into consideration students' mood.Practical implicationsThe paper makes two major recommendations to universities. The first recommendation is to hire emotionally intelligent teachers. The second recommendation is to conduct emotional intelligence workshops for existing teachers in order to improve their EI skills. Both recommendations will increase teaching effectiveness, therefore, better learning and a higher chance of better students' academic achievement, better teacher-student relationship, higher students' satisfaction and better university environment/teaching reputation.Originality/valueThe research model is tested for the first time in the Lebanese higher educational sector.
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Maddocks J. Introducing an attitude-based approach to emotional intelligence. Front Psychol 2023; 13:1006411. [PMID: 36726516 PMCID: PMC9885190 DOI: 10.3389/fpsyg.2022.1006411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Accepted: 12/29/2022] [Indexed: 01/17/2023] Open
Abstract
Emotional intelligence (EI) was originally conceived as an ability, followed soon after by mixed, competency and trait theoretical models, broadly described as emotional efficacies (EE). Several models have attempted to integrate both approaches, with different views on whether EI and EE operate in sequence or parallel. One reason for this may be that EE constructs are given the same ontological status whether they represent underlying attitudes, such as self-regard, or behavioral competencies, such as assertiveness. In this paper, it is proposed that attitudes may predominantly act as underlying antecedents of ability-EI and behavioral-EE. Five benefits of this approach are drawn out that help to address some key concerns with current models and measures of EI and EE. First, the inclusion of implicit and explicit attitudes within integrated models of EI/EE would support the dual-processing of conscious and automated processes. From this, an attitude-based dual-processing framework for EI/EE is recommended. Second, the concept of Unconditional Positive Regard (UPR) for self and others, is identified as a potential attitude that may underpin the two core pillars of intrapersonal and interpersonal EI/EE. Third, UPR attitudes would provide an ethical basis for EI/EE that may support ethical and prosocial behavior. Fourth, UPR attitudes may differentiate between the optimal and sub-optimal elements of EI/EE. Fifth, an attitude-based approach to EI/EE may be more aligned with EI/EE being developmental than are the more static ability or trait-based models of EI/EE.
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Affiliation(s)
- Jo Maddocks
- Department of Neuroscience, Psychology and Behaviour, University of Leicester, Leicester, United Kingdom,Talogy, Guildford, United Kingdom,*Correspondence: Jo Maddocks, ✉
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Santa R, Sanz CM, Tegethoff T, Cayon E. The impact of emotional intelligence, cross-functional teams and interorganizational networks on operational effectiveness. JOURNAL OF ORGANIZATIONAL EFFECTIVENESS: PEOPLE AND PERFORMANCE 2022. [DOI: 10.1108/joepp-03-2022-0069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
Abstract
PurposeThis article aims to examine the influence of emotional intelligence on cross-functional teams, the formation of interorganizational networks and the impact of all three dimensions on operational effectiveness.Design/methodology/approachThe analysis was based on 250 valid questionnaires collected from organizations in the Valle del Cauca region in Colombia in the service sector. The variables were analyzed using structural equation modeling to identify their relationships.FindingsThe results suggest that emotional intelligence contributes to establishing cross-functional teams but does not impact the development of interorganizational networks, influencing operational effectiveness only indirectly through the cross-functional teams. Contrary to what the literature suggests, interorganizational networks do not influence the operational effectiveness of organizations. Hence, in the pursuit of competitive advantage, companies in the studied region should encourage the creation of cross-functional teams within their organizations to maximize the returns received through the optimization of operational effectiveness.Practical implicationsOrganizations are comprised of individuals whose emotional intelligence competencies and abilities enable them to form effective cross-functional teams. Furthermore, cross-functional teams that effectively establish relationships with other organizations are frequently employed in global, interorganizational collaboration environments like joint ventures and alliances. Cross-functional teams that fulfill their aims have the potential to benefit the organization's performance by boosting operational effectiveness and, therefore, its competitiveness.Originality/valueThe value of this article lies in providing a better understanding of the capabilities and strategies of organizations in the construction of interorganizational networks intended to improve their competitiveness. However, before operational effectiveness and a sustainable competitive advantage can be achieved, the role of the individuals comprising the cross-functional teams should be managed through the appropriate application of the concepts of emotional intelligence.
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Emotional processes in partners’ quality of life at various stages of breast cancer pathway: a longitudinal study. Qual Life Res 2022; 32:1085-1094. [PMID: 36418525 DOI: 10.1007/s11136-022-03298-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2022] [Indexed: 11/27/2022]
Abstract
INTRODUCTION Several studies have shown that emotional competence (EC) impacts cancer adjustment via anxiety and depression symptoms. The objective was to test this model for the quality of life (QoL) of partners: first, the direct effect of partners' EC on their QoL, anxiety and depression symptoms after cancer diagnosis (T1), after chemotherapy (T2) and after radiotherapy (T3); Second, the indirect effects of partners' EC at T1 on their QoL at T2 and T3 through anxiety and depression symptoms. METHODS 192 partners of women with breast cancer completed a questionnaire at T1, T2 and T3 to assess their EC (PEC), anxiety and depression symptoms (HADS) and QoL (Partner-YW-BCI). Partial correlations and regression analyses were performed to test direct and indirect effects of EC on issues. RESULTS EC at T1 predicted fewer anxiety and depression symptoms at each time and all dimensions of QoL, except for career management and financial difficulties. EC showed different significant indirect effects (i.e. via anxiety or depression symptoms) on all sub-dimensions of QoL, except for financial difficulties, according to the step of care pathway (T2 and T3). Anxiety and depression played a different role in the psychological processes that influence QoL. CONCLUSION Findings confirm the importance of taking emotional processes into account in the adjustment of partners, especially regarding their QoL and the support they may provide to patients. It, thus, seems important to integrate EC in future health models and psychosocial interventions focused on partners or caregivers.
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Lekavičienė R, Antinienė D, Nikou S, Rūtelionė A, Šeinauskienė B, Vaičiukynaitė E. Reducing consumer materialism and compulsive buying through emotional intelligence training amongst Lithuanian students. Front Psychol 2022; 13:932395. [PMID: 36329741 PMCID: PMC9622942 DOI: 10.3389/fpsyg.2022.932395] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Accepted: 09/27/2022] [Indexed: 11/19/2022] Open
Abstract
Consumers’ inclinations towards materialism and compulsive buying are influenced by a variety of factors. Materialistic consumers face maladies that cause stress and lower subjective well-being and are unable to control their buying behaviour that in turn leads to social and financial issues. This paper aims to investigate the effect of emotional intelligence training on consumers’ materialism and compulsive buying. The experimental design involves 36 respondents across both groups. Findings confirm the hypothesis that ability-based training programmes can help consumers improve their emotional intelligence whilst also lowering their levels of materialism and compulsive buying. In sum, the results extend the existing literature on consumer materialism by providing an explanation on how specific emotional ability-based training can diminish materialistic and excessive buying inclinations. The development of emotional intelligence skills-based training programmes contributes to more sustainable consumer behaviour, mitigating the vulnerability to materialism and related addictive behavioural consequences.
