Emotional intelligence and resilience

Exploring the interplay of emotional intelligence, psychological resilience, perceived stress, and life satisfaction: A cross-sectional study in the Turkish context

BACKGROUND

Emotional intelligence and life satisfaction are essential components for good psychological well-being. Studies examining the elements contributing to emotional intelligence and its relationships with different psychological constructs are likely to positively contribute to mental health. Therefore, the present study examined the mediating roles of perceived stress and psychological resilience in the relationship between emotional intelligence and life satisfaction.

METHODS

The study sample comprised 780 university students (62.3% females) studying at universities in different regions of Türkiye. An online survey included the Emotional Intelligence Scale, Satisfaction with Life Scale, Psychological Resilience Scale, and Perceived Stress Scale. A multifactorial complex predictive correlational design was used.

RESULTS

The results showed that emotional intelligence was (i) positively correlated with life satisfaction and psychological resilience, and (ii) negatively correlated with perceived stress. In the final model, perceived stress and psychological resilience played a mediating role in the relationship between emotional intelligence and life satisfaction. The findings suggest that higher emotional intelligence may lower perceived stress and appears to have a positive effect in relation to life satisfaction and psychological resilience.

CONCLUSION

Individuals working in the field of mental health need to help individuals increase their level of EI, which may help reduce the level of perceived stress and increase psychological resilience and life satisfaction.

The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout

With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner's English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 s-year non-English major students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students' effectiveness and learning outcome.

Emotional intelligence, spiritual intelligence, depression and anxiety, and satisfaction with life among emerging adults in Israel and India: the impact of gender and individualism/collectivism

Much research has focused on how emotional and spiritual intelligences promote well-being and help combat mental health issues. This comparative study, which was conducted in Israel and India with emerging adults enrolled in higher education, explored the relationship of emotional intelligence, spiritual intelligence, anxiety and depression, and satisfaction with life. The results in Israel showed a positive correlation of emotional intelligence with satisfaction with life, but in India, only spiritual intelligence correlated positively with satisfaction with life. In both groups, female participants scored higher on all variables than male participants. We offer initial explanations for these results.

Relationship between emotional intelligence and resilience among surgical residents

Background and Objective

Surgical residents face many challenges and stressors during their training. Some residents can cope better with such difficult situations, whereas others experience burnout and anxiety. Emotional intelligence (EI) and resilience are personality traits that may be associated with a better response to adverse situations.

Methodology

A cross-sectional analytical study using validated questionnaires the Schutte Self-report EI Test (SSEIT) and the Connor-Davidson Resilience Scale (CD-RISC-25) was conducted to assess EI and resilience among the participants. Data were collected through the hard copies of the questionnaires, compiled using Microsoft Excel and analyzed using SPSS version 26. P < 0.5 was considered significant. The scores of EI and resilience were compared to evaluate the relationship between them.

Results

A correlation analysis was performed between EI and resilience by comparing the scores obtained from SSEIT and CD-RISC. Our analysis revealed a strong positive correlation between EI and resilience (r = 0.59, P < 0.0001).

Conclusion

Based on our results, we can say that EI and resilience are positively correlated. This means that an emotionally intelligent person should exhibit a resilient behavior.

Resilience and Strategic Emotional Intelligence as Mediators between the Disconnection and Rejection Domain and Negative Parenting among Female Intimate Partner Violence Victims

(1) Background: The exposure of children to intimate partner violence (IPV) is associated with a wide range of negative effects on children's development, where as parenting practice is considered to be one of the key factors mediating and mitigating this. Studies have found mixed results regarding the impact of female IPV victimization on maternal parenting practice; however, the most frequently tested hypothesis suggests that the cumulative stress of the IPV experience may emotionally deregulate the mother, contributing to an increased risk of neglected and abusive parenting practices. Little is still known about the factors determining the observed differences in maternal parenting practices among IPV victims. Thus, in our study, we use mediation models to provide preliminary results exploring the role of resilience and strategic emotional intelligence in the relationship between women's disconnection and rejection (D/R) schema domain and maternal parenting practice among IPV victims. (2) Methods: A total of 48 female survivors of IPV and 48 age-matched women with no prior experience of IPV completed a set of tests examining parenting practices, the D/R domain, resilience and emotional intelligence. (3) Results: IPV victimization was associated with significantly higher rates of negative parenting practices. The D/R domain was found to be a significant predictor of parental autonomy attitude and level of parental competence, and these relationships were fully mediated by resilience with strategic emotional intelligence and resilience, respectively. (4) Conclusions: The results shed light on the under-researched relationship between early maladaptive schemas and parenting behavior in the context of IPV. The implications for clinical practice and further research can be drawn based on the study findings.

Effectiveness of a Strength-Based Intervention into Nursing Education in South Korea

Purpose

This study aimed to examine the effectiveness of strength-based interventions integrated into the nursing education.

Materials and Methods

The participants were 259 baccalaureate nursing students in South Korea. Over 15 weeks, strength-based intervention was integrated into the regular nursing curriculum. Stress, resilience, and well-being of the participants were measured before and after the intervention. The data were analyzed using a linear mixed model via the SPSS statistics 21.0. program.

