Search results

To explore the feasibility of utilizing the Bar-On mixed model of emotional–social intelligence as a framework for the competencies and traits needed for reference and information services librarians. Through a survey of the literature, the author created a baseline list of competencies, which was compared and contrasted with the abilities, traits, and competencies that comprise the Bar-On model of emotional–social intelligence. The author conducted a pilot study with a small group (n = 10) of reference and user services librarians who took the EQ-i 2.0. The competencies and traits of reference and user services librarians identified in the literature compare favorably with those measured by the EQ-i 2.0. Overall, a majority of the participants (70%) obtained a total score on the EQ-i 2.0 in the mid or high range. Composite scales with the highest overall mean scores were decision-making and self-perception. Subscales with the highest scores included the following: impulse control, self-actualization, social responsibility, problem solving, and reality testing. As a pilot study, it was conducted using a small population of academic reference and user services librarians. Further research should be conducted utilizing a larger population of reference and user services librarians or librarians who have been recognized as exemplary in reference librarianship. The findings of this study could assist pre-service and in-service reference and user services librarians in further developing their emotional–social intelligence competencies and abilities by identifying areas where improvements could occur.

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.

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.

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.

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.

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”.

Some studies assess impairments in emotional functioning of offenders using measures of emotional intelligence (EI). Such measures were developed for use in general populations, and may not be suitable for offender samples. This study explores the factor structure of a commonly used trait EI measure for a sample of adult male offenders, and comments on its usefulness as a measure of emotional functioning for this group. We find that, although the SSREI can be indicated to be multi‐dimensional, the exact nature of its factors remains unclear for forensic samples. We conclude by suggesting that the social contexts and encounters that provoke emotion may be different for offenders and non‐offenders, and that there is a need to develop a trait EI measure specific to forensic populations.

This study aims to examine the concepts of trait emotional intelligence (EI), emotional labour strategies and burnout among internal human resources (HR) service providers. It proposes a model to deepen our understanding of the processes explaining the protective effects of trait EI on employee burnout.

The present study comprises a sample of 143 HR professionals from a large Malaysian financial institution.

Results suggest that trait EI predicted personal- and work-related burnout but not client-related burnout. Trait EI was also found to be partly related to emotional labour (EL), exhibiting a negative relationship with surface acting but not with deep acting. While surface acting exhibited a significant relationship on all three forms of burnout, deep acting was only significantly related to client burnout. Moreover, mediation analyses revealed that surface acting partly mediated the relationship between EI and burnout.

This study examines the relationship between EI, EL and burnout in HR professionals. This study is the first in the literature to examine these relationships in the context of internal service providers and in a non-Western context. Our study enhances our understanding of the processes explaining the protective effects of trait EI on employee burnout in a non-Western context.

The emotional intelligence (EI) model is widely used in pedagogy, management and other spheres as a useful concept with great potential for application. At the same time, there are significant differences in the traits of EI in different social groups, in particular, in different countries, which are just beginning to be studied. To date, there is a significant gap in the research literature on cross-cultural research in the field of EI, especially in the area of measuring its performance. This work is devoted to the study of the quantitative aspects of the differences in the traits of EI between teachers of higher educational institutions in Kazakhstan and Russia.

For the study, 700 participants from two countries were involved, 350 people from each with an approximately equal distribution by gender and age. Mann–Whitney U test and Fisher transformation were used for statistical analysis of the results of the N. Hall test for teachers from two countries.

As a result of assessing the level of EI by the method of N. Hall, significant differences were found in the manifestation of various scales of EI in representatives of these two groups (Fisher's transformation relative to the scales: “emotional awareness” was f*em = 5.466).

The practical value of the study lies in the discovery of a methodology for determining the difference in the traits of EI, which can be used in the correction of teaching methods, personnel management in higher educational institutions and in the formation of educational teams.