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Affiliation(s)
- Rosita Lekavičienė
- Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, Kaunas, Lithuania
| | - Dalia Antinienė
- Faculty of Public Health, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Shahrokh Nikou
- Faculty of Social Sciences, Business and Economics, Åbo Akademi University, Turku, Finland
- Department of Computer and Systems Sciences, Stockholm University, Kista, Sweden
| | - Aušra Rūtelionė
- School of Economics and Business, Kaunas University of Technology, Kaunas, Lithuania
- *Correspondence: Aušra Rūtelionė,
| | - Beata Šeinauskienė
- School of Economics and Business, Kaunas University of Technology, Kaunas, Lithuania
| | - Eglė Vaičiukynaitė
- School of Economics and Business, Kaunas University of Technology, Kaunas, Lithuania
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Ding H, Yu E, Li Y. Exploring the relationship between core self-evaluation and employee innovative behaviour: The role of emotional factors. JOURNAL OF PSYCHOLOGY IN AFRICA 2022. [DOI: 10.1080/14330237.2022.2120700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/10/2022]
Affiliation(s)
- He Ding
- School of Economics and Management, North China Electric Power University, Beijing, China
| | - Enhai Yu
- School of Economics and Management, North China Electric Power University, Beijing, China
| | - Yanbin Li
- School of Economics and Management, North China Electric Power University, Beijing, China
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20
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Oliveira S, Roberto MS, Veiga-Simão AM, Marques-Pinto A. Development of the Social and Emotional Competence Assessment Battery for Adults. Assessment 2022:10731911221127922. [PMID: 36181256 PMCID: PMC10363954 DOI: 10.1177/10731911221127922] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Literature has emphasized the urgency of investing in the promotion of Social and Emotional Competence (SEC) in adults. Therefore, the development of a theoretically grounded and developmentally adjusted measure that adequately assesses SEC in its different domains is needed. This study aimed to develop a self-report battery for the assessment of adults' SEC. Factor structure, reliability, and validity of the Social and Emotional Competence Assessment Battery for Adults (SECAB-A) were assessed. Seven-hundred and ninety-six adults (80.7% female) completed the SECAB-A. A subsample of 63 elementary school teachers (92.1% female) participated at two points in time and also completed external measures assessing affect, emotion regulation, and burnout symptoms, thus making it possible to test for test-retest reliability and convergent and discriminant validities. Despite sample size variation, no statistically significant differences between groups were found for the SECAB-A scales. Extraction of factors and confirmatory factor analysis supported the hypothesized factorial structures. Coefficient omegas suggested adequate internal consistency and scores were highly correlated between the two data collection waves, also ensuring adequate test-retest reliability. There was also evidence of the SECAB-A's convergent and discriminant validities against the external measures. Results from this study indicate that the SECAB-A is a promising measure for the adult population. Nevertheless, additional criterion-related and construct validity research is needed.
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Affiliation(s)
- Sofia Oliveira
- Universidade de Lisboa, Faculdade de Psicologia, Centro de Investigação em Ciência Psicológica, Lisboa, Portugal
| | - Magda Sofia Roberto
- Universidade de Lisboa, Faculdade de Psicologia, Centro de Investigação em Ciência Psicológica, Lisboa, Portugal
| | - Ana Margarida Veiga-Simão
- Universidade de Lisboa, Faculdade de Psicologia, Centro de Investigação em Ciência Psicológica, Lisboa, Portugal
| | - Alexandra Marques-Pinto
- Universidade de Lisboa, Faculdade de Psicologia, Centro de Investigação em Ciência Psicológica, Lisboa, Portugal
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21
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Levitats Z, Ivcevic Z, Brackett M. A world of opportunity: A top-down influence of emotional intelligence-related contextual factors on employee engagement and exhaustion. Front Psychol 2022; 13:980339. [PMID: 36225686 PMCID: PMC9549054 DOI: 10.3389/fpsyg.2022.980339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 08/31/2022] [Indexed: 12/04/2022] Open
Abstract
Despite continuing interest in the impact of employees' emotional intelligence (EI) in explaining for their engagement and emotional exhaustion, there are still large gaps in our understanding of the role played by contextual EI-related factors, such as an EI-related organizational culture and supervisors' emotionally intelligent behavior (EIB). This two-study research approaches EI from a macro-level perspective, attempting to address three objectives: (1) to develop and define a theoretical concept of EI-supportive organizational culture, (2) to develop and validate measures of organizations' EI-related values and practices, and (3) to investigate their top-down effect on employee engagement and exhaustion, via supervisor EI-related behavior. In the first study, we conceptualize and develop measures of perceived EI-related organizational values and human resource management (HRM) practices, as separate yet related dimensions of organizations' EI-related culture, and test their validity. In the second study, we build on the job demands-resources (JD-R) theory and Ability-Motivation-Opportunity (AMO) framework to develop and test a model of the process links between perceived EI-related values and HRM practices and employee engagement and exhaustion, using a large sample of employees across industries in the USA workforce (N = 12,375). In line with our hypotheses, the findings suggest that EI-supportive HRM practices have a top-down effect on employee engagement and exhaustion via supervisor EIB, whereas low regard for emotions values has a top-down effect on employee exhaustion via supervisor emotional misbehavior. Results are discussed in the context of the JD-R theory, AMO framework, and the EI literature.