Results

There was a negative weak association between stress and well-being and between stress and resilience (r = -0.164, p = 0.009 and r = -0.138, p = 0.029, respectively) and a positive moderate association between well-being and resilience (r = 0.561, p<0.001). After adjusting the covariates, the interaction of group*time for stress and resilience were significant after the intervention, reflecting a higher status of stress and improved resilience. (p= 0.046 and 0.030 respectively).

Conclusion

Integrating strength-based interventions into the nursing curriculum was effective in improving the mental health of Korean nursing students. Future research is needed to identify various ways of applying positive psychology to the nursing education.

Resilience as the Ability to Maintain Well-Being: An Allostatic Active Inference Model

Resilience is often characterized as the outcome of well-being maintenance despite threats to that well-being. We suggest that resilience can also be characterized as an emotional-intelligence-related ability to obtain this outcome. We formulate an allostatic active inference model that outlines the primary tools of this resilience ability as monitoring well-being, maintaining stable well-being beliefs while updating situational beliefs and flexibly prioritizing actions that are expected to lead to well-being maintenance or gathering the information needed to discern what those actions could be. This model helps to explain the role of positive emotions in resilience as well as how people high in resilience ability use regulatory flexibility in the service of maintaining well-being and provides a starting point for assessing resilience as an ability.

Mediating Role of Emotional Intelligence in the Relationship Between Resilience and Academic Engagement in Adolescents: Differences Between Men and Women

Introduction

Resilience and academic engagement have become some of the most important elements in the academic context, due to their relationships with school adjustment, the protective role against risky behaviors and the well-being of adolescents.

Purpose

Therefore, the objective of this study was to analyze the relationships established between the variables of resilience and academic engagement, the differences according to sex, as well as to determine the mediating role of emotional intelligence in the relationship between resilience and academic engagement in adolescence.

Participants and Methods

A cross-sectional descriptive study was performed. The sample consisted of 802 secondary school students, with an average age of 13.65 years (SD = 1.24) (where 50.6% were women and 49.4% men) who filled out the Connor-Davidson Resilience Scale (CD-RISC 10), the General Academic Engagement Scale for Spanish Adolescents (CAADE) and the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S).

Results

The results showed the existence of positive relationships between resilience and factors of academic engagement. Furthermore, the mediation models showed the direct effect of emotional intelligence on this relationship. On the other hand, with respect to sex, men showed significantly higher averages in resilience and emotional intelligence, with no significant differences in the variable of academic engagement.

Conclusion

Concluding, design of emotional intelligence intervention programs in secondary is recommended as an effective measure for promoting resilience and a positive academic trajectory.

A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper

Mental health and wellbeing are increasingly threatened in the current post-pandemic times, with stress, especially in students, reaching preoccupying levels. In addition, while many educational programs are unidimensional (i.e., lacking integration between physical, emotional and cognitive elements), there are ways to promote physical, social and mental health in children and adolescents. In this opinion paper, we will discuss the importance of an integrative approach for health development and examine relevant factors, such as awareness and emotional intelligence. We will highlight evidence ranging from behavioral to electrophysiological, structural and molecular, and report several recent studies supporting the effectiveness of a holistic approach in supporting wellbeing and creativity in children and adults, and detailing a specific paradigm named the Quadrato Motor Training (QMT). QMT is a specifically structured movement meditation, involving cognitive, motor and affective components. Finally, we will support a holistic view on education, integrating motion, emotion and cognition to develop a person-centered, or in this case student-centered, approach to wellbeing and health.

Characteristics of online user-generated text predict the emotional intelligence of individuals

Emotional intelligence is a well-established indicator of performance and the ability to maintain successful social relationships. Moreover, it is potentially an important factor in social dynamics occurring on large digital platforms, e.g., opinion polarization, social conflict, and social influence. Users publicly exchange enormous amounts of text on digital platforms, which can potentially be used to extract real-life insights. Yet, currently, the prevalent approach to measuring emotional intelligence uses mainly self-report surveys and tasks-considerably limiting the feasibility of real-life large-scale studies. We analyze the online public texts of users, who also completed emotional intelligence measures, to find that characteristics of online public texts can be used to predict emotional intelligence at a level like that of commonly used psychometric indicators (e.g., SATs) to predict real-life outcomes. For example, we find that high emotional intelligence individuals consistently use more positive-affect language, less negative-affect language and use more social-oriented language than low emotional intelligence individuals. Our findings provide insight into the role of personality on digital platforms and open the possibility of studying emotional intelligence in large and diverse real-life data. To support the use of online public text as a tool to research emotional intelligence, we provide an anonymized version of the data.

Empathy, emotional intelligence and interprofessional skills in healthcare education

According to the World Health Organization (WHO), health professionals maintain the health of citizens through evidence-based medicine and caring. Students enroled in health professional programmes are required to have successfully attained all core learning outcomes by reaching key milestones throughout the course of their studies, demonstrating they have developed the required graduate skills and attributes upon completion of the programme. While some of the knowledge, skills and competencies that make up these learning outcomes are very discipline specific, there are more general professional skills across all disciplines which are difficult to define, such as empathy, emotional intelligence and interprofessional skills. These are at the heart of all health professional programmes that once defined, can be mapped through curricula and further evaluated. Literature will be presented on these three professional skills: empathy, emotional intelligence, and interprofessional skills, based on studies that focussed primarily in health professional programmes and highlight some of the key findings and issues at undergraduate and postgraduate levels. The paper will present the need for these skills to be defined and then mapped through curricula so that students are better supported in their professional development. Empathy, emotional intelligence and interprofessional skills transcend the discipline specific skills and as such it is important that all educators consider how best these may be fostered. Efforts should also be made to further the integration of these professional skills within curricula to produce health professionals with an enhanced focus on person-centred care.

