scispace - formally typeset
Search or ask a question

Showing papers on "Emotional intelligence published in 2019"


Journal ArticleDOI
TL;DR: This paper conducted a meta-analysis to assess the effect of training on emotional intelligence, and whether effects are moderated by substantive and methodological moderators, finding a moderate positive effect for training, regardless of design.

173 citations


Journal ArticleDOI
TL;DR: Emotional intelligence (EI) is defined as the ability to identify, express, understand, manage, and use emotions as mentioned in this paper, which has been shown to have an important impact on health, relationships, and well-being.
Abstract: Emotional intelligence (EI) can be defined as the ability to identify, express, understand, manage, and use emotions. EI has been shown to have an important impact on health, relationships, and wor...

131 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examined the effects of emotional intelligence and emotional labor on job satisfaction in a moderated mediation model, which posits surface and deep acting strategies as mediators.

127 citations


Journal ArticleDOI
TL;DR: Wang et al. as discussed by the authors investigated the role of social support and affective experience (i.e., positive affect and negative affect) in the relationship between emotional intelligence and life satisfaction.
Abstract: This study investigated the role of social support and affective experience (i.e., positive affect and negative affect) in the relationship between emotional intelligence and life satisfaction. Participants included 748 Chinese adults with an age range of 16–60 years who completed the Wong Law Emotional Intelligence Scale, the multi-dimensional scale of perceived social support, the Positive Affect and Negative Affect Scale, and the Satisfaction with Life Scale. Structural equation modeling demonstrated that social support, positive affect and negative affect independently mediated the effect of trait emotional intelligence on life satisfaction, consistent with the social network and affective meditation models. More importantly, the identified serial mediation model indicated that emotional intelligence could influence life satisfaction through the chain mediating effect of “social support–positive affect” and “social support–negative affect”. These findings contribute to a deeper understanding of the links between these factors and suggest that high emotional intelligence may promote well-being from the social support and affective perspectives.

107 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examined the mediation effects of surface acting, deep acting, and job stress on emotional labor stress and burnout in hotel frontline employees, and found that active coping and seeking support alleviate the undesirable phenomenon of burnout resulting from emotional labour stress, while avoidant coping strategy does not have any significant moderation effect.

101 citations


Journal ArticleDOI
TL;DR: This review discusses various conceptualizations of social-emotional skills, demonstrates their overlap with related constructs such as emotional intelligence and the Big Five personality dimensions, and proposes an integrative set of social/emotional skill domains that has been developed recently.
Abstract: The development and promotion of social-emotional skills in childhood and adolescence contributes to subsequent well-being and positive life outcomes. However, the assessment of these skills is associated with conceptual and methodological challenges. This review discusses how social-emotional skill measurement in youth could be improved in terms of skills' conceptualization and classification, and in terms of assessment techniques and methodologies. The first part of the review discusses various conceptualizations of social-emotional skills, demonstrates their overlap with related constructs such as emotional intelligence and the Big Five personality dimensions, and proposes an integrative set of social-emotional skill domains that has been developed recently. Next, methodological approaches that are innovative and may improve social-emotional assessments are presented, illustrated by concrete examples. We discuss how these innovations could advance social-emotional assessments, and demonstrate links to similar issues in related fields. We conclude the review by providing several concrete assessment recommendations that follow from this discussion. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

88 citations


Journal ArticleDOI
TL;DR: It is suggested that tailored approaches are necessary for adolescents who are addicted to smartphones because both emotional intelligence and coping style mediated the link between child neglect and psychological abuse and smartphone addition in a parallel fashion.