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Affiliation(s)
- Zehavit Levitats
- Department of Political Studies, Bar-Ilan University, Ramat Gan, Israel
- Yale Center for Emotional Intelligence, Yale University, New Haven, CT, United States
| | - Zorana Ivcevic
- Yale Center for Emotional Intelligence, Yale University, New Haven, CT, United States
| | - Marc Brackett
- Yale Center for Emotional Intelligence, Yale University, New Haven, CT, United States
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22
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MacCann C, Double KS, Clarke IE. Lower Avoidant Coping Mediates the Relationship of Emotional Intelligence With Well-Being and Ill-Being. Front Psychol 2022; 13:835819. [PMID: 36017435 PMCID: PMC9396212 DOI: 10.3389/fpsyg.2022.835819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 04/12/2022] [Indexed: 11/13/2022] Open
Abstract
Emotional intelligence (EI) abilities relate to desirable outcomes such as better well-being, academic performance, and job performance. Previous research shows that coping strategies mediate the effects of ability EI on such outcomes. Across two cross-sectional studies, we show that coping strategies mediate the relationships of ability EI with both well-being (life satisfaction, psychological well-being) and ill-being (depression, anxiety, stress). Study 1 (N = 105 first-year university students, 78% female) assessed EI with the Situational Test of Emotion Understanding (STEU) and Situation Test of Emotion Management (STEM). Avoidant coping significantly mediated the relationship of both the STEU and STEM with depression, anxiety, stress, and psychological well-being. EI was associated with lower avoidant coping, higher well-being and lower ill-being. Study 2 (N = 115 first-year university students, 67% female) assessed EI with the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). Avoidant coping mediated the relationship between EI and ill-being, but not the relationship between EI and well-being. These effects were significant for three of the four EI branches—emotion perception, understanding, and management. We discuss possible reasons why avoidant coping may be an active ingredient by which lower EI relates to lower well-being. We also discuss a possible application of our findings—that EI training programs might benefit from including content aimed at reducing avoidant coping.
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Liu G, Chimowitz H, Isbell LM. Affective influences on clinical reasoning and diagnosis: insights from social psychology and new research opportunities. Diagnosis (Berl) 2022; 9:295-305. [PMID: 34981701 PMCID: PMC9424059 DOI: 10.1515/dx-2021-0115] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Accepted: 12/13/2021] [Indexed: 01/08/2023]
Abstract
Psychological research consistently demonstrates that affect can play an important role in decision-making across a broad range of contexts. Despite this, the role of affect in clinical reasoning and medical decision-making has received relatively little attention. Integrating the affect, social cognition, and patient safety literatures can provide new insights that promise to advance our understanding of clinical reasoning and lay the foundation for novel interventions to reduce diagnostic errors and improve patient safety. In this paper, we briefly review the ways in which psychologists differentiate various types of affect. We then consider existing research examining the influence of both positive and negative affect on clinical reasoning and diagnosis. Finally, we introduce an empirically supported theoretical framework from social psychology that explains the cognitive processes by which these effects emerge and demonstrates that cognitive interventions can alter these processes. Such interventions, if adapted to a medical context, hold great promise for reducing errors that emerge from faulty thinking when healthcare providers experience different affective responses.
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Affiliation(s)
- Guanyu Liu
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
| | - Hannah Chimowitz
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
| | - Linda M. Isbell
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
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Viseux M, Tamminga SJ, Greidanus MA, Porro B, Roquelaure Y, Bourdon M. Enhancing Emotional Skills of Managers to Support the Return to Work of Cancer Survivors: A Research Opinion Focusing on Value, Feasibility and Challenges. Front Psychol 2022; 13:910779. [PMID: 35903738 PMCID: PMC9319043 DOI: 10.3389/fpsyg.2022.910779] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Accepted: 06/13/2022] [Indexed: 11/14/2022] Open
Affiliation(s)
- Marie Viseux
- UMR INSERM 1246 SPHERE “Methods in Patient-Centered Outcomes and HEalth ResEarch”, Nantes University, University of Tours, Nantes, France
- *Correspondence: Marie Viseux
| | - Sietske J. Tamminga
- Amsterdam UMC Location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands
- Amsterdam Public Health Research Institute, Societal Participation and Health, Amsterdam, Netherlands
| | - Michiel A. Greidanus
- Amsterdam UMC Location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands
- Amsterdam Public Health Research Institute, Societal Participation and Health, Amsterdam, Netherlands
| | - Bertrand Porro
- University of Angers, University of Rennes, Inserm, EHESP, IRSET (Institut de Recherche en Santé, Environnement et Travail) - UMR_S 1085, SFR ICAT, Angers, France
| | - Yves Roquelaure
- UMR Inserm S 1085, EHESP, IRSET (Institut de Recherche en Santé, Environnement et Travail) – University of Angers, CHU Angers, University of Rennes, SFR ICAT, Angers, France
| | - Marianne Bourdon
- UMR INSERM 1246 SPHERE “Methods in Patient-Centered Outcomes and HEalth ResEarch”, Nantes University, University of Tours, Nantes, France
- Integrated Center for Oncology, Nantes, France
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Seow HY, Wu MHL, Mohan M, Mamat NHB, Kutzsche HE, Pau A. The effect of transactional analysis training on emotional intelligence in health professions students. BMC MEDICAL EDUCATION 2022; 22:383. [PMID: 35590318 PMCID: PMC9121543 DOI: 10.1186/s12909-022-03455-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 05/12/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Emotional intelligence (EI) is considered to present a significant predictor of work performance whereas Transactional analysis (TA) is the relational perspective in communication in managing emotions. We evaluated the effect of psycho-educational training in EI and TA (TEITA) on EI among health professions undergraduates, with post-training, and at 1-month follow-up. METHODS A total of 34 participants participated in the study where 17 participants were in the TEITA group and another 17 were in the control group. A quasi-experimental non-randomised, controlled cohort study was conducted, in which participants in the TEITA group were introduced to EI and TA concepts on a weekly basis for four weeks, at 90 min each time, and provided with opportunities for experiential sharing of emotions and coping mechanisms experienced in the previous week. Both TEITA and control groups received weekly EI and TA reading materials. All completed the 16-item Wong and Law EI Scale at baseline and post-training. The training group also completed the questionnaire at a 1-month follow-up. Wilcoxon Signed Ranks and Mann Whitney tests were used to analyse within a group and between group changes in EI scores. RESULTS Baseline EI scores in the TEITA group were lower than the control group. On completion of TEITA, EI scores in the TEITA group increased, and differences were not detected between groups. Within the TEITA group, paired increases in all domains were statistically significant, whereas, in the control group, the paired increase was only detected in the domain addressing regulations of emotion (ROE). Pre to post-training increases in EI scores were statically significantly greater in TEITA compared to control groups. At the 1-month follow-up, EI scores were sustained. CONCLUSION The psycho-educational training based on EI and TA is effective in enhancing EI among health professions undergraduates. Future research should investigate the effect of such training on observable inter-personal and socio-economic behaviours.