Mediation effects of positive and negative affect on the relationship between emotional intelligence and life satisfaction in rural school teachers

Few studies have investigated the ways in which the specific facets of trait emotional intelligence (EI), positive affect (PA), and negative affect (NA) influence individuals' general life satisfaction, especially in teachers. This study explored the effects of three facets of trait EI [appraisal and expression of emotions (AEE), utilization of emotion (UE), and regulation of emotions (RE)] and two typical affects (PA and NA) on teachers' general life satisfaction. The participants were 577 Chinese rural school teachers (ages 18-49 years) who completed three questionnaires-the Schutte Self-Report Emotional Intelligence Test, Positive and Negative Affective scale, and Satisfaction with Life Scale. After validating the scales, a structural equation modeling analysis showed that trait EI, PA, and NA had a significant and positive effect on teachers' general life satisfaction. PA played a partial mediating role between trait EI and life satisfaction. Furthermore, this study found that PA significantly and positively mediated the relationship between AEE, UE, RE, and life satisfaction. These results suggest that teachers with higher EI are more likely to have positive emotions, thereby enhancing their general life satisfaction, and that understanding the role of one's own and others' emotions and increasing positive emotions may be the key to improving teachers' general life satisfaction. Future implications and the study limitations are discussed.

Emotional Intelligence and Resilience Outcomes in Adolescent Period, is Knowledge Really Strength?

Adolescence is possibly the most difficult period of life, because it is the beginning of a series of changes in both the internal and external aspects of the body. For this reason, we all have a series of psychological mechanisms, resilience and emotional intelligence, which allow us to adapt to these periods of change. In this way, the present study aims to analyse through a systematic review the results obtained in different studies to better understand the current situation. The methodology used in the systematic review was PRISMA, covering a period of the last 10 years. The results obtained show that the selected studies show a strong relationship between resilience and emotional intelligence when there are adequate levels of resilience and emotional intelligence. Therefore, it is necessary for young people to develop a series of internal mechanisms that act as protectors against the vicissitudes they may face in their lives, allowing them to fully adapt to the demands of the context.

The Validation of the 10-Item Connor-Davidson Resilience Scale and Its Correlation to Emotional Intelligence and Life Satisfaction Among Vietnamese Late Adolescents

Literature has shown increasing research on resilience that can help young people deal with mental health problems and improve life satisfaction, well-being, and happiness. However, empirical evidence about the role of resilience has not been proved across cultures, especially in low- and middle-income countries. One of the reasons is the lack of valid measures for assessing resilience. Due to the sensitivity in the number of items and factors of the simple-to-use CD-RISC-10 in many studies, this study aims to achieve the following goals: (a) re-investigate the psychometric properties of CD-RISC-10 and compare those with other models to suggest a better fit structure among Vietnamese youth; (b) to explore the correlation between sociodemographic variables and resilience; (c) to examine the association between emotional intelligence and resilience; and (d) to examine the association between resilience and satisfaction of life. A cross-sectional school-based survey was conducted on 484 students. Findings revealed a valid and reliable scale of the Vietnamese version of the CD-RISC-10 with two subscales: Coping and Optimism. Resilience and its factors did not relate to sex and residence location. Findings showed a strong correlation between resilience, emotional intelligence, and life satisfaction. Emotional intelligence positively predicts resilience, which in turn positively predicts life satisfaction. Limitations and suggestions for future investigation are discussed in this paper.

The Impact of Emotional Intelligence on Domain-Specific Creativity: The Mediating Role of Resilience and the Moderating Effects of Gratitude

Creativity incorporates both domain-general and domain-specific ideas. While previous studies have explored the impact of emotional intelligence (EI) on creativity in both domains, a consensus has not been reached, and the mechanism is currently unclear. In the present study, we examined which aspect of creativity EI was most strongly associated with in a group of undergraduates. Moreover, we explored the moderated mediation effect between EI and domain-specific creativity. In Study 1, 532 undergraduates completed questionnaires measuring EI, convergent and divergent creative thinking, and creative achievement. The results revealed that the most reliable positive correlations were between EI and domain-specific creativity. In Study 2, 926 undergraduates completed measurements of EI, resilience, gratitude, and creative achievement. The results revealed that resilience mediates the relationship between EI and creative achievement. Furthermore, gratitude moderated the indirect effect of EI on creative achievement through resilience. The indirect effect of EI on creative achievement was stronger for high-gratitude individuals than for low-gratitude individuals. This orientation and other results are discussed. Overall, our findings add further nuance to the relationship between EI and creativity in different domains. This study serves as a basis for other contributions aligned with these concepts.