Construction enterprises are achieving the goal of production safety by increasingly focusing on the critical factor of “human” and the impact of individual characteristics on safety performance. Emotional intelligence is categorized into three models: skill-based, trait-based and emotional learning systems. However, the mechanism of action and the internal relationship between emotional intelligence and safety performance must be further studied. This study intends to examine the internal mechanism of emotional intelligence on safety performance in construction projects, which would contribute to the safety management of construction enterprises.

A structural equation model exploring the relationship between emotional intelligence and safety performance is developed, with political skill introduced as an independent dimension, situational awareness presented as a mediator, and management safety commitment introduced as a moderator. Data were collected by a random questionnaire and analyzed by SPSS 24.0 and AMOS 26.0. The structural equation model tested the mediation hypothesis, and the PROCESS macro program tested the moderated mediation hypothesis.

The results showed that construction workers' emotional intelligence directly correlates with safety performance, and situational awareness plays a mediating role in the relationship between emotional intelligence and the safety performance of construction workers. Management safety commitment weakens the positive predictive relationships between emotional intelligence and situational awareness and between emotional intelligence and safety performance.

This research reveals a possible impact of emotional intelligence on safety performance. Adding political skills to the skill-based model of emotional intelligence received a test pass. Political skill measures the sincere and cooperative skills of construction workers. Using people as a critical element plays a role in the benign mechanism of “Emotional Intelligence – Situational Awareness – Safety Performance.” Improving emotional intelligence skills through training, enhancing situational awareness, understanding, anticipation and coordination and activating management environment factors can improve safety performance. Construction enterprises should evaluate and train workers' emotional intelligence to improve workers' situational awareness and safety performance.

The 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?”

The 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.

The 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.

The 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.

The 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.

The research model is tested for the first time in the Lebanese higher educational sector.

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

This chapter seeks to investigate the role of student emotional intelligence (EI) in countering in-class cyberloafing behaviour by students, by exploring the mediating role of boredom proneness through a quantitative approach. A sample of 163 postgraduate university students in India was selected. The authors assessed the mediation model using PROCESS macro. The authors found that students who are more aware of their emotions are better equipped to handle internal and external distractions and work towards a desired goal or outcome and therefore are less likely to experience boredom. Results from this study revealed a significant direct and indirect negative relationship between students’ EI and cyberloafing behaviour. This chapter contributes to the body of literature by highlighting the positive effects of EI as an important antidote to student cyberloafing behaviour. On the practical front, the findings of this study can be used by academicians who are charged with the responsibility of understanding and enhancing student learning by diminishing cyberloafing behaviour among them. The proposed framework could provide a foundation for countering cyberloafing behaviour in educational settings.

The purpose of this paper is to identify the factors related to entrepreneurs’ emotional intelligence that trigger the choice of venture internationalization after locally suffering the shock of an economic recession in a developing economy.

The primary survey data were collected from 226 Uruguayan entrepreneurs and included their psychological traits and human capital characteristics after the most recent global financial crash of 2008. Personal interviews were conducted, and a “Trait Meta-Mood Scale” instrument (i.e. TMMS-12) was specifically designed for the measurement of emotional intelligence. Logistic regression analyses were conducted to test the hypotheses.

This study demonstrates that in disadvantaged environments, such as developing regions suffering from a severe global crisis, the early internationalization process of a new firm is mainly triggered by entrepreneurs’ emotional intelligence attributes rather than conventional human capital-related attributes. Moreover, social–emotional competences are more significant than personal–emotional competences to explain entrepreneurs’ exporting behaviour in such an adverse context.

The effect of emotional intelligence on venture internationalization is investigated in situations in which entrepreneurs are pressured to pursue risk-bearing strategies, pushed by a disrupting shock that weakens the national economic condition (e.g. an economic recession). While previous findings have highlighted the importance of entrepreneurs’ human capital attributes in their entering foreign markets, few studies have analysed how the emotional intelligence competences of entrepreneurs lead them to internationalize. This study fills this gap in the literature on entrepreneurial behaviour by focussing on the emotional, cognitive and psychological qualities of entrepreneurs to explain their exporting business decisions.