Showing papers on "Emotional intelligence published in 2022"

The Relationship between Emotional Intelligence and Educators’ Performance in Higher Education Sector

Abstract: The significance of emotions in the classroom has been thoroughly explored, but discussions on educators’ abilities to recognize, regulate, and manage their emotions are still ongoing. This paper aims to look at the concept of emotional intelligence (EI) and how professors in higher education can use it to achieve better results in the form of emotional intelligence competencies (EIC). A total of 312 educators from 25 higher education institutes in the United Arab Emirates (UAE) participated in this study. In sampling the Emotional Intelligence Competencies for this study, we adopted Costa and Faria’s (2015) EQ test, administered to the respondent. The Reuven Bar-On emotional intelligence scale was created and standardized to gather data. Using structural equation modeling, the validity and utility of a proposed model for EI-based teaching competencies and their relationship to critical strengths were evaluated (SEM). The findings show that EIC significantly impacts educator behavior, which in turn improves student success. In order to ensure successful instruction and remarkable performance, the study provides valuable recommendations to higher education institutes about the importance of recruiting new instructors with high skills in EI and providing training sessions for existing educators to improve their EI skills.

Analysis of Interpersonal Skill Learning Outcomes in Business English Students Class

Abstract: The research examines the interpersonal competence of student communication in the Business English study program. Interpersonal competence refers to the ability of individuals to collaborate and communicate in groups, both verbally and nonverbally. People with effective interpersonal skills will be sensitive to the feelings and emotions of others around them. This ability is a way to mea- sure the quality of interpersonal communication, which includes knowledge of the rules of nonverbal communication, such as physical contact and intimacy, knowledge of interaction by context, attention to the person to whom to com- municate, and attention to the amount. This is evidenced by the test results data of class A students of the Class of 2020, the average score obtained in the listening skill aspect is 53.56, the emotional intelligence aspect is 57.65, and verbal communication is 45. 47, communication in groups is 53.27, and the average score of students totalling 45 is 53.11. There are eleven students who are at a level below average, this happens because of several factors. Then the average score in class B class of 2020, in the aspect of listening skills is 53.35, emotional intelligence is 57.67, verbal communication is 47.47, and communi- cation in the group is 53.28 while the total average number of res throughout is 53.44. There were 21 students who were in the below-average category out of a total of 43. Based on the data obtained, it shows that the scores obtained by class A and B Year 2020 are not too significantly different, this happens because the students experience the same difficulties

"Parents' views Questionnaire for the education of emotions in Autism Spectrum Disorder" in a Greek context and the role of ICTs

Abstract: International research highlights the benefits of parental involvement in education [1] of children with ASD in parent behavioral training programs for children, and particular interest is the involvement of parents in socio-emotional learning programs, an area in which people with ASD, using serious serious digital games [2] and aiming for their emotional empowerment. This paper presents the results and their interpretation, as they emerged from the completion of a questionnaire regarding the views of parents' participation in an educational intervention program to strengthen the emotional intelligence of people with ASD.

Artificial Emotional Intelligence in Socially Assistive Robots for Older Adults: A Pilot Study

Abstract: This paper presents our recent research on integrating artificial emotional intelligence in a social robot (Ryan) and studies the robot's effectiveness in engaging older adults. Ryan is a socially assistive robot designed to provide companionship for older adults with depression and dementia through conversation. We used two versions of Ryan for our study, empathic and non-empathic. The empathic Ryan utilizes a multimodal emotion recognition algorithm and a multimodal emotion expression system. Using different input modalities for emotion, i.e. facial expression and speech sentiment, the empathic Ryan detects users' emotional state and utilizes an affective dialogue manager to generate a response. On the other hand, the non-empathic Ryan lacks facial expression and uses scripted dialogues that do not factor in the users' emotional state. We studied these two versions of Ryan with 10 older adults living in a senior care facility. The statistically significant improvement in the users' reported face-scale mood measurement indicates an overall positive effect from the interaction with both the empathic and non-empathic versions of Ryan. However, the number of spoken words measurement and the exit survey analysis suggest that the users perceive the empathic Ryan as more engaging and likable.

Can people experience romantic love for artificial intelligence? An empirical study of intelligent assistants

Abstract: Along with the development of artificial intelligence (AI), more IT applications based on AI are being created. A personal intelligent assistant is an AI application that provides information, education, consulting, or entertainment to users. Due to their high levels of cognitive and emotional capabilities, we assume that users can form humanlike relationships with intelligent assistants, therefore, we develop a research model based on the theory of love. Data were collected from users of intelligent assistants through a survey. The results indicate that users can develop intimacy and passion for an AI application similar to that experienced with human beings. These feelings are related to users’ commitment, promoting the usage of an intelligent assistant, influenced by AI factors (performance efficacy and emotional capability), and moderated by human trust disposition.