The Role of Pain Catastrophizing, Emotional Intelligence, and Pain Intensity in the Quality of Life of Cancer Patients with Chronic Pain

Pain catastrophizing (PC) is a negative cognitive distortion to actual or anticipated pain. This study aims to investigate the relationship between pain catastrophizing, emotional intelligence, pain intensity, and quality of life (QoL) in cancer patients with chronic pain. Eighty-nine outpatients with chronic pain attending pain clinics and palliative care units were recruited. Participants were men (42.7%) and women (57.3%) with an average age of 56.44 years (SD = 14.82). Self-report psychological measures were completed, including a measure of emotional intelligence, a standard measure of PC, a scale assessing pain intensity, and a scale measuring QoL. The PC scale was found to assess three correlated yet different dimensions of pain catastrophizing (helplessness, magnification, and rumination). Moreover, as expected, patients with PC scale scores ≥ 30 had lower scores in functional QoL dimensions and higher scores in the fatigue, pain, and insomnia symptom dimensions. Regression analyses demonstrated that PC (B = − 0.391, p = 0.004), pain intensity (B = − 1.133, p < 0.001), and education (B = 2.915, p = 0.017) remained the only significant variables related to QoL, when controlling for demographic and clinical confounders. Regarding mediating effects, PC and pain intensity were jointly found to be significant mediators in the relationship between emotional intelligence and QoL. Results are discussed in the context of the clinical implications regarding interventions designed to improve cancer patients’ quality of life and offer new insight, understanding, and evaluation targets in the field of pain management.

R, Uy MM, Alrashidi N, Alreshidi MS, Mina E, Gonzales A. Resilience and Emotional Intelligence of Staff Nurses during the COVID-19 Pandemic

Although numerous scholars have studied resilience during the COVID-19 pandemic, research exploring its relationship with emotional intelligence is scarce. The aim of this study was to determine the relationship between the resilience and emotional intelligence (EI) of staff nurses during the COVID-19 pandemic. Data for this quantitative correlational study were gathered from the staff nurses of hospitals in the city of Hail, Saudi Arabia. The researchers employed simple random sampling, which yielded 261 staff nurses. Nationality (t = 6.422; p < 0.001) was found to have a significant relationship with resilience. Sex (t = 5.22; p < 0.001), ward assignment (t = 5.22; p < 0.001), age (F = 6.67; p < 0.001), and years of experience (F = 6.67; p < 0.001) revealed significant relationships with emotional intelligence. Resilience had a moderate positive relationship with EI (r = 0.55; p < 0.023), a weak positive relationship with self-emotion (r = 0.21; p < 0.003), and a very strong relationship with emotional appraisal (r = 0.85; p < 0.001). Improving emotional-intelligence skills is critical for assisting nurses during pandemic outbreaks. This can increase their individual and social resilience, while also improving their professional and life outcomes. These research findings suggest that emotional intelligence should be integrated into clinical practice and that EI data should be integrated into decision-making.

Quantitative changes in mental health measures with 3MDR treatment for Canadian military members and veterans

OBJECTIVE

Military members and veterans are at elevated risk of treatment-resistant posttraumatic stress disorder (TR-PTSD) due to higher rates of exposure to potentially traumatic events during the course of duty. Knowledge of TR-PTSD is limited, and specific protocols or evidence-based TR-PTSD therapies are lacking. Multimodal motion-assisted memory desensitization and reconsolidation (3MDR) therapy is an emerging intervention for combat-related TR-PTSD. The purpose of this study was to preliminarily assess the effectiveness of 3MDR in addressing TR-PTSD in Canadian military members and veterans.

METHODS

This study is a longitudinal mixed-methods clinical trial. English-speaking military members and veterans aged 18-60 with TR-PTSD were recruited to participate. The intervention consisted of six sessions of 3MDR therapy. Quantitative data were collected pretreatment, posttreatment, and longitudinally at 1, 3, and 6 months after completion of 3MDR.

RESULTS

Results from the first 11 participants to complete the 3MDR protocol exhibited statistically significant improvement (surviving multiple comparison correction) in clinically administered and self-reported scores for PTSD (CAPS-5 and PCL-5), moral injury (MISS-M-SF), depression (PHQ-9), anxiety (GAD-7), emotional regulation (DERS-18), and resilience (CD-RS-25).

CONCLUSION

The preliminary and exploratory results from this clinical trial support the growing body of literature illustrating 3MDR as an effective treatment for military-related TR-PTSD. These results are notable given participants' previous lack of success with frontline psychotherapeutic and pharmacological interventions. Given that there are currently very limited treatment options for TR-PTSD, 3MDR could prove to be a valuable treatment option for military members and veterans with TR-PTSD.

Bullying Experiences, Depression, and the Moderating Role of Resilience Among Adolescents

Introduction

Resilience refers to the ability to adapt to difficult situation or adversity. Resilience is what gives people the psychological strength to cope with stress and hardship. Previous studies have investigated the relationship between resilience and bullying victimization and mental health problems. But whether the moderating effect of resilience against depression varies among victims of different types of bullying victimization remains unknown.

Methods

The study used data from the Taiwan Adolescent to Adult Longitudinal Study (TAALS), which was a school based, nationwide, longitudinal study conducted among adolescents in Taiwan. Between 2015 and 2019, the survey was repeated three times to capture changes in health behaviors. Meanwhile, our study is a cross-sectional study focusing on the 2nd follow-up survey of the TAALS, where we recruited 4,771 Grade 7 (12-13 years) and Grade 10 (15-16 years) students who had experienced bullying at school.

Results

This study confirms the protective effect of resilience on depression among adolescents who have experienced bullying. The mode resilience score was used as a reference group. Compared to the reference group, victims of verbal bullying from the lowest resilience group were at the greatest risk of depression (OR = 5.91, CI = 4.38-7.99). Compared to the reference group, victims of cyber bullying from the highest resilience group had the lowest risk of depression (OR = 0.72, CI = 0.57-0.90).