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Affiliation(s)
- Hui Yean Seow
- Private Dental Practitioner, Kuala Lumpur, Malaysia
- School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia
| | - Mabel Huey Lu Wu
- Private Dental Practitioner, Kuala Lumpur, Malaysia
- School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia
| | - Mandakini Mohan
- School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia.
| | | | - Hildegunn Ellinor Kutzsche
- IMU Clinical Skills and Simulation Centre, International Medical University, Kuala Lumpur, Malaysia
- Norwegian Women's Public Health Association, Oslo, Norway
| | - Allan Pau
- School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia
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Mustafa MJ, Vinsent C, Badri SKZ. Emotional intelligence, organizational justice and work outcomes. ORGANIZATION MANAGEMENT JOURNAL 2022. [DOI: 10.1108/omj-08-2021-1322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This study aims to explore the associations between emotional intelligence (EI), organizational justice (OJ) perceptions and work outcomes. The study proposes a model where EI is linked to job satisfaction and turnover intentions through the three dimensions of organizational justice.
Design/methodology/approach
In all, 556 employees in the Malaysian service sector were used as samples for this study. Analysis was performed using SPSS and AMOS structural equation modelling (SEM) path analysis to test the study’s hypotheses.
Findings
Results indicate that EI had a significant direct effect on all organizational justice sub-dimensions (distributive, procedural and interactional justice) as well as on job satisfaction and turnover intentions. However, only distributive justice was found to partially mediate the relationship between EI, job satisfaction and turnover intentions.
Originality/value
This study provides further insights into the mechanisms through which trait EI impacts service sector employee workplace attitudes. It also investigates the role of trait EI in deciphering why employees may differ in their OJ perceptions and deepens understanding of the discrete roles that organizational justice sub-dimensions perform.
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Doǧru Ç. A Meta-Analysis of the Relationships Between Emotional Intelligence and Employee Outcomes. Front Psychol 2022; 13:611348. [PMID: 35548499 PMCID: PMC9082413 DOI: 10.3389/fpsyg.2022.611348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Accepted: 02/28/2022] [Indexed: 11/13/2022] Open
Abstract
Emotional intelligence is an emerging field since the 1990s due to its important outcomes for employees. This study is a psychometric meta-analysis examining the links between emotional intelligence and organizational commitment, organizational citizenship behavior, job satisfaction, job performance, and job stress of employees. In this meta-analysis, carefully selected studies on emotional intelligence since the origin of the concept in 1990 were included along with studies examining its outcomes. For this analysis, three streams of emotional intelligence, consistent with previous meta-analyses, were considered: ability, self-report, and mixed emotional intelligence. This meta-analysis is an attempt to add to the literature by analyzing the relationships between emotional intelligence and selected employee outcomes over a period of time beginning in 1990. The three streams of emotional intelligence were separately analyzed to examine their relationship with employee outcomes. These outcomes were included in the study based on select research studies. Our study results showed that emotional intelligence and its three streams were positively related to organizational commitment, organizational citizenship behavior, job satisfaction, and job performance and negatively related to job stress.
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Affiliation(s)
- Çaǧlar Doǧru
- Department of Management and Organization, Ufuk University, Ankara, Turkey
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Moral Sensitivity and Emotional Intelligence in Intensive Care Unit Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095132. [PMID: 35564527 PMCID: PMC9103890 DOI: 10.3390/ijerph19095132] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 04/21/2022] [Accepted: 04/21/2022] [Indexed: 11/17/2022]
Abstract
Moral sensitivity helps individuals resolve moral dilemmas as a precursor to moral decision-making. Intensive care unit (ICU) nurses are at high risk for encountering moral dilemmas and should have the moral sensitivity to recognize moral issues. The activities of ICU nurses in moral decision-making are guided by moral sensitivity but are also based on emotional intelligence (EI). EI, be recognized as an integral part of moral sensitivity with long-standing theoretical foundations. It is necessary to explicate the true role of EI in moral sensitivity through empirical research. To measure the level of moral sensitivity of ICU nurses and determine the relationship between moral sensitivity and EI. We recruited 467 ICU nurses of ten hospitals from March to June 2021 in Hunan Province, China for a cross-sectional questionnaire survey. The moral sensitivity and EI were measured using the Moral Sensitivity Questionnaire-Revised Version into Chinese (MSQ-R-CV) and the Wong and Law Emotional Intelligence Scale-Version into Chinese (WLEIS-C). A self-report questionnaire covered sociodemographic characteristics. The average moral sensitivity score of ICU nurses was 39.41 ± 7.21. The average EI score was significantly positively correlated with the moral sensitivity score (p < 0.001). This study demonstrated that the moral sensitivities of ICU nurses were at medium levels. EI of ICU nurses can indeed affect their moral sensitivity, and the impact of each element of EI should be clarified for practical application.
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Working with emotions: emotional intelligence, performance and creativity in the knowledge-intensive workforce. JOURNAL OF KNOWLEDGE MANAGEMENT 2022. [DOI: 10.1108/jkm-07-2021-0556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to examine whether work-related emotional intelligence (W-EI) benefits job performance among knowledge-intensive workers.
Design/methodology/approach
Postdoctoral researchers (Study 1) and industry researchers (Study 2) were recruited (total N = 304). These knowledge workers completed an ability-based emotional intelligence (EI) test and characterized their work-related performance. Potential moderators were also assessed.
Findings
There were positive relations between W-EI scores and both task performance and creative performance. In addition, these relationships were stronger in the context of higher levels of job negative affect and/or role overload.
Originality/value
To the best of the authors’ knowledge, these findings are among the first to demonstrate the value of the EI construct within a knowledge-intensive workforce.
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Teleworking, Work Engagement, and Intention to Quit during the COVID-19 Pandemic: Same Storm, Different Boats? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031267. [PMID: 35162291 PMCID: PMC8835254 DOI: 10.3390/ijerph19031267] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 01/13/2022] [Accepted: 01/19/2022] [Indexed: 11/29/2022]
Abstract
The ability to retain and engage employees is now, more than ever, a major strategic issue for organizations in the context of a pandemic paired with a persistent labor shortage. To this end, teleworking is among the work organization conditions that merit consideration. The purpose of this cross-sectional study is to examine the direct and indirect effects of teleworking on work engagement and intention to quit, as well as the potential moderating effect of organizational and individual characteristics on the relationship between teleworking, work engagement, and intention to quit during the COVID-19 pandemic, based on a sample of 254 Canadian employees from 18 small and medium organizations. To address these objectives, path analyses were conducted. Overall, we found that teleworking, use of emotion, skill utilization, and recognition appear to be key considerations for organizations that wish to increase work engagement and decrease intention to quit, in the context of a pandemic paired with a labor shortage. Our results extend the literature by revealing the pathways through which teleworking, use of emotion, skill utilization, and recognition are linked to work engagement and intention to quit, and by suggesting specific interventions and formation plans that are needed.