84 citations


Journal ArticleDOI
TL;DR: This article provided an exhaustive review of emotional labor research from the hospitality and tourism literature by outlining the theories, the antecedents and the outcomes of emotional labour, as well as the underlying mechanisms (i.e. mediators and moderators) of emotion labor, providing insights into the trends and gaps in the literature.
Abstract: The purpose of this paper is to provide an exhaustive review of emotional labor research from the hospitality and tourism literature by outlining the theories, the antecedents and the outcomes of emotional labor, as well as the underlying mechanisms (i.e. mediators and moderators) of emotional labor.,This study provides a qualitative and critical review of emotional labor research from the hospitality and tourism literature, providing insights into the trends and gaps in the literature.,The conservation of resources theory and affective event theory are the two most common theories in the reviewed literature. Emotional intelligence and personality are the most commonly investigated antecedents while burnout and job satisfaction are the most investigated outcomes of emotional labor. Stress and burnout are the most examined mediators of emotional labor and subsequent outcomes, such as commitment, turnover intentions and well-being. Moderators include leader-member exchange, job position, gender and climate of authenticity.,Four major gaps for research and practice are identified as follows: the lack of an overarching theoretical framework; inconsistency in how emotional labor is defined and measured; the vast majority of emotional labor studies are cross-sectional studies; and no research examines potential interventions to help service employees engage in effective emotional labor strategies.,This review offers a model providing a comprehensive framework that outlines the various antecedents, outcomes, mediators and moderators of emotional labor and corresponding theories for future research.

78 citations


Journal ArticleDOI
TL;DR: In this article, the authors map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning, and focus on the learner, a further step towards self-regulation.
Abstract: The aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further ...

78 citations


Journal ArticleDOI
TL;DR: In this paper, the authors identify the existence of different profiles of emotional intelligence according to their dimensions (Attention, Understanding and Repair) and verify whether there are significant differences between the profiles regarding burnout, anxiety, depression, and stress in teachers.

77 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examined the relationship among workplace incivility, job satisfaction and turnover intention for tourist hotel chefs and found that emotional intelligence has a significant moderating effect on the relationship between workplace infivility and job satisfaction.
Abstract: This study examines the relationships among workplace incivility, job satisfaction and turnover intention for tourist hotel chefs. Furthermore, emotional intelligence is taken as the moderating variable on the relationships between workplace incivility and job satisfaction and workplace incivility and turnover intention.,Tourist hotel chefs were invited to participate in this study using purposive sampling, and a structured questionnaire was administered to carry out the investigation on tourist hotel chefs.,The results show that workplace incivility has negative effects on job satisfaction and casts positive effects on turnover intention through job satisfaction. Emotional intelligence has a significant moderating effect on the relationship between workplace incivility and job satisfaction.,This study firstly demonstrated the relationships among workplace incivility, job satisfaction and turnover intention for tourist hotel chefs. Furthermore, the moderating effect of emotional intelligence on the relationship between workplace incivility and job satisfaction was also validated.

Journal ArticleDOI
TL;DR: Experimental findings indicated that the EI intervention was effective in improving EI, boosting more positive classroom emotions and alleviating negative classroom emotions, and their theoretical and practical implications for L2 education.
Abstract: The link between emotional intelligence (EI) and negative emotions, especially anxiety, has been investigated in different educational contexts including second/foreign language (L2) learning contexts. However, the link between EI and positive emotions remains underexplored, despite the growing interest of second language acquisition (SLA) researchers in positive emotions, motivated by the Positive Psychology (PP) movement. Grounded on PP theories, a correlational and experimental investigation was conducted on EI and two typical L2 classroom emotions, namely Foreign Language Enjoyment (FLE) and Foreign Language Anxiety (FLA). For the correlational study, questionnaires were administered to 1,718 English learners from three high schools in China. Statistical results showed medium correlations among students' EI, FLE, and FLA. In the intervention study, a pre-test, treatment and post-test design was adopted. A six-week PP-based EI intervention ("ARGUER" training model in class and the "three activities" of PP in diary) was conducted in the experiment class of 56 students, while not in the control class of 52 students. Semi-structured interviews were conducted with five students in the experimental class and their English teacher. ANCOVA test results and qualitative findings indicated that the EI intervention was effective in improving EI, boosting more positive classroom emotions and alleviating negative classroom emotions. The findings in both the correlational and intervention studies are discussed in combination with previous studies. We also further address their theoretical and practical implications for L2 education.