Conclusion

Regardless of the type of bullying victimization, resilience has been shown to offer protection against depression. Specifically, higher resilience levels offer the greatest protection against depression for victims of cyber bullying compared to other three types of bullying victimization. Early interventions to reduce negative effects of bullying victimization may start with increasing an individual's resilience during adolescence.

Environmental Changed, Capacity of Adaptation, and The Levels of Community Resilience Post-Earthquake in Lombok, Indonesia: A Cross-Sectional study

BACKGROUND: Natural disasters led to environmental destruction, casualties, and fatality. Disasters have been associated with post-traumatic disorders among affected community, thus, it is important to understand capability and resilience level post-disasters. AIM: This study aims to determine the degree of environmental change and the capacity of adaptation associate to the levels of community resilience among earthquake victims in Lombok, Indonesia. METHODS: A number of 129 respondents were recruited using clustered random sampling design. Data were collected using the adaptation capacity framework and the resilience brief scale questionnaire by face-to-face interviews. Significant level was set as p = 0.05 with 95% confidence interval. A Chi-square statistical test and logistic regression were used to test hypothesis. RESULTS: A number of 129 respondents included in the study. Bivariate analysis indicated a significant correlation between environmental changed, adaptation capacity, and community resilience. Environmental changed was predictor that statistically significant predicted community resilience (ß = 2.425, p < 0.001). CONCLUSION: The level of environmental destruction was significantly predicted the level of community resilience.

Validation of TMMS-24 in Three Spanish-Speaking Countries: Argentina, Ecuador, and Spain

Emotional intelligence (EI) is a fundamental skill related to different aspects of human life, such as psychological well-being or mood states. The present study has a triple objective: first, to explore the psychometric properties of the TMMS-24 in three Spanish-speaking countries (Argentina, Ecuador, and Spain); second, to examine the relation of EI with mood and avoidance of responsibility; and finally, to analyse the influence of sex, age and national differences on EI. The relevance of this study is given by the need for tools to assess EI in different cultures. A sample of 1048 adults (Mage = 21.11 years, SD = 5.84; 52.3% male) was selected by convenience sampling. The psychometric properties of the TMMS-24 were adequate, and the Spanish sample showed lower levels of EI than the Argentinian and Ecuadorian ones. EI was associated with mood and the avoidance of responsibility, with higher levels in women in all cases. Regarding the national and sex-specific differences, the Spanish sample showed significant differences in attention and repair, with men exhibiting higher scores in attention and women having higher scores in repair. In the Argentinean sample, no significant differences were found, and in the Ecuadorian one, women presented higher scores in attention than men. The TMMS-24 can be considered a useful, practical tool to assess EI in adults in different cultures and with different languages.

Cross-Cultural Comparison of How Mind-Body Practice Affects Emotional Intelligence, Cognitive Well-Being, and Mental Well-Being

The study tested cross-cultural differences between Israeli and Indian participants in the outcomes of mind-body practice (MBP) on emotional intelligence (EI), cognitive well-being, and mental well-being, as well as the predictive role of gender and MBP on cognitive and mental well-being. It drew on a sample of 699 Indian and Israeli participants (ages 18–65) from urban settings and used questionnaires to measure cognitive well-being, demographics, EI, and mental well-being. EI was assessed using the Self Report Emotional Intelligence (SREIT); cognitive well-being was assessed using the Personal Well-being Index; mental well-being was assessed using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS). The effect of demographic variables was tested using the two-sample T-test or the Chi-square test. The associations between EI, mental, and cognitive subscales were evaluated using the Pearson correlation coefficient and linear regression with stepwise selection. Results indicated MBP affected EI in both cultures, but Indian participants showed higher EI, and Israeli participants showed lower EI. Israelis also reported higher mental well-being. Future research should examine EI as ability (we examined it as a trait) thus contributing to a better understanding of the similarities and differences between trait and ability EI in different cultures. Future work should also probe gender differences.

Personal qualities needed by undergraduate nursing students for a successful work integrated learning (WIL) experience

BACKGROUND

International research has shown that during work integrated learning (WIL) undergraduate nursing students may experience stress, self-doubt, and coping issues, however personal qualities these students bring to their WIL journey or those needed to succeed during WIL remain unknown.

OBJECTIVE

To describe the views of students midway through their Bachelor of Nursing program regarding personal qualities they bring to and need for WIL success.

DESIGN

This article reports on a descriptive study that used an electronic questionnaire to collect the data.

SETTINGS AND PARTICIPANTS

Bachelor of nursing students (n = 421), who were studying fulltime or part time equivalent, at a regional university in Queensland Australia, were invited to complete the anonymous electronic questionnaire that was developed by the research team following an extensive review of literature. Inclusion criteria required participants to have completed at least one WIL experience and be midway through their three-year Bachelor of Nursing program.

METHODS

Data were collected during January and February 2017. The electronic questionnaire consisted of demographic, forced choice questions, and open-ended questions. This paper presents the qualitative analysis of responses to two of the open-ended questions that focused on personal strengths and work integrated learning experiences. Data were analysed using the inductive content analysis approach.

RESULTS

Six personal qualities were identified including: enthusiasm to succeed, commitment to learning, self-motivation, confidence, effective communication skills, and compassion.