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Iqbal J, Asghar MZ, Ashraf MA, Yi X. The Impacts of Emotional Intelligence on Students' Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19. Behav Sci (Basel) 2022; 12:14. [PMID: 35049625 PMCID: PMC8773199 DOI: 10.3390/bs12010014] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 12/21/2021] [Accepted: 12/30/2021] [Indexed: 12/10/2022] Open
Abstract
Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students' emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.
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Affiliation(s)
- Javed Iqbal
- School of Education, Guangzhou University, Guangzhou 510006, China; (J.I.); (X.Y.)
| | - Muhammad Zaheer Asghar
- Department of Education, University of Helsinki, 00014 Helsinki, Finland
- School of Doctorate, Education & ICT (e-Learning), Universitat Oberta de Catalunya, 08018 Barcelona, Spain
- Department of Education, University of Management and Technology, Lahore 54700, Pakistan
| | | | - Xie Yi
- School of Education, Guangzhou University, Guangzhou 510006, China; (J.I.); (X.Y.)
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Arrivillaga C, Rey L, Extremera N. A mediated path from emotional intelligence to problematic social media use in adolescents: The serial mediation of perceived stress and depressive symptoms. Addict Behav 2022; 124:107095. [PMID: 34479068 DOI: 10.1016/j.addbeh.2021.107095] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 07/12/2021] [Accepted: 08/20/2021] [Indexed: 12/12/2022]
Abstract
Online social networking is an intrinsic part of present life. However, if individuals believe that some basic psychological needs can only be fulfilled through social networking sites, an addictive pattern of usage may emerge. Problematic social media use (PSMU) is a growing concern in adolescence. The present study aimed at contributing to prior scientific literature by testing a model that considers low emotional intelligence (EI) as a vulnerability factor, perceived stress and depressive symptoms as affective and cognitive responses to conflicting situations, and PSMU as a maladaptive coping mechanism. In this study, 2068 Spanish adolescents (46.2% male, 53.8% female) within the ages of 12 and 19 (M = 14.61, SD = 1.62) completed self-report measures of the above-mentioned constructs. Results indicated that (a) perceived stress was a significant mediator in the association between EI and PSMU, (b) depressive symptoms were a significant mediator in this link, and (c) a significant serial mediation model was supported, in which lower EI predicted higher perceived stress, which contributed to higher levels of depressive symptoms, thus resulting in higher PSMU. These results provide important empirical evidence suggesting promising pathways towards preventing PSMU in adolescents, such as EI training, teaching stress-reduction techniques and focusing on reducing depressive symptoms.
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Affiliation(s)
| | - Lourdes Rey
- University of Málaga, Faculty of Psychology, Spain.
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Vicent M, Sanmartín R, Cargua-García NI, García-Fernández JM. Perfectionism and Emotional Intelligence: A Person-Centered Approach. Int J Clin Pract 2022; 2022:8660575. [PMID: 36397976 PMCID: PMC9637030 DOI: 10.1155/2022/8660575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Accepted: 10/22/2022] [Indexed: 11/26/2022] Open
Abstract
This study examined the relationship between perfectionistic concerns (PC) and perfectionistic strivings (PS) with the subcomponents of emotional intelligence (EI) through a latent class person-centered approach. A sample of 1582 Ecuadorian adolescents (619 females) aged from 12 to 18 was employed. The trait meta-mood scale-24 (TMMS-24) and the child and adolescent perfectionism scale (CAPS) were used, respectively, for assessing three subcomponents of EI (i.e., emotional attention, emotional clarity, and mood repair) and two perfectionist dimensions (PC and PS). A three-class solution (High perfectionism, moderate perfectionism, and nonperfectionism) was identified by using latent class analysis. High perfectionism significantly scored higher on emotional attention in comparison with the moderate and nonperfectionism classes, with small and moderate effect sizes. Overall, results suggest that people with high perfectionism might be at greater risk of developing maladaptive emotional self-regulation strategies, such as rumination, because of their tendency to excessively attend their negative mood states.
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Affiliation(s)
- María Vicent
- Department of Developmental Psychology and Teaching, Faculty of Education, University of Alicante, Apdo. Correos 99 E-03080, Alicante, Spain
| | - Ricardo Sanmartín
- Department of Developmental Psychology and Teaching, University of Alicante, Carretera San Vicente Del Raspeig S/n 03690 San Vicente Del Raspeig, Alicante, Spain
| | - Nancy Isabel Cargua-García
- Faculty of Philosophy, Literature and Educational Sciences, Central University of Ecuador, Cuidadela Universitaria, Av. América, Quito, Ecuador
| | - José Manuel García-Fernández
- Department of Developmental Psychology and Teaching, University of Alicante, Carretera San Vicente Del Raspeig S/n 03690 San Vicente Del Raspeig, Alicante, Spain
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Liao C, Gu X, He J, Jiao Y, Xia F, Feng Z. Development and validation of police mental health ability scale. J Occup Health 2022; 64:e12366. [PMID: 36262048 PMCID: PMC9582374 DOI: 10.1002/1348-9585.12366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 09/01/2022] [Accepted: 09/21/2022] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVES Police officers are generally under long-term occupational stress. Good mental health ability enables them to better deal with emergencies and enhance their combat effectiveness. We aimed to develop the Police Mental Health Ability Scale (PMHAS) to provide a reference for police selection and ability training. METHODS Through literature analysis, individual interviews, half-open and half-closed questionnaire surveys, and expert consultations, the components of police mental health ability (PMHA) were theoretically constructed. Then, we enrolled 824 in-service police officers who participated in the training in Chongqing City and Sichuan Province from November 2018 to January 2019 and recovered 767 valid questionnaires (recovery rate, 93.08%). RESULTS Exploratory factor analysis generated five factors for PMHAS, including cognitive intelligence, emotional catharsis, swift decisiveness, behavioral drive, and reward pursuit, accounting for 58.904% of the variance. Confirmatory factor analysis demonstrated that the model fit well (χ2/df = 1.117, RMSEA = 0.020, GFI = 0.948, CFI = 0.990, IFI = 0.990, TLI = 0.987). The correlation coefficients of factors (r = -0.023 ~ 0.580) were lower than that of each factor and total score (r = 0.477 ~ 0.819). The Cronbach's α coefficients of PMHAS and its factors were 0.606-0.863, and the test-retest reliabilities were 0.602-0.732. CONCLUSION These results suggest that PMHAS is reliable and valid enough for measuring PMHA, which shows that it is a potentially valuable tool for assessing the mental health ability of police officers.