Journal ArticleDOI
TL;DR: This study confirms the strong association between team culture and team performance through the lens of knowledge sharing and team emotional intelligence and provides in-depth understanding to managers and leaders in health-care institutions to decentralize culture at the team level for endorsement of knowledgesharing behavior.
Abstract: The purpose of this study is to investigate the relationship between team culture and team performance through the mediating role of knowledge sharing and team emotional intelligence.,The study advocated that team culture influences the knowledge sharing behavior of team members and the development of emotional intelligence skill at the team level. Further, it is hypothesized that knowledge sharing and team emotional intelligence positively influence team performance. By adopting a quantitative research design, data were gathered by using a survey questionnaire from 535 respondents representing 95 teams working in private health-care institutions.,The findings significantly indicated that knowledge sharing and team emotional intelligence influence team working. Furthermore, this study confirms the strong association between team culture and team performance through the lens of knowledge sharing and team emotional intelligence.,This investigation offers observational proof to health-care services to familiarize workers with the ability of emotional intelligence and urge them to share knowledge for enhanced team performance. The study provides in-depth understanding to managers and leaders in health-care institutions to decentralize culture at the team level for endorsement of knowledge sharing behavior.,This is amongst one of the initial studies investigating team members making a pool of knowledge to realize potential gains enormously and influenced by the emotional intelligence. Team culture set a platform to share knowledge which is considered one of the principal execution conduct essential for accomplishing and managing team adequacy in a sensitive health-care environment.

Journal ArticleDOI
TL;DR: The importance of focusing on emotions in PE classes is successfully shown inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits, and focusing on the emotions of students in PE could prove quite beneficial.
Abstract: Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits. Objectives: To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits. Methodology: 615 secondary school students between the ages of 14 and 19 participated (M = 16.02; SD = 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity. Conclusions: This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.

Journal ArticleDOI
TL;DR: In this paper, a conceptual framework for examining the antecedents of two forms of sustainable consumption behavior of young adults was proposed, namely, pro-environmental and pro-social consumption behavior.

Journal ArticleDOI
TL;DR: Multivariate regression analysis showed that trait anxiety, problem-solving, emotional expression, social withdrawal, and emotional clarity were significantly related to the dependent variable, predicting 39% of total variance on levels of general perceived self-efficacy.
Abstract: The main objective of the present research is to analyze the relationship of levels of self-efficacy and anxiety, coping strategies and emotional intelligence in Spanish university students. This study has a cross-sectional design. The global sample was composed of 258 university students recruited from three academic areas. Descriptive, bivariate and multivariate regression analyses were performed. Significant bivariate analysis showed a significant inverse correlation between self-efficacy and state anxiety (r= -0.340) and trait anxiety (r= -0.466). In addition, a direct correlation was found between self-efficacy and the coping strategies of problem solving (r= 0.312), emotional expression (r= 0.133), cognitive restructuring (r= 0.195), social withdrawal (r= 0.103) and coping with a situation (r= 0.303), as well as with the emotional intelligence dimensions of emotional clarity (r= 0.397) and repair mood (r= 0.347). Multivariate regression analysis showed that trait anxiety, problem solving, emotional expression, social withdrawal and emotional clarity were significantly related to the dependent variable, predicting the 39% of total variance on levels of general perceived self-efficacy. In conclusion, this paper contributes to a better understanding of the related factors to general perceived self-efficacy in undergraduate students.

Journal ArticleDOI
TL;DR: An emotion-based automatic music classification method to classify music with high accuracy according to the emotional range of people and results show that the proposed method identifies most of induced emotions felt by music listeners and accordingly classifies music successfully.
Abstract: With the arrival of the fourth industrial revolution, new technologies that integrate emotional intelligence into existing IoT applications are being studied. Of these technologies, emotional analysis research for providing various music services has received increasing attention in recent years. In this paper, we propose an emotion-based automatic music classification method to classify music with high accuracy according to the emotional range of people. In particular, when the new (unlearned) songs are added to a music-related IoT application, it is necessary to build mechanisms to classify them automatically based on the emotion of humans. This point is one of the practical issues for developing the applications. A survey for collecting emotional data is conducted based on the emotional model. In addition, music features are derived by discussing with the working group in a small and medium-sized enterprise. Emotion classification is carried out using multiple regression analysis and support vector machine. The experimental results show that the proposed method identifies most of induced emotions felt by music listeners and accordingly classifies music successfully. In addition, comparative analysis is performed with different classification algorithms, such as random forest, deep neural network and K-nearest neighbor, as well as support vector machine.