CONCLUSIONS

Pre-entry screening of applicants to bachelor level nursing programs and the delivery of learning opportunities that encourages both reflection and debriefing may assist in describing personal qualities needed to succeed in WIL.

A literature review of emotional intelligence and nursing education

AIM

The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education BACKGROUND: Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients's. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program.

DESIGN

Systematic literature review METHODS: Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process.

RESULTS

57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program.

CONCLUSIONS

This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.

The Relationship Between Proactive Behavior and Work-Family Conflict: A Moderated Mediation Model

This study aimed to explore the linking mechanisms and conditional processes underlying the relationship between proactive behavior and work-family conflict. Considering the conservation of resources theory, we argue that workplace anxiety mediates the relationship between proactive behavior and work-family conflict. Furthermore, we suggest that immediate supervisor perspective taking and employee emotional intelligence moderate this proposed indirect effect. Two-wave, multisource lagged data were collected from 450 employees of seven domestic Chinese firms to examine the hypothesized moderated mediation model. Our findings support the hypothesis that proactive behavior is positively related to work-family conflict and that workplace anxiety partially mediates this relationship. Immediate supervisor perspective taking moderates the positive association of proactive behavior with workplace anxiety and the indirect relationship between proactive behavior and work-family conflict through workplace anxiety. Emotional intelligence moderates the positive association of proactive behavior with workplace anxiety and the indirect relationship between proactive behavior and work-family conflict through workplace anxiety. The results deepen our theoretical understanding of the consequences of proactivity by demonstrating the positive associations between proactive behavior and work-family conflict. The current study also contributes to the literature by identifying workplace anxiety as a mediating mechanism explaining the relationship between proactivity and work-family conflict. Furthermore, supervisor perspective taking and employee emotional intelligence moderate the above mediating effect.

Teachers' psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers

Purpose

The substance of the present study lies in analysing the extent to which intrinsic factors like emotional intelligence and resilient character traits impact the psychological well-being of school teachers. It prominences the mediating role of resilient character traits in the relationship between emotional intelligence and psychological well-being of teachers.

Design/methodology/approach

This cross-sectional survey study recruits a sample of 200 school teachers across the state of Haryana, India, with the help of a convenience sampling technique.

Findings

The findings from parallel multiple mediation indicate perseverance as a significant mediator and predictor of psychological well-being among factors of resilient traits, and self-reliance emerges as an inconsistent, yet significant mediator in the relationship between emotional intelligence and well-being of teachers. The direct effect of emotional intelligence on psychological well-being also emerged as statistically significant. Additionally, the female school teachers show higher emotional intelligence and resilience as compared to the male school teachers.

Practical implications

The research is not an unmitigated work in the exploration of a causal relationship between the study variables. However, the study draws practical suggestions for improving the perseverant and emotionally intelligent behaviour of teachers for better emotional and psychological adjustment at work. It acknowledges the role of school administration and education policymakers in furthering the betterment of teachers' psychological state for improved performance and effectiveness. Also, teamwork, stress reduction and leadership building appeared to be helpful contributors to enhance the perseverance and emotional intelligence among teachers.

Originality/value

Studies in the field of school administration rarely address the psychological well-being of school teachers as their concern. This study accentuates the impact of intrinsic antecedents of psychological well-being, which is neither well conceptualised in Indian studies nor is causally related to any psychological constructs. Therefore, it remarkably contributes to the literature in the field of educational management and leadership, providing an insight into the psyche of teachers from “the Orient”.

Victimization and Peer and Parents Attachment: The Mediating Effect of Regulatory Emotional Self-Efficacy

Studies of the Spanish adolescent population has concluded that victimization is related to lack of emotional regulation and impulse control. Therefore, if a victim is unable to recognize, understand and regulate their emotions, this can result in rejection by their peers. A cross-sectional study was conducted to examine regulatory emotional self-efficacy as a possible mediator in the association between peer and parents attachment and victimization. Adolescents (n = 563) completed Regulatory Emotional Self-Efficacy, Inventory of Parents and Peer Attachment and Kid at School questionnaires. Structural equation models (SEMs) were used to predict a latent variable of victimization with parents and peer attachment, emphasizing the mediating role of regulatory emotional self-efficacy, as comprised by a positive and a negative aspect. Results showed that peer attachment had an indirect negative effect, through perceived self-efficacy, in managing a positive effect in victimization, while father attachment had an indirect negative affect, through perceived self-efficacy, in managing a negative affect in victimization, and Mother attachment had no statistically significant indirect effect in victimization. This study suggests that the roles of parents and peers, and also between mothers and fathers, are different in relation to the perception of victimization of adolescents. Findings provide relevant information regarding implications for prevention and intervention in victimization.

Cultivating emotional intelligence in child welfare professionals: A systematic scoping review

Emotional intelligence (EI) refers to the ability to recognize and appropriately respond to emotions in oneself and others; these competencies include, but are not limited to, empathy, emotion regulation, reflective ability, self-awareness, and psychological flexibility. Such abilities are crucial to meaningful and effective child welfare work. Further, they are part of resilience and healthy coping mechanisms, which are important for those working in child welfare if compassion fatigue and burnout are to be combated. However, little is known about how to cultivate these competencies in child welfare professionals. The present study had two goals: 1) To conduct a systematic scoping review of the literature on interventions purporting to develop and/or enhance EI-related competencies in this population, whether those interventions be at the caseworker, supervisor, or organizational level; 2) To consider future directions for the teaching and enhancement of EI competencies for child welfare professionals. A total of 18 studies met inclusion criteria, with the majority focused on developing mindfulness and/or empathy skills. However, no studies focused on child welfare professionals, and instead focused on social work students or professionals, with a few including other helping professionals. Additionally, none were focused on a supervisory or organizational level. Future directions for research are discussed, including the use of experiential or simulation-based training in order to elicit emotions within a safe and supportive learning context, the use of reflective supervision to help develop self-reflection and emotion regulation skills, and system-wide interventions that enhance the development of emotional intelligence competencies in public child welfare organizations.

