Exploring the Nexus of Emotional Intelligence and University Performance: An Investigation Through Perceived Organizational Support and Innovative Work Behavior

Purpose

This study is based on the ability-based theory of emotional intelligence (EI), organizational support theory, and componential theory of creativity. This study intended to investigate organizational performance (OP) against academics' EI in higher education institutions (HEIs) in China. This study further scrutinized perceived organizational support (POS) and innovative work behavior (IWB) as mediators among these associations. Similarly, the inter-link between POS and IWB was investigated.

Design/methodology/Approach

Chinese HEIs academicians (327) were examined using quantitative and cross-sectional research methods. Likewise, PLS-SEM, that is, partial least squares structural equation modeling, was used as a data analysis method to examine assumed relationships statistically.

Findings

The extracted findings established the anticipated relationships, and the results validated that EI had a direct and positive association with OP in HEIs. Similarly, the findings revealed that IWB partially mediated the association between EI and OP; however, full mediation was observed in the case of POS.

Practical Implications

This study emphasizes the importance of unindustrialised glamorous blend of EI and OP in HEIs. In addition, the findings asserted that HEIs staff evaluate and control high-voltage circumstances that assure an effectual valuation and supervision of the self and others' emotions. Equally, EI amplifies POS, which flares up the IWB while enriching OP in HEIs.

Originality/Value

This study examined OP alongside academicians' EI in HEIs, which is among the initial pieces of research on HEIs. Additionally, the wholesome research nexus that scrutinizes POS and IWB as an inter-link between EI and OP in HEIs is original.

The requisite role of emotional intelligence in customer service in the retail banking sector

Purpose

This study aims to descriptively identify and refine the role of emotional intelligence (EI) in the retail banking employee–customer contact context, and prescriptively use this knowledge to develop a framework for improving true customer service without excess organizational cost, in Lebanon.

Design/methodology/approach

The research adopts the classical interpretive/constructivist ontology and the interpretivism/constructivism epistemology, and it rests on a tripod of methodological foundations. The first leg is the theoretical work that sets the extant scientific ground for the empirical work to develop. The second incorporates the main (qualitative) empirical tools, i.e. 40 interviews with customers and HR managers (NVivo-analyzed), plus a critical incident technique study. The third includes the supportive tools of secondary data and an expert panel composed of industry and scholarly specialists.

Findings

EI was empirically shown to modulate the levels of customer satisfaction and to hold a critical role in the company–customer interface, albeit one that is currently and unjustly both undervalued and ineffectively controlled. The findings identify the key factors and exhibited behavioral attributes of EI within the customer service process, and they integrate all into a comprehensive framework of both scholarly and executive worth.

Originality/value

This study provides distinct theoretical elucidations and conceptualization that have identified and interrelated the relevant works on the subject; empirically refines the variables involved in the EI context of retail banking customer service; and culminates in the form of the proposed framework that incorporates and interrelates the findings into an empirical-data-based composition of both scholarly and executive orientation and worth.

The Role of Gender in the Association Among the Emotional Intelligence, Anxiety and Depression

Recent epidemiological data show an increase of depression and anxiety that cause a loss of about 3-4% of the gross domestic product in Europe, as a consequence of a reduced productivity and a premature death of people. Gender differences in both psychopathologies were found from mid-to-late adolescence until 55 years, and data indicate an increase of depression in women. Considering these data, new interventions focused on promoting psychological well-being were designed. A predictive factor of psychological disorders is Emotional Intelligence (EI), the ability to understand and regulate our own emotions, as well as those of others. EI is associated with psychological well-being, as well as with the treatment of mental illness, but gender differences in the association among EI, anxiety and depression remains unclear. The present study aims at analyzing the nomological associations among EI, anxiety and depression. Furthermore, the possible moderating role of gender in the relation between EI, depression and anxiety is investigated in a sample of 1725 healthy participants. Our results show that the ability to recognize and to control emotions in the social context helps us to reduce the risk to be affected by depression and anxiety. Moreover, our study shows that the association of EI with anxiety and depression wasn't gender moderated. In conclusion, the findings highlight that EI can help people to manage emotions linked to negative events and to successfully understand emotions in others. In addition, we found no moderation role of gender in the association between EI, anxiety and depression.

An assessment of students' emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

The purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes and satisfaction with the university experience) of students in Chinese research universities. This study further examines the mediating role of student trust in teachers (emotional and cognitive learning) and learning orientation (commitment to learning) in the relationship between EI and learning outcomes. This intent of this study was to examine the direct effects of learning outcomes on students' academic efficacy (cognitive skills and standardised tests). This study used a sample frame of 454 students from research universities in China. The relationships were tested through the partial least squares' structural equation modelling method. The results reveal that EI has a significant impact on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through student trust in teachers and in the learning orientation. The direct relation between learning outcomes and student academic efficacy is also established. There is a lack of studies that investigate the relationship of EI, student trust in teachers, learning orientation, learning outcomes and student academic efficacy. This is one of the initial research studies that not only empirically examine the interface of EI and learning outcomes of students of Higher Education Institutions (HEIs) but offers insights into the existing literature by concurrent investigation of the mediating role of student trust in teachers and in the learning orientation in fundamental association, while explaining the association between learning outcomes and students' better academic efficacy.

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

OBJECTIVE

Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes.

METHODS

The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling.

RESULTS

Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs.

CONCLUSIONS

This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students

Increasing the students' academic achievement in the international evaluation arena is a challenge for our country, and cooperative learning and emotional intelligence may be a solution for this problem. The link between cooperative learning, emotional intelligence, and academic achievement has been poorly studied so far. The objective of the present investigation was to examine the influence of cooperative learning on trait emotional intelligence and academic achievement. The methodology used was a quasi-experimental design with pre/post-measurements and experimental/control groups. The participants were primary education students (n = 692) and teachers (n = 24) from eight public schools in Madrid, Spain. The instruments used were the Emotional Quotient-Youth Version questionnaire and internal and external assessment tests. Our results indicated that cooperative learning improved scores of one dimension of trait emotional intelligence, change adaptability, and students' academic achievement (Mathematics and Spanish Language). We discussed the possible implications of these outcomes for educational practice.

Inteligencia emocional centrada en uno mismo y en el otro: Escala Rotterdam de Inteligencia Emocional (REIS)

El objetivo de este estudio fue la adaptación y validación al español de la Escala de Inteligencia Emocional de Rotterdam (REIS) (Pekaar, Bakker, van der Linden, & Born, 2018) (N = 384, edad = 29.32 años). Se realizaron dos estudios: 1) la traducción de la escala REIS al español y se evaluó su consistencia interna, estructura factorial y validez convergente; y 2) el análisis factorial confirmatorio del cuestionario. Se obtuvieron cuatro factores: evaluación emocional centrada en sí mismo, evaluación de emociones centrada en otros, regulación de la emoción centrada en uno mismo y regulación de las emociones enfocadas en los otros. El análisis factorial exploratorio mostró claramente que los factores de la escala REIS presentan una varianza acumulada del 56.07 %, que mostraron ser capaces de explicar la variación única de inteligencia emocional. Por su parte, el análisis factorial confirmatorio verificó la adecuación del modelo, con una estructura sustentable compuesta por los cuatro factores identificados y 28 ítems. El REIS es un instrumento fácil de comprender y rápido de completar, por lo que se considera útil para la evaluación de la inteligencia emocional en población española.