K.K.K. Dokuzuncu Kolordu Komutanligi OZET: Bu calismanin amaci, duygusal zekanin is performansi, is tatmini, orgutsel vatandaslik davranisi ve bazi demografik ozelliklerle olan muhtemel iliskisini tespit etmektir. Bu amacla, Istanbul bolgesinde bankacilik, hazir giyim, turizm, medikal malzemesi satisi, tekstil imalati ve perakende sektorlerinde faaliyet gosteren cesitli isletmelerde calisan toplam 494 isgoren uzerinde gorgul bir arastirma yapilmistir. Arastirma sonucunda, duygusal zekanin isgorenlerin bazi demografik ozellikleri ile iliskili oldugu gorulmustur. Buna karsin, duygusal zekanin is performansi, is tatmini, orgutsel vatandaslik davranisi ile anlamli bir iliskisi tespit edilememistir. Anahtar kelimeler: Duygusal zeka; Is performansi; Is tatmini; Orgutsel vatandaslik davranisi ABSTRACT: Aim of this study is to find out the relation between emotional intelligence and job performance, job satisfaction, organizational citizenship behavior, and some demographic factors. With this aim, an empirical study was conducted on 494 employees working in banking, ready-made clothing, tourism, medical, textile production, and retail sector in Istanbul region. According to the results of the study, it is proved that there is a significant association between emotional intelligence and some demographic factors of the employees. However, the results indicated that there is no significant relation between emotional intelligence and job performance, job satisfaction, and organizational citizenship behavior.

Çalışma Ortamında Duygusal Zeka : İş Performansı, İş Tatmini, Örgütsel Vatandaşlık Davranışı ve Bazı Demografik Özelliklerle İlişkisi = Emotional Intelligence in Workplace : Its Relation With Job Performance, Job Satisfaction, Organizational Citizenship Behavior, and Some Demographic Factors

This Doctoral Thesis analyzes the "problem of the emotions" in the person, as entity organizacional and analyzes and realizes contributions concerning the constructs of Emotional Intelligence, Emotional Capital, Relational Capital and Intellectual Capital. The information bases of the investigation it was obtained by means of the scale TECER-2012 designed and applied to a pilot sample and final sample of 892 university and qualified students. It allowed to relieve cognitive, emotional and relational antecedents (competitions of learning and formation and emotional competitions in the dimensions of recognition and regulation, both personal and social), formulated the operational models of ICom2 and IEom2 for the treatment of the components that characterize the Intellectual Capital and the Emotional Intelligence; to validate a set of hypotheses formulated by the literature review and the bibliometric analysis and Altmetrics; apply techniques of multivariate analysis to formulate models of Cluster, Multidimensional Mapping and Discriminant as support for the improvement of the operational models and propose recommendations for the improvement of the constructs, in particular, the emotional.

El capital emocional como base del capital humano de las personas. Formulación de un modelo de evaluación operacional

Achieving Emotional Literacy

Studies have revealed that emotional intelligence (EI) influences an individual's job performance in terms of organizational commitment and job satisfaction. But prior studies were limited mostly to the corporate sector. Therefore the present study was conducted to understand the correlation between EI and teaching performance in the case of faculty members at medical and engineering colleges, as courses related to these two fields are quite extensive and demanding which often leads to stress among students (Saipanish, 2003; Foster & Spencer, 2003; Schneider, 2007; Ray and Joseph, 2010). A total of 250 faculty members from three medical and four private engineering colleges of Uttar Pradesh, India, participated in the study. Emotional intelligence scale (EIS, 2007), Teacher Effectiveness Scale (TES, 2010) and Teacher Rating Scale (TRS, 2003) were administered to measure the emotional intelligence, self-reported teacher effectiveness and student rated teacher effectiveness of the faculty members respectively. All materials used in the study are constructed and standardized on Indian population. The study revealed a positive correlation between EI and teacher effectiveness, both self-reported and students rated. Among ten components of EI considered in the study; emotional stability, self-motivation, managing relations, self-awareness and integrity emerged as the best predictors of teacher effectiveness. Gender differences on the scores of EI and Teacher Effectiveness was insignificant. The EI and self-reported teacher effectiveness of engineering faculty members were relatively higher than those of medical faculty. However, according to students’ rating there was no significant difference in teacher effectiveness among the two groups. Implications of this research from the perspective of training faculty members are discussed.

https://ejop.psychopen.eu/index.php/ejop/article/download/483/pdf

Teacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Members

Adolescence is a turbulent time and a critical transformational phase during which major physical, emotional, cognitive and social shifts occur. The objective of this study is to explore ways in which female adolescents can acquire anger management skills. The study proposes that emotional competency is cultivated as a result of the neurological plasticity of the brain and by applying learning material based on the work of scholars in the fields of neuroscience and Applied Drama. Adolescence is an opportune time for girls to learn emotional competency skills as the incomplete development of the prefrontal area of the brain makes them more inclined to risk taking and less aware of logical thinking processes. The study indicates that anger floods the body with secretions like cortisol and adrenaline, blocking logical thinking. Angry incidences can have destructive consequences for relationships. The empirical study includes discussions of training levels for anger management, such as the identification of anger-related emotions and anger styles, understanding anger, and curbing angry expressions through assertive communication. As anger management is a practical aptitude, the empirical study applied selected Process Drama conventions (as modes of Applied Drama), specifically role play, tableaux, Mantle of the Expert and dramatized poetry. The benefit of these conventions lies in the facility with which they can alternate between dual modes of engagement and learning content. Process Drama launches the workshops’ participants into a make-believe world in which they can identify with a situation from the inside out while simultaneously observing the situation from the outside in, a phenomenon called metaxis. The female adolescent, while protective of her social relationships, can safely enter a fictitious world and face the problems raised by anger without jeopardizing her privacy or dealing with real-life emotions. The convention of dramatized poetry enabled creative expression as the participants wrote their own poems to personalize their insight into their need for anger management. While the methodology was being practised, it was also assessed. As the outcomes of the learning objectives were the participants’ responsibility, I could assess during the activities if they accommodated learning objectives in their biography. In this study the participants were, for example, not able to fully utilize the skill of assertive communication. The integrity of the methodology of Process Drama for girls was affirmed when it was successfully combined with the principles of brain-based learning. The literature review and the outcomes of the empirical study confirmed that Process Drama adheres to the principles of brain-based learning which is, inter alia, physiological, social and emotional, and occurs in tandem with the developmental phase of the participant. The research study is the culmination of various disciplines and an endeavour to present a multimodal anger management programme that incorporates the adolescent female on a cognitive, emotional and physical level, and in a sound collaborative environment.

Dramatization of poetry as strategy in an angermanagement programme for adolescent girls

Ce rapport est egalement disponible en francais. This report is also available in French. Pour obtenir des exemplaires supplementaires, veuillez vous adresser a la Direction de la recherche, Service correctionnel du Canada, 340, avenue Laurier ouest, Ottawa (Ontario) K1A 0P9. Should additional copies be required, they can be obtained from the Research Branch, Correctional Service of Canada, 340 Laurier Ave., West, Ottawa, Ontario, K1A 0P9.

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Yvonne Stys

Papers

A Review of the Emotional Intelligence Literature and Implications for Corrections