Effects of Kibbutz communal upbringing in adulthood: trait emotional intelligence and attachment patterns

Past research regarding the emotional characteristics of kibbutz children raised with communal sleeping arrangements (CSA) showed inconsistent findings for emotional difficulties, such as insecure attachment and lowered ability for intimacy. Only little research has examined these children's emotional characteristics in their adulthood. Trait emotional intelligence (trait EI) is a new concept measuring a constellation of correlated emotional traits that capture a person's typical way of processing emotional information and reacting to it. The present study examined if difficulties in intimacy and trait EI characterize adults who had been raised in CSA kibbutzim (Hebrew plural of kibbutz). Participants comprised 1185 adults, aged 30-79, of whom 735 were raised in CSA kibbutzim, and the rest did not grow up in a Kibbutz at all. The participants completed three self-report questionnaires: Schutte's Self-Report Emotional Intelligence Test (SSEIT) to measure trait EI; the Revised Adult Attachment Scale to measure adult attachment; and the Rosenberg Self-Esteem Questionnaire to measure self-esteem. Results showed that most of the kibbutz CSA participants revealed levels of intimacy and trait EI comparable to the non-kibbutz group. However, a significant difference was found among adults with low self-esteem and poor attachment quality: For these participants, trait EI and intimacy were significantly lower for the CSA kibbutz group than for the non-kibbutz group. Furthermore, the CSA kibbutz group reported poorer non-verbal communication skills than the non-kibbutz group. We suggest that a minority of the CSA kibbutz children were less resilient to the kibbutz ecology. These children might have been more vulnerable to the effects of limited social options, decreased parental support, and the kibbutz education's ideological demands. For these children, the effects of communal upbringing on intimacy and attachment appear to be long-lasting, extending throughout their adulthood.

Integrating Social Emotional Learning Strategies in Higher Education

Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes.

A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison

This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the three main theoretical models of EI. We conducted a computerized literature search in the main electronic databases. Forty-four of an initial 3,210 articles met the inclusion criteria. With 49 effect sizes and a cumulative sample size of 19,861 participants, we found significant heterogeneity indices indicating a variety of results. In general, the results of this study indicated a significant effect of EI on AP (Z ¯ = 0.26). Average association between EI and AP was higher in studies measured EI as ability (Z ¯ = 0.31), than studies measured EI as self-report (Z ¯ = 0.24), and self-report mixed EI (Z ¯ = 0.26). In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures. Some practical implications are discussed.

Validation and Adaptation of the Academic-Resilience Scale in the Spanish Context

The aim of this study was to validate and adapt the academic-resilience scale in the Spanish context. The study involved 2967 university students aged 18-33 (Mean, M = 23.65; Standard Deviation, SD = 2.57) from several universities in Andalusia (Spain). Exploratory and confirmatory factorial analyses revealed adequate adjustment rates for the new version of the scale showing the factorial structure invariant with respect to that generated. Three factors that integrate the scale obtained high correlation, internal consistency, and temporal stability. The Spanish version of the academic-resilience scale was shown to have adequate psychometric properties to measure academic resilience in the Spanish university context.

Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth

This study investigates the protective mental health function of high emotional intelligence (EI), and cognitive skills (CS) among Ghanaian adolescents when exposed to stressful life-events and violence. It examines, first, how exposure to stressful life-events and violent experiences is associated with mental health, indicated by depressive and psychological distress symptoms, and, second, whether EI and CS could serve as possible moderators between stress, violence and mental health problems. Participants were 415 Ghanaian secondary education students. They reported about their depressive symptoms (Bireleson), psychological distress (Strength and Difficult Questionnaire, SDQ), and emotional intelligence (Trait Emotional Intelligence Question-naire, TEIQue), cognitive skills (The Amsterdam Executive Function Inventory). They also reported their stressful life-events and violent experiences. Statistical analyses were conducted using structural equation modeling (SEM). As hypothesized, high level of stressful life events were associated with high levels of depressive symptoms and psychological distress. Yet violent experiences did not associate with mental health problems. Against hypothesis, high levels of EI and CS could not protect adolescents mental health from negative effects of stressful life events or violent experiences. A direct effects were found between low level of EI and CS and high level of mental health problems. The results are discussed in relations to psychological and cultural factors present in EI and CS in adolescence.

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

The right kind of smart: emotional intelligence's relationship to cognitive status in community-dwelling older adults

OBJECTIVES

To examine whether emotional intelligence (EI) is associated with cognitive function (CF) in a sample of community-dwelling, non-demented elderly out-patients.

DESIGN

Correlational cross-sectional study.

SETTING

Two memory clinics in an urban community in central Israel.

PARTICIPANTS

Individuals age 60 and older without dementia, recruited from two memory clinics (N = 151).

