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This study examines how and under what conditions jobs involving surface acting as key employee performance requirements induce work–family conflict (WFC) and thus negatively impact employees' family lives. Drawing from stress theories, the authors modeled emotional exhaustion as a mediator and trait anxiety and education level as moderators in the surface acting–WFC relation.

Applying the time-lagged design, the authors collected data from 203 service sector employees whose jobs involved frequent interactions with customers. The authors assessed surface acting, trait anxiety and level of education at time 1, emotional exhaustion at time 2 and WFC at time 3 with a three-week time lag between each wave.

The study results confirmed that surface acting drained the emotional energies of the employees who on reaching homes were not able to attend to their family needs, thus experiencing WFC. The authors also found that employees who were high in trait anxiety and education level suffered most from emotional exhaustion and WFC.

To mitigate the harmful effects of surface acting, organizations should ensure that their employees who must perform surface acting have sufficient time off from their roles, such as regular breaks, free evenings and vacations to prevent emotional exhaustion. The authors further recommend hiring only those customer care candidates who have low tendencies to be anxious while interacting with customers.

This study integrates and extends both the emotional labor and WFC literature. This research answers the earlier calls for research on the effects of personality on WFC. Contrary to the expectation, the study reveals that a higher level of education does not buffer the impact of emotional exhaustion on WFC; it rather intensifies the harmful effect of emotional exhaustion on WFC.

Emotional intelligence (EI) can improve patient–doctor relationships, foster empathy, develop teamwork in the workplace, and boost communication skills. This study aims to determine whether a cohort of residents has different profiles to their demographic and EI.

A cross-sectional survey was conducted in 2017–2018 (n = 440). The Trait Emotional Intelligence Questionnaire was used to measure EI. Cluster analysis was used to identify different profile groups.

Cluster analysis identified three clusters with different profiles. The residents in cluster A (n = 146, 33.2%) were older, more males, studying in their final year, and perceived lower EI. Cluster B (n = 184, 41.8%) were predominantly young females, more single, studying in year one, and perceived moderate EI. Cluster C (n = 110, 25.0%) were predominantly married females studying their year 1 in surgical and perceived higher EI.

Study limitations include respondent honesty, cross-sectional design, and lack of a comparison site. Including EI education can improve emotional regulation, well-being, and sociability and should be assessed as part of residents' development.

Medical residents differ in emotional profiles, with higher EI improving coping and problem-solving skills. EI training should be integrated into the medical curriculum, particularly given the high-stress levels and unique stressors of hospital practicums.

The study suggested that three groups of residents exist, and they differ in demographic, EI, and subscale levels. This study recommended that residents be taught EI-related concepts to help them develop their EI through training on emotionality, self-control, well-being, and sociability.

This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.

The authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.

Over 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.

Educational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.

The current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

Given the scarcity of research exploring the influence of emotional dimensions on knowledge hiding (KH), this paper aims to examine how various facets of emotional intelligence (EI) affect teachers’ tendencies to hide knowledge. Additionally, the study delves into the mediating influence of organizational cynicism (OC) and explores the moderating role of servant leadership (SL) in this context.

The non-probability sampling method was used to gather data from 542 university teachers teaching in India. Structural equation modelling using Smart-PLS has been used to test the hypothesis.

The study revealed that EI negatively influences KH. Additionally, OC mediates the relationship between EI and KH. Furthermore, SL moderates the relationship between OC and KH.

As per the authors’ knowledge, the present study makes an additional contribution by investigating the mediating role of OC in the relationship between EI and KH. Moreover, it also investigates the moderating role of SL in the relationship between OC and KH.

Drawing from emotional geography framework promoted by Hargreaves (2000), our research sought to depict the emotional geography of two faculty members who engaged in a virtual teacher professional development (VTPD) sessions during the COVID-19 pandemic. This study aimed to focus on capturing participants’ emotional closeness or distance while they were engaging in VTPD.