Journal ArticleDOI
TL;DR: The results suggest that as the capacity of understanding and regulation of emotional intelligence increases, happiness also increases and the need to carry out practices leading to improvements in the adolescents' emotional intelligence and therefore increase their happiness and emotional well-being.
Abstract: The present study aimed to analyze the association between of the dimensions of emotional intelligence (attention, clarity, and repair) and different levels of perceived happiness (low, medium, and high) in adolescents. The sample consists of 646 students in the first, second, third, and fourth years of Secondary Education, 47.5% females and 52.5% males, between 12 and 17 years of age. The instruments used were the Spanish version of the Trait Meta Mood Scale-24 Questionnaire to measure perceived emotional intelligence and the Oxford Happiness Questionnaire. Multinomial logistic regression analysis and receiver operating characteristic (ROC) curve analysis were performed. The results suggest that as the capacity of understanding and regulation of emotional intelligence increases, happiness also increases. Adolescence is seen as an ideal time in life to encourage the development of emotional capacities that contribute to the greater happiness of individuals. In this way, the present study stresses the need to carry out practices leading to improvements in the adolescents’ emotional intelligence and therefore increase their happiness and emotional well-being.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the relationship between team emotional intelligence and team performance in large-scale construction projects and found that team EI is positively associated with team performance and that trust and conflict in the team mediate the association between team emotion intelligence and performance.
Abstract: Purpose The purpose of the study is to enhance understanding of the relationships among team emotional intelligence (EI), trust in team, conflict in team and team performance. Design/methodology/approach A sample of 389 team members from 84 project teams in large-scale construction projects was surveyed. Findings Findings showed that team EI is positively associated with team performance. In addition, trust and conflict in the team mediate the association between team EI and team performance. Practical implications The ability to perceive one’s own and others’ emotions significantly increases the likelihood of team performance by increasing trust in a team and reducing conflict. Therefore, managers can use these findings to boost team performance and reduce conflict in their teams. Originality/value This research contributes to the better understanding of the relationship between team EI and team performance in large-scale construction projects. In addition, this research is an empirical investigation into the mediation variables linking EI to team performance.

Journal ArticleDOI
TL;DR: The structural equation modeling analysis supports the idea that teachers’ trait emotional intelligence is strongly and directly associated with their burnout and internal social support was more effective on burnout than support forthcoming from their external context.
Abstract: The current study investigates the relations among teachers' trait emotional intelligence, internal and external social support, and their levels of burnout. We hypothesized that both emotional intelligence and teachers' perceived social support were associated with low level of teachers' burnout. We further expected that internal and external support mediated the relationship between trait emotional intelligence and burnout scores. Participants were 318 in-service Italian teachers. The structural equation modeling analysis supports the idea that teachers' trait emotional intelligence is strongly and directly associated with their burnout. Furthermore, internal social support (from the teachers' workplace relationships) was more effective on burnout than support forthcoming from their external context. On the contrary, the mediation hypothesis was partially supported by the empirical data. These findings shed light on the relationship between teachers' emotional competence and their burnout experience at school.

Journal ArticleDOI
TL;DR: One way to reduce stress in professionals would be to help them improve their emotional intelligence in programs (tailored to consider particularities of either sex) within the framework of nursing, enabling them to develop and acquire more effective stress coping strategies, which would alleviate distress and increase the wellbeing of health professionals.
Abstract: Background: Nursing professionals face a variety of stressful situations daily, where the patients’ own stresses and the demands of their family members are the most important sources of such stress. Methods: The main objectives pursued were to describe the relationships of self-efficacy and emotional intelligence with perceived stress in a sample of nursing professionals. We also developed predictive models for each of the components of perceived stress based on the dimensions of emotional intelligence and self-efficacy, for the total sample, as well as samples differentiated by sex. This study sample consisted of 1777 nurses and was conducted using multiple scales: the perceived stress questionnaire, general self-efficacy scale, and the brief emotional intelligence survey for senior citizens. Results: The variables stress management, mood, adaptability, intrapersonal skills, and self-efficacy explained 22.7% of the variance in the harassment–social component, while these same variables explained 28.9% of the variance in the irritability–tension–fatigue dimension. The variables mood, stress management, self-efficacy, intrapersonal, and interpersonal explained 38.6% of the variance in the energy–joy component, of which the last variable offers the most explanatory capacity. Finally, the variables stress management, mood, interpersonal, self-efficacy and intrapersonal skills explained 27.2% of the variance in the fear–anxiety dimension. Conclusion: The results of this study suggest that one way to reduce stress in professionals would be to help them improve their emotional intelligence in programs (tailored to consider particularities of either sex) within the framework of nursing, enabling them to develop and acquire more effective stress coping strategies, which would alleviate distress and increase the wellbeing of health professionals.