MEASUREMENTS

Health history was obtained from medical charts. All participants underwent tests measuring CF, basic and instrumental function, general mental ability (GMA), EI, and depression.

RESULTS

Mean age of the participants was 79 years (SD = 7.00) with 96 females (63.6%). Mean score for Montreal Cognitive Assessment (MoCA) was 21.62 (SD = 3.09) and for EI was 14.08 (SD = 3.30). Linear multiple regression analysis was conducted to examine associations of CF with EI while controlling for gender, age, education, GMA, and Charlson Comorbidity Index (CCI). Age, education, GMA, and CCI were significant correlates of CF and accounted for 31.1% of the variance [F(7,143) = 10.8, p<0.01] in CF. EI was added in the second block and was the factor most strongly associated with CF, explaining an additional 9.1% (a total of 40.2%) of the variance in CF [F(8,142) = 13.2, p<0.01].

CONCLUSION

This study is the first to show the association between EI and CF in older adults. Future prospective studies are needed to explicate the possibility of EI as a protective factor against cognitive decline.

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience-The Impact of School Type Selection

Choosing a school that can best assist children's development has become one of the major concerns of Chinese parents. To categorize schools by where students stay after school, this paper consider boarding schools or day schools as two major school types. This study examined the relationships among emotional intelligence (EI), perceived social support (from friends and family), and resilience for 493 Chinese adolescents (male = 249, female = 244; mean age = 13.9, SD = 0.71), and investigated how school type difference impacts these relationships. This research first used a moderator analysis to investigate the effects of trait emotional intelligence on resilience by perceived social support from family and friends, respectively. Results show that social support from family was non-significant, while support from friends was significant in moderating the relationship between EI and resilience. Furthermore, a moderated moderation analysis was used to understand if moderation by school type of perceived social support differs in the effect of trait EI on resilience. Results indicated that the magnitude of the moderation by social support from friends depended on school type. For students who have lower perceived friend support, boarding school experiences provided a stronger positive relationship between trait EI and resilience than day school experience. Ways to enhance students' perceived social support are discussed, along with the limitations of the current research and recommendations for future research.

Does Emotional Intelligence Buffer the Effects of Acute Stress? A Systematic Review

People with higher levels of emotional intelligence (EI: adaptive emotional traits, skills, and abilities) typically achieve more positive life outcomes, such as psychological wellbeing, educational attainment, and job-related success. Although the underpinning mechanisms linking EI with those outcomes are largely unknown, it has been suggested that EI may work as a "stress buffer." Theoretically, when faced with a stressful situation, emotionally intelligent individuals should show a more adaptive response than those with low EI, such as reduced reactivity (less mood deterioration, less physiological arousal), and faster recovery once the threat has passed. A growing number of studies have begun to investigate that hypothesis in respect to EI measured as both an ability (AEI) and trait (TEI), but results are unclear. To test the "stress-buffering" function of EI, we systematically reviewed experimental studies that explored the relationship between both types of EI and acute stress reactivity or recovery. By searching four databases, we identified 45 eligible studies. Results indicated that EI was only adaptive in certain contexts, and that findings differed according to stressor type, and how EI was measured. In terms of stress reactivity, TEI related to less mood deterioration during sports-based stressors (e.g., competitions), physical discomfort (e.g., dental procedure), and cognitive stressors (e.g., memory tasks), but did not appear as helpful in other contexts (e.g., public speaking). Furthermore, effects of TEI on physiological stress responses, such as heart rate, were inconsistent. Effects of AEI on subjective and objective stress reactivity were often non-significant, with high levels detrimental in some cases. However, data suggest that both higher AEI and TEI relate to faster recovery from acute stress. In conclusion, results provide mixed support for the stress-buffering effect of EI. Limitations and quality of studies are also discussed. Findings could have implications for EI training programmes.

The Effectiveness of a Resilience Intervention Program on Emotional Intelligence of Adolescent Students with Hearing Loss

Adolescents with hearing loss have been shown to have some emotional difficulties. This study investigated the effectiveness of a resilience training program on the emotional intelligence of mainstreamed adolescent students with hearing loss. In this experimental study, a pre-test, post-test, follow up and control group design was implemented. After receiving informed consents, 122 students with hearing loss in mainstreaming settings were randomly assigned to intervention and control groups (61 students in interventional group and 61 in control). The interventional group received training in groups of 3 to 5, for 6 weeks (two times per week for 75 min). The intervention focused on feelings, thinking (positive, negative) and outcomes of negative thinking, coping strategies, strengths and weakness, problem solving, communication skills, social skills, negotiation, despising and ridiculing, intra- and interpersonal skills. The Connor-Davidson resilience scale (CD-RISC) and the Schutte Emotional Intelligence Scale were used to measure the resilience and the emotional intelligence (EI) of participants respectively just before intervention, as well as at the 6- and 14-week marks. The Friedman Test was used to compare changes in emotional intelligence between interventional and control groups. The intervention increased the resilience scores by 20 points. Although the EI of both groups were similar at the beginning of the research, there was a significant difference between the control and interventional groups in emotional intelligence and its aspects after intervention, at the 6-week and 14-week measurements (p < 0.001). The effect size was 1.5 for the EI total score. The 6-week resilience training program was very effective at improving emotional intelligence and could be readily used to help students with hearing loss improve their emotional abilities.