This study employed narrative inquiry by exploring three-dimensional narrative inquiry space: temporality, personal-social interaction and place (Clandinin and Connelly, 2000). Following this step, the participants were interviewed online through Zoom meetings and WhatsApp to capture critical incidents of their emotional experience. All collected data were transcribed, and some data from Bahasa Indonesia were translated into English. Member checking was also done several times to ensure the accuracy of the data as well as to avoid misinterpretation. The data were analysed inductively to generate coding categories using systemic functional linguistics (SFL) language appraisal (Martin and White, 2007) and emotional geography parameter (Hargreaves, 2001b).

The findings of the study revealed that both participants experienced greater positive feeling than negative ones. The participants experienced positive feelings such as seriousness, happiness, successfulness and satisfaction. They also experienced negative feelings such as insecurity, unhappiness, dissatisfaction and impatience. Such positive and negative feelings create closeness and distance among participants, mentor and workshop organiser. This study indicates that maintaining positive feelings is a passport to succeed in VTPD.

The study has two limitations. First, its findings cannot be overgeneralised since the analysis was restricted to data gathered from a small number of participants. Second, the scope of investigation was limited in virtual situations.

The present study empirically showed that faculty members need to engage in constructing or maintaining positive emotional bond with the mentor and other participants and create conducive situations to understand their own and others’ emotions (Mayer, 2011). Practically, a mentor in VTPD may ask faculty members to voice and share their emotional experience as an evaluation tool to make VTPD programmes more successful. Future participants can benefit from these findings by engaging in emotional understanding and building a conducive situation during VTPD to develop their academic competence, agency and identity.

While previous research into VTPD in the context of higher education mainly focused on designs, attention to pedagogy of online teacher learning environments, trends toward innovation in teacher collaboration and communities of practice in online settings, the present study specifically looked into how participants emotionally engaged in VTPD, which is inevitably linked to physical, moral, sociocultural, professional and political geographies.

The main goal of this research study is to look at the mediating effect of emotional exhaustion in the association between workplace incivility and job outcomes (job stress, job satisfaction and employee turnover intentions) in the higher education sector.

The authors gathered field data from individuals working in the Higher Education Sector of Jammu and Kashmir to test the proposed study paradigm. A total of 550 respondents reported their perceptions of workplace incivility, emotional exhaustion and job-related outcomes (job stress, job satisfaction and employee turnover intention) at Time 1 in the Kashmir division and Time 2 in the Jammu division of Jammu and Kashmir via a two-wave data collection design.

The findings supported the hypothesized relationships, demonstrating that emotional exhaustion acts as a mediator between workplace incivility and employee job outcomes (job stress, employee job satisfaction and employee intention to leave).

The research was undertaken in Jammu and Kashmir's higher education sectors. As a result, the findings may not apply to other sectors because workplace incivility may be regarded differently in different sectors.

The findings of this research study will assist organizations and practitioners in comprehending the significance of workplace incivility and emotional exhaustion, as well as how they positively impact job-related outcomes (employee job stress, turnover intention) and negatively on job satisfaction.

This research study added to the existing Self-Determination Theory model developed by Deci and associates (2017) by incorporating Emotional Exhaustion, and workplace incivility as autonomous intrinsic and workplace context factors respectively into the SDT model to study work behaviors in terms of job outcomes. This study adds to existing knowledge on SDTs by suggesting and testing emotional exhaustion as a mechanism for determining the impact of workplace incivility on employee job outcomes.

This paper investigates the factors affecting individual dispositions toward intentions. Specifically, this study aims to investigate the effects of emotional intelligence, entrepreneurial motivation and creativity on the entrepreneurial intentions of university students in Jordan.

The data were gathered through self-administered questionnaires from a sample of 745 university students in Jordan. The hypotheses were tested using partial least squares (PLS) analysis.

The results indicate a robust relationship between entrepreneurial motivation and creativity and entrepreneurial intention. However, an insignificant relationship was found between emotional intelligence and entrepreneurial intention. The findings of this study reveal that both creativity and emotional intelligence exert a significant and positive indirect effect on entrepreneurial intentions through the mediation of entrepreneurial motivation.