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Affiliation(s)
- Chengju Liao
- Department of Medical PsychologyArmy Medical UniversityChongqingChina
| | - Xingmei Gu
- Department of Medical EnglishArmy Medical UniversityChongqingChina
| | - Jian He
- Sanjiang Civilian Police Training BaseChongqing Public Security BureauChongqingChina
| | - Yonggang Jiao
- Sanjiang Civilian Police Training BaseChongqing Public Security BureauChongqingChina
| | - Fan Xia
- Department of Medical PsychologyArmy Medical UniversityChongqingChina
| | - Zhengzhi Feng
- Department of Medical PsychologyArmy Medical UniversityChongqingChina
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Caporale-Berkowitz NA, Boyer BP, Lyddy CJ, Good DJ, Rochlen AB, Parent MC. Search inside yourself: investigating the effects of a widely adopted mindfulness-at-work development program. INTERNATIONAL JOURNAL OF WORKPLACE HEALTH MANAGEMENT 2021; 14:593-604. [PMID: 38283264 PMCID: PMC10817720 DOI: 10.1108/ijwhm-08-2020-0139] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose – Workplace mindfulness training has many benefits, but designing programs to reach a wide audience effectively and efficiently remains a challenge. The purpose of this study is to assess the effects of a widely adopted workplace mindfulness program on the mindfulness, active listening skill, emotional intelligence, and burnout of employees in a large, multinational internet company. Design/methodology/approach – The study sample included 123 employees across three company offices who completed the two-day Search Inside Yourself (SIY) program. Data were collected using self-report measures pre-, post-, and four-weeks post-intervention and were analyzed using paired samples t-tests. Findings – Significant increases were detected in mindfulness and the "awareness of emotion" components of emotional intelligence four weeks post-course. No significant changes were found in participants' self-reported levels of burnout, active listening skill or the "management of emotion" components of emotional intelligence. Practical implications – Teaching workplace mindfulness and emotional intelligence skills through a highly applied, condensed course format may be effective for increasing mindfulness and the "awareness" components of emotional intelligence. Longer courses with more applied practice may be necessary to help participants build emotional management and listening skills and to reduce burnout. Originality/value – The present study is, to the authors' knowledge, the first academic, peer-reviewed assessment of SIY, a workplace mindfulness training program that has been taught to over 50,000 people worldwide.
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Affiliation(s)
| | - Brittany P Boyer
- Counseling and Mental Health Center, The University of Texas at Austin, Austin, Texas, USA
| | | | - Darren J Good
- Graziado School of Business, Pepperdine University, Los Angeles, California, USA
| | - Aaron B Rochlen
- Department of Educational Psychology, The University of Texas at Austin, Austin, Texas, USA
| | - Michael C Parent
- Department of Educational Psychology, The University of Texas at Austin, Austin, Texas, USA
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Bennett J, Edwards H, Finnegan C, Jones R, Carpenter C, Sargeant C. Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2021. [DOI: 10.1080/02667363.2021.2000371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Joanne Bennett
- Educational Psychology Department, University of Southampton, Southampton, UK
| | - Hannah Edwards
- Educational Psychology Department, University of Southampton, Southampton, UK
| | - Charlotte Finnegan
- Educational Psychology Department, University of Southampton, Southampton, UK
| | - Rebecca Jones
- Educational Psychology Department, University of Southampton, Southampton, UK
| | - Caroline Carpenter
- Southampton Educational Psychology Service, Southampton City Council Civic Centre, Southampton, UK
| | - Cora Sargeant
- Educational Psychology Department, University of Southampton, Southampton, UK
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Jacobs I, Wollny A. Personal values, trait emotional intelligence, and mental health problems. Scand J Psychol 2021; 63:155-163. [PMID: 34734412 DOI: 10.1111/sjop.12785] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2020] [Revised: 09/05/2021] [Accepted: 09/20/2021] [Indexed: 11/28/2022]
Abstract
Personal values and personality traits are related yet distinguishable constructs linked to mental health. The present study extends the current literature on personal values and personality traits by investigating the associations between the higher-order dimensions of personal values (i.e., general values factor, conservation, and self-transcendence), trait emotional intelligence (TEI), and mental health problems (i.e., depressive, anxiety, and somatoform syndromes). The study draws on a cross-sectional online sample of N = 618 young German adults. Global TEI and all four TEI factors (i.e., well-being, sociability, emotionality, and self-control) correlated positively with the g-value factor but negatively with conservation. Emotionality was also positively related to self-transcendence. Mental health problems correlated positively with conservation and negatively with the general values factor. When the effects of global TEI were accounted for, conservation but not the general values factor remained significantly related to mental health problems. Global TEI fully mediated the relationship between the g-value factor and mental health problems and partially mediated the association between conservation and mental health problems. The implications of these results are discussed.
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Affiliation(s)
- Ingo Jacobs
- Sigmund Freud University Berlin, Medical School Berlin, Berlin, Germany
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Stoermer S, Selmer J, Lauring J. Expatriate partners’ personality and its influence on acculturation into a new cultural context: Examining the role of dispositional affectivity. INTERNATIONAL JOURNAL OF CROSS CULTURAL MANAGEMENT 2021. [DOI: 10.1177/14705958211057364] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Despite the vital role that trailing partners play for successful expatriation, we still know very little about what actually causes partners to thrive and integrate effectively into the new cultural context. However, as indications have emerged that the personality of partners could be key to a favorable acculturation trajectory, we set out to explore this further. More specifically, we assess the role of expatriate partners’ dispositional affectivity, that is, positive and negative affectivity. We examine this in relation to internal acculturation (in the form of interaction and general adjustment) and external acculturation (in the form of local community embeddedness and intentions to stay or to return home). Drawing on the data of 123 trailing partners, full support was found for three out of four hypotheses regarding the effects of positive affectivity. Further, a marginally significant negative association was identified for the relationship between positive affectivity and repatriation intentions. For negative affectivity, two hypotheses were met. Interestingly, no significant influence of negative affectivity on community embeddedness was found. The association between negative affectivity and interaction adjustment was marginally significant indicating some tentative support. In sum, this study corroborates that dispositional affectivity is an overall important concept to explain trailing partners’ acculturation. However, the role of positive and negative affectivity seems to vary along the different proxies of internal and external acculturation.