Journal ArticleDOI
TL;DR: For enterprises, improving the EI of employees will help to improve their psychological capital, and high psychological capital will lead to positive job performance and less job burnout.
Abstract: How does emotional intelligence (EI) affect job performance and job burnout? Direct or indirect? What role does psychological capital play? This study surveyed 450 employees of various enterprises through questionnaires. Results are as follows: (1) Employees' EI has a positive predictive effect on psychological capital and job performance, and it is negatively correlated with job burnout; (2) psychological capital has a negative predictive effect on job burnout and a positive predictive effect on job performance; and (3) psychological capital plays a mediating role in the relationship between EI and job burnout/performance. Results of this study may contribute to develop EI theories in organizational behavior field. As for enterprises, improving the EI of employees will help to improve their psychological capital, and high psychological capital will lead to positive job performance and less job burnout.

Journal ArticleDOI
TL;DR: This study provided a theoretical basis for ameliorating adverse effects of childhood maltreatment on mental symptoms by enhancing emotional intelligence and social support through influencing social support and then indirectly increasing the likelihood of developing mental symptoms.
Abstract: Childhood maltreatment and its influence on mental health are key concerns around the world. Previous studies have found that childhood maltreatment is a positive predictor of mental symptoms, but few studies have been done to explore the specific mediating mechanisms between these two variables. Previous studies have found that there is a negative correlation between childhood maltreatment and emotional intelligence and between childhood maltreatment and social support, both of which are strong indicators of mental symptoms. Therefore, in this study, we took emotional intelligence and social support as mediating variables, exploring their mediating effects between childhood maltreatment and mental symptoms via the structural equation modeling method. We recruited 811 Chinese college students to complete the Childhood Trauma Questionnaire (CTQ), the Symptom Checklist 90 Scale (SCL-90), the Wong Law Emotional Intelligence Scale (WLEIS), and the Perceived Social Support Scale (PSSS). The results showed a significant and positive correlation between childhood maltreatment and mental symptoms (β = 0.26, P < 0.001); meanwhile, social support played a significant mediating role in the influence of childhood maltreatment on emotional intelligence [95% confidence intervals, (-0.594 to -0.327)]; and emotional intelligence likewise played a significant mediating role in the effect of social support on mental symptoms [95% confidence intervals, (-0.224 to -0.105)]. These results indicated that childhood maltreatment not only directly increases the likelihood of developing mental symptoms, but also affects emotional intelligence through influencing social support and then indirectly increasing the likelihood of developing mental symptoms. This study provided a theoretical basis for ameliorating adverse effects of childhood maltreatment on mental symptoms by enhancing emotional intelligence and social support.

Journal ArticleDOI
TL;DR: This paper developed and tested a novel partial mediation mode for entrepreneurship and found that partial mediation can improve the performance of emotional intelligence in the field of entrepreneurship and increase the potential for emotional intelligence.
Abstract: Scholars emphasize the importance of emotion in entrepreneurship and the potential of emotional intelligence, but research is sparse in the field. We develop and test a novel partial mediation mode...