This work suggests that university administrators should consider the significant roles that emotional intelligence, entrepreneurial motivation and creativity play in shaping the entrepreneurial intentions of university students.

While there is limited existing research on this matter within the Middle Eastern context, especially in Jordan, this study aims to address this gap in the Jordanian entrepreneurial literature. As the first of its kind conducted within Jordanian universities, this study contributes significantly to the understanding of entrepreneurial dynamics in the region. Using the Wong and Law Emotional Intelligence Scale, this study evaluates emotional intelligence in Jordan. The results contribute to social psychology literature and suggest actionable government measures, integrated into education systems, to encourage entrepreneurial paths for students and alleviate graduate unemployment.

The purpose of this paper is to explore the longitudinal influence of gender, age, education level, organizational tenure and emotional intelligence on three dimensions of knowledge hiding over time.

A longitudinal study using two-wave data sets of 390 employees in Chinese enterprises was conducted to build fixed, continuous and interacting models for investigating the effects of individual differences on the processes of knowledge hiding over time.

This research uncovered the changing relationships of individual differences on knowledge-hiding behaviors over time, such that age correlates with rationalized hiding in the interacting model, indicating younger employees are less likely to choose rationalized hiding when facing situation changes; and education level, organizational tenure and emotional intelligence moderate knowledge hiding over time, implying individuals with better education, longer tenure and higher emotional intelligence tend to exhibit more rationalized hiding behaviors rather than evasive hiding and playing dumb behaviors at Time 2.

One of the novel contributions of this study is that it tests the longitudinal effect of individual differences on knowledge hiding, providing a vertical perspective, and thereby contributing to the body of knowledge in knowledge management. The study also constructs fixed, continuous and interacting models to measure the covering longitudinal influences, thus making the research original.

Although the emotion work of teaching has been part of the conversation for more than 30 years, it remains a side conversation, as sort of an afterthought to academics and the accepted mainstream point of teaching and learning. In this chapter, we reflect on what has occurred in the field in the decade since our book Emotion in school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning was published. We approach the topic through a lens of tensions that we perceive occurring in the field. Emotions in schools, for the most part, remain the hidden curriculum in that in many ways emotions are still downplayed in the classroom and have no space in teacher preparation programs. Teachers, students, administrators, and teacher educators alike are left to deal with the tensions that confront them that educational researchers have yet to resolve – tensions related to measurement (what are we measuring and why), related to how we define emotion and tensions related to practice. In this short chapter we do not have the space to address all tensions that might arise; we have chosen a few to provoke conversation and thoughts about where the field may go from here. Suggestions for beginning teachers and research for teacher preparation are offered.

The study aims to determine the relationship between emotional maturity and domestic violence in infertile women.

The cross-sectional study was conducted on 184 infertile women. Demographic questionnaire, Emotional Maturity Scale and domestic violence questionnaire were used to collect data. The Chi-square test and multivariate logistic regression were used to analyze the data.

More than 50% of the women in the study experienced domestic violence, and about the same percentage of them had unstable emotional maturity. The total score of domestic violence and its types were significantly related to the women’s emotional maturity (P < 0.001). In multivariate analysis, the significant relationship was found between domestic violence with Spouse's education level (primary/secondary) [OR = 0.25 (0.09–0.66)] and emotional maturity (unstable) [OR = 3.59 (1.83–7.02)].

The overall prevalence of infertility in Iran was 7% in 2021. Furthermore, although infertility is a problem among couples, most of its social burden lies with women. In a number of developing countries, as well as in Iran, childbearing is perceived as a social value for married women. Therefore, infertile women are at risk for depression, anxiety, low self-esteem, dissatisfaction and reduced quality of life.

This study found that half of the surveyed women experienced domestic violence. Women’s emotional immaturity, as well as their spouses’ lower education level and type of occupation, were highly correlated with women’s experience of domestic violence. To help prevent domestic violence among couples, there should be couple training classes to improve women’s emotional maturity.”