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Developing Emotional and Social Competencies in Children: Evaluating the Impact of a Classroom-Based Program. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2021. [DOI: 10.1177/08295735211051825] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The relationship between Emotional Intelligence (EI) and numerous positive outcomes has sparked considerable interest from educators and researchers in training and promoting various emotional and social competencies in youth. The present study evaluated the effectiveness of a new school-based program for elementary school students designed to develop various EI-related competencies in children—the “Umbrella Project.” Five hundred and twenty-nine students (44% boys) who attended six schools in the Waterloo, Ontario area, completed a self-report measure of EI before and after participating in the unique training program. Total EI and a majority of EI subscales showed significant improvement from pretest to post test. Girls also showed higher total EI and interpersonal scores regardless of assessment session. The results are very encouraging and suggest regular classroom-based resources and curriculum activities can foster the development of a cross-section of emotional and social competencies.
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Wang Z, Jiang Z, Blackman A. Linking emotional intelligence to safety performance: The roles of situational awareness and safety training. JOURNAL OF SAFETY RESEARCH 2021; 78:210-220. [PMID: 34399917 DOI: 10.1016/j.jsr.2021.06.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Revised: 02/20/2021] [Accepted: 06/08/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Safety outcomes in the workplace require individual employees to perform (behave) safely in everyday duties. While the literature suggests that emotional management capabilities or traits can be positively related to individual performance in certain conditions, it is not clear how they can influence safety-related performance in high-risk work contexts. Drawing upon trait activation theory, this paper aims to examine when emotional intelligence (EI) benefits employees' safety performance. We propose that when employees receive inadequate safety training, EI is more likely to trigger their situational awareness and consequently promote their safety performance. METHOD We collected time-lagged data from 133 full-time airplane pilots working in commercial aviation industry. Hierarchical moderated regression analysis was conducted to test the moderating effect of safety training inadequacy on the EI-situational awareness relationship. The moderated mediation model, which involves conditional indirect effects of EI on safety performance via situational awareness across different levels of safety training inadequacy, was tested using the PROCESS-based bootstrap confidence interval. RESULTS Safety training inadequacy negatively moderated the relationship between EI and situational awareness, such that EI was significantly related to situational awareness only when safety training inadequacy was more salient. The more inadequate safety training was, the greater the indirect effect of EI on safety performance via situational awareness was. CONCLUSIONS Inadequate safety training, as a negative situational cue, can activate individuals' EI to drive their safety-related cognitions (e.g., situational awareness) and behaviors. Effective safety training may be able to complement employees' low EI in shaping their situational awareness and safety behaviors. Practical Applications: Aviation managers should monitor the adequacy and effectiveness of safety training; this could make pilots' situational awareness and safety performance depend less on personal attributes (e.g., EI), which organizations are less able to control. When training capacity is temporarily limited, priority might be given to those with low EI.
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Affiliation(s)
- Zhongmin Wang
- College of Business, Law and Governance, James Cook University, Australia.
| | - Zhou Jiang
- College of Business, Government and Law, Flinders University, Australia
| | - Anna Blackman
- College of Business, Law and Governance, James Cook University, Australia
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Năstasă LE, Zanfirescu ȘA, Iliescu D, Farcaș AD. Improving emotional intelligence in adolescents: an experiential learning approach. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02132-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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McCord MA. The relative importance of targets' neuroticism facets in relation to their perceptions of workplace mistreatment. Stress Health 2021; 37:602-609. [PMID: 33155412 DOI: 10.1002/smi.3005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 11/02/2020] [Accepted: 11/03/2020] [Indexed: 11/06/2022]
Abstract
Despite evidence that indicates neuroticism is the strongest Five Factor Model personality correlate of perceived workplace mistreatment, there is a paucity of research on the relationship between neuroticism facets and mistreatment, particularly, the relative importance of these facets. Clarity in this regard could aid our understanding as to why neuroticism is related to mistreatment and thus guide theory building, in addition to increasing the utility of personality measures and organizational interventions. Data from a sample of 307 employees were used to conduct an exploratory relative weights analysis of the six neuroticism facets on two forms of mistreatment. Results indicated that the facets of depression, anxiety and anger consistently explained significant proportions of the variance in both group-based and non-group-based mistreatment whereas self-consciousness, immoderation and vulnerability did not. Implications, limitations and directions for future research are discussed.
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Affiliation(s)
- Mallory A McCord
- Department of Psychology, University of Minnesota Duluth, Duluth, Minnesota, USA
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A Feasibility Study on an Ultra-Brief Intervention for Improving Freshmen's Emotional Intelligence. J Intell 2021; 9:jintelligence9030036. [PMID: 34287301 PMCID: PMC8293370 DOI: 10.3390/jintelligence9030036] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Revised: 05/26/2021] [Accepted: 06/28/2021] [Indexed: 01/23/2023] Open
Abstract
In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people's EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11-56 h). Few successful investigations employed an ultra-brief (i.e., ≤1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of freshmen; their transitional challenges from high school to college mark them as an appropriate target population. Employing a quasi-experimental one-group pretest-posttest design, the recruited participants (n = 75) experienced an ultra-brief intervention highlighting the complete skill-set in the Ability Emotional Intelligence model. Findings from a one-way repeated measures MANOVA indicated improvement transpired in two of four MSCEIT scores (i.e., perception and facilitation). The merit of the present study is delineated using Orsmond and Cohn's five objectives for feasibility investigations. In addition, implications of the results and possible applications are proposed.
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Chamizo-Nieto MT, Arrivillaga C, Rey L, Extremera N. The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study. Front Psychol 2021; 12:695067. [PMID: 34335411 PMCID: PMC8317487 DOI: 10.3389/fpsyg.2021.695067] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 06/23/2021] [Indexed: 11/13/2022] Open
Abstract
Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.
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Affiliation(s)
- María Teresa Chamizo-Nieto
- Department of Personality, Assessment and Psychological Treatment, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Christiane Arrivillaga
- Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Lourdes Rey
- Department of Personality, Assessment and Psychological Treatment, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Natalio Extremera
- Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, Faculty of Psychology, University of Malaga, Málaga, Spain
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García-Martínez I, Pérez-Navío E, Pérez-Ferra M, Quijano-López R. Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers. Behav Sci (Basel) 2021; 11:95. [PMID: 34201438 PMCID: PMC8301166 DOI: 10.3390/bs11070095] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 06/09/2021] [Accepted: 06/18/2021] [Indexed: 01/05/2023] Open
Abstract
Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social-emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers' achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.