Journal ArticleDOI
TL;DR: The results indicated that the victims generally present greater maladjustment than the aggressors, and with regard to emotional intelligence, victims had a higher probability of obtaining low scores in all the dimensions of this construct.
Abstract: The objective of the present study was to analyze the extent to which violent peer behavior and victimization, both traditional and cybernetic, and predict certain indicators of psychological maladjustment in adolescents, such as self-concept, satisfaction with life, feeling of loneliness, depressive symptomatology, perceived stress, social anxiety, empathy, and emotional intelligence. Participants in the study were 1318 adolescents of both sexes, aged between 11 and 18 years and enrolled in Compulsory Secondary Education schools. The design of the study was cross-sectional. The results indicated that the victims generally present greater maladjustment than the aggressors. Both victims and cybervictims showed a greater decrease in all the dimensions of self-concept, compared with aggressors and cyberaggressors. However, the two types of aggressors showed a higher likelihood of presenting low levels of empathy. Feeling of loneliness, depressive symptomatology, perceived stress, and degree of life satisfaction was more probable to be present in all groups of aggressors and victims. Finally, with regard to emotional intelligence, victims had a higher probability of obtaining low scores in all the dimensions of this construct; this was the case for traditional aggressors only in the dimension of emotion regulation. These results contribute to our understanding of the consequences of harassment in the adaptation of the students involved, with relevant practical implications.

Journal ArticleDOI
TL;DR: The models of EI are described and the findings about the association between EI, leaders and employees to point out the positive correlations are reviewed to signalizing thoughts for future research on the role of Ei in organizations.
Abstract: Emotional intelligence (EI) is related to emotions and emotional information. It has attracted great attention among researchers and Human Resource (HR) practitioners because of its contribution towards leaders and employees and its key role for the organizational effectiveness and excellence. Here, I describe the models of EI and review the findings about the association between EI, leaders and employees to point out the positive correlations. I conclude by signalizing thoughts for future research on the role of EI in organizations.

Journal ArticleDOI
TL;DR: In this article, the authors investigated the effect of team emotional intelligence on intrateam conflict and team effectiveness and found that emotional intelligence has a moderating effect on decoupling task conflict and relationship conflict.
Abstract: Team emotional intelligence is expected to have a significant impact on intrateam conflict and team effectiveness. However, to date, there has been a dearth of empirical evidence of this link. Taking a comprehensive approach, our study contributes to the literature on intrateam conflict and team emotional intelligence. Data collected from 79 teams in South Korean companies reveal that team emotional intelligence is negatively related to team process (i.e., task conflict and relationship conflict) and positively related to team effectiveness (i.e., team performance, innovation, and cohesion). In addition, team emotional intelligence has a moderating effect on decoupling task conflict and relationship conflict. Our findings also indicate that team emotional intelligence decreases the negative effects of task conflict on team effectiveness, and of relationship conflict on team cohesion. We conclude this study with a discussion of limitations and implications for future research.

Journal ArticleDOI
TL;DR: In this article, the authors present a systematic review, paying special attention to the scientific literature that combines emotional intelligence (EI) and burnout syndrome (BS) in the work performance of teachers.
Abstract: Background: Emotional Intelligence (EI) has become a key factor in educational environments, which facilitates and contributes to the mental well-being of teachers, and therefore, favours the teaching and learning process. However, education professionals are under constant stress. This stress is caused by a large number of social interactions, the new skills to be acquired, and the workload, developing in many situations the Burnout Syndrome (BS). Methods and Results: The study presents a systematic review, paying special attention to the scientific literature that combines IE and BS in the work performance of teachers as fundamental factors in the work carried out by educators at different educational stages, as well as the influence they have on the quality of the teaching-learning process. The Web of Science (WOS) has been used as a database, obtaining a total of 36 scientific articles intimately related to the topic of the work, published between 2005 and 2017. Many studies show that teachers are increasingly experiencing high feelings of stress, which affect the quality of education, as well as the relevance of developing emotional intelligence, which helps prevent these negative feelings from appearing. Conclusions: EI is a capacity that should be developed in teachers, since it gives the individual the ability to regulate his emotions, making him stronger in terms of decision-making in daily situations in the teaching environments, as well as being a key factor for the success of education. Through the positive reinforcement of EI, levels of stress and anxiety that worry society so much are reduced, since this avoids the feeling of frustration before their professional realisation, which leads to improved teaching practice, health and mental well-being of teachers.


Journal ArticleDOI
TL;DR: Findings elucidate the role of contextual factors and personal factors (such as self-esteem and emotional intelligence) in adolescent IA, and suggest that comprehensive and holistic intervention programs may be promising for reducing IA among adolescents.