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Perceived organizational politics and turnover intentions: critical roles of social adaptive behavior and emotional regulation skills. JOURNAL OF MANAGEMENT & ORGANIZATION 2021. [DOI: 10.1017/jmo.2021.26] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Abstract
With a basis in conservation of resources theory, this study investigates how social adaptive behavior might mediate the relationship between employees' perceptions of organizational politics and their turnover intentions, as well as a buffering role of their emotional regulation skills as a critical personal resource. Data collected from employees in the food sector reveal that beliefs about dysfunctional political games spur turnover intentions, driven by employees' unwillingness to adjust themselves to the actions of their organizational colleagues. This mediating role of social adaptive behavior, or its lack, is less salient when employees have a greater ability to control their own emotions though. For organizations, this study accordingly pinpoints a key mechanism—a reluctance to accommodate other members' preferences—by which perceived organizational politics can escalate into a desire to leave the organization. It also reveals how this mechanism can be better contained by employees' ability to remain calm, even in difficult situations.
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Zhao D, Cai W. When does emotional intelligence (EI) benefit team-member exchange? The cross-level moderating role of EI-based leader-member exchange differentiation. CAREER DEVELOPMENT INTERNATIONAL 2021. [DOI: 10.1108/cdi-10-2020-0285] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeEmotional intelligence (EI) is deemed important in developing interpersonal relationships. However, in the development of team-member exchange (TMX), the effect of EI on TMX and the team context have been largely ignored. For filling these gaps, this study explores the effect of employee EI on employee TMX and introduces EI-based leader-member exchange (LMX) differentiation as a team context to moderate the EI-TMX relationship.Design/methodology/approachData were drawn from 51 teams (consisting of 293 followers and 51 team leaders) selected from 30 companies (across the industries of technology, real estate, commerce and manufacturing).FindingsResults revealed that employee EI was positively related to employee TMX. EI acted as the basis of LMX differentiation (EI was positively related to LMX, EI variety was positively associated with LMX differentiation), and EI-based LMX differentiation acted as a favorable context for high-EI employees to develop high-quality TMX.Originality/valueThis study contributes to the understanding of EI’s significant and complex influence on interpersonal exchange relationships between leaders, followers and coworkers.
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Ramondo N, Gignac GE, Pestell CF, Byrne SM. Clinical Hypnosis as an Adjunct to Cognitive Behavior Therapy: An Updated Meta-Analysis. Int J Clin Exp Hypn 2021; 69:169-202. [PMID: 33646087 DOI: 10.1080/00207144.2021.1877549] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
In 1995, Kirsch and colleagues published an influential meta-analysis (k = 20, N = 577) which found that CBT enhanced with hypnosis (CBTH) was superior to CBT alone by at least d = .53. However, a lack of full replication and the emergence of new empirical studies prompted this updated analysis. A total of 48 post- (N = 1,928) and 25 follow-up treatments (N = 1,165) were meta-analyzed. CBTH achieved small to medium but statistically significant advantages over CBT at posttreatment (dIGPP/d = .25 to .41), and specifically in the management of depressed mood and pain. At follow-up, there was a medium sized advantage for CBTH (dIGPP/d = .54 to .59), and specifically for the treatment of obesity. These results further support the adjunctive use of hypnosis as an enhancer of CBT's efficaciousness and endurance as a treatment.
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Affiliation(s)
- Nicolino Ramondo
- School of Psychological Science, University of Western Australia, Perth
| | - Gilles E Gignac
- School of Psychological Science, University of Western Australia, Perth
| | - Carmela F Pestell
- School of Psychological Science, University of Western Australia, Perth
| | - Susan M Byrne
- School of Psychological Science, University of Western Australia, Perth
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Correlates of burnout among Indian primary school teachers. INTERNATIONAL JOURNAL OF ORGANIZATIONAL ANALYSIS 2021. [DOI: 10.1108/ijoa-09-2020-2420] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This study aims to examine the correlates of burnout among primary school teachers working with public schools in Chhattisgarh-India.
Design/methodology/approach
Data were collected from 713 teachers using a questionnaire survey. Using partial least square path modeling, this study tests the proposed measurement and structural model.
Findings
The study confirmed that general job demands and emotional job demands in a school environment significantly correlated with burnout, which, in turn, has increased somatic symptoms and decreased pro-social behavior among teachers. However, the association of burnout with absenteeism was insignificant. Emotional intelligence (EI) was found to buffer the adverse associations of general job demands and emotional job demands on burnout.
Practical implications
The findings of this study demonstrate that EI has buffering effects on high job demands that consequently reduce burnout. This will help educators and policymakers in shaping and formulating effective policies and practices to deal with burnout.
Originality/value
Earlier studies exploring burnout of primary school teachers, especially in the Indian context, had focused exclusively on demographic factors. This study is an early attempt to understand the impact of contextual factors on burnout thereby helping in designing appropriate interventions thereof. This study additionally rationalizes the unexplored association of burnout with pro-social behavior among educators.
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Szczygiel DD, Bazińska RA. Emotional Intelligence Mitigates the Effects of Customer Incivility on Surface Acting and Exhaustion in Service Occupations: A Moderated Mediation Model. Front Psychol 2021; 11:506085. [PMID: 33551888 PMCID: PMC7859092 DOI: 10.3389/fpsyg.2020.506085] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Accepted: 12/29/2020] [Indexed: 11/16/2022] Open
Abstract
This study contributes to the constantly accumulating evidence on the effects of customer incivility (CI) on service employee exhaustion. Previous research has demonstrated that surface acting (SA) acts as a mediating variable in the relationship between CI and exhaustion. This study extended prior findings in two ways. The results of Study 1 (315 retail sales employees, 62.2% female) demonstrated that SA mediates the positive relationship between CI and exhaustion while controlling for employees’ trait positive and negative affectivity (NA). The results of Study 2 (292 customer service representatives, 51% female) supported a moderated mediation model demonstrating that trait emotional intelligence (EI) buffers the direct and indirect (through SA) effects of CI on exhaustion. Specifically, it was found that employees exposed to many uncivil customer behaviors but high in trait EI reported using less SA and, thus, experienced fewer exhaustion symptoms than their low in trait EI counterparts. These results highlight EI as an important personal resource that mitigates the adverse effects of CI on service employees’ exhaustion, and suggest that organizations should consider implementing EI training programmes for their frontline service employees.
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Affiliation(s)
- Dorota Daniela Szczygiel
- Department of Psychology in Sopot, SWPS University of Social Sciences and Humanities, Sopot, Poland
| | - Róz A Bazińska
- Department of Psychology in Sopot, SWPS University of Social Sciences and Humanities, Sopot, Poland
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