Emotional Intelligence and Conflict Management Capabilities in Prisoners in Prisons

Abstract: The purpose of this research is researchers want to see the relationship between emotional intelligence and conflict management abilities in prisoners at the Class II B Batusangkar detention house. The research method used is quantitative with the type of correlational research. The population in this study were prisoners in November 2020, 75 prisoners. The author uses a Likert scale to obtain the required data on emotional intelligence and conflict management skills. The results showed a significant relationship between emotional intelligence and conflict management abilities of prisoners in the Class IIB Batusangkar Detention Center. This is evidenced by the results of the correlation test that recount is greater than the table, thus it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. This means that emotional intelligence is related to conflict management skills.

How Smart Should a Service Robot Be?

Abstract: Service robots are taking over the frontline. They can possess three types of artificial intelligence (AI): mechanical, thinking, and feeling AI. Although these intelligences determine how service robots can help customers, not much is known about how customers respond to robots of different intelligence. This paper addresses this gap, builds on the appraisal theory of emotions, and employs three online experiments and one field study to demonstrate that customers have different emotional responses to the three types of AI. Particularly, the influence of AI on positive emotions becomes stronger as the AI type becomes more sophisticated. That is, feeling AI relates more strongly to positive emotions than mechanical AI. Also, feeling AI and thinking AI increase spending and loyalty intention through customers’ positive emotions. We also identify important contingency effects of service tiers: mechanical AI is more suitable for low-cost firms, whereas feeling AI mainly benefits full-service providers. Remarkably, none of the three intelligences are directly related to negative emotions; perceived robot autonomy is an important mediator in these relationships. The findings yield concrete managerial guidance as to how smart a service robot should be by pinpointing the right type of AI given the market segment of the service provider.

The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19

Abstract: Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students’ emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.

I, Robot, You, Consumer: Measuring Artificial Intelligence Types and their Effect on Consumers Emotions in Service

Abstract: This research draws upon the increasing usage of AI in service. It aims at understanding the extent to which AI systems have multiple intelligence types like humans and if these types arouse different emotions in consumers. To this end, the research uses a two-study approach: Study 1 builds and evaluates a scale for measuring different AI intelligence types. Study 2 evaluates consumers’ emotional responses to the different AI intelligences. The findings provide a measurement scale for evaluating different types of artificial intelligence against human ones, thus showing that artificial intelligences are configurable, describable, and measurable (Study 1), and influence positive and negative consumers’ emotions (Study 2). The findings also demonstrate that consumers display different emotions, in terms of happiness, excitement, enthusiasm, pride, inspiration, sadness, fear, anger, shame, and anxiety, and also emotional attachment, satisfaction, and usage intention when interacting with the different types of AI intelligences. Our scale builds upon human intelligence against AI intelligence characteristics while providing a guidance for future development of AI-based systems more similar to human intelligences. Graphical Abstract

Continuance in organizational commitment: The role of emotional intelligence, work‐life balance support, and work‐related stress

Abstract: The study uses the job demands-resources (JD-R) theory to examine the effects of work-related stress, life-work balance support, and emotional intelligence on the organizational continuance commitment of workers in under-resourced organizations. Quantitative cross-sectional survey data were collected from 212 workers at selected independently owned schools in western Zimbabwe. Correlation and multiple-regression analyses techniques were used to analyze the data. Positive significant relationships were found between all three independent variables (work-related stress, work-life balance support and emotional intelligence) and organizational continuance commitment. Hayes’ PROCESS analyses results demonstrated that emotional intelligence significantly moderated the effect of work-related stress on organizational continuance commitment, and that of work-life balance support and organizational continuance commitment. The results highlight the importance of factors including work-related stress, work-life balance support, and emotional intelligence in efforts to help inadequately resourced entities retain employees.

Does Servant Leadership Promote Emotional Intelligence and Organizational Citizenship Behavior among Employees? A Structural Analysis

Abstract: The last two decades have seen a conspicuous rise in the importance of leadership styles. Servant Leadership (SL) is believed to be a pioneering style of leadership that aims to serve others first. Based on the Social Learning Theory and Social Exchange Theory, this study investigates whether SL promotes Organizational Citizenship Behavior (OCB) among employees. In this regard, it also examines what role the employees’ Emotional Intelligence (EI) plays between the two variables. A sample of 422 responses was obtained from the managerial and non-managerial staff service and manufacturing industries using a non-probability sampling technique. The data that was collected was analyzed using the PLS-SEM technique. The results indicated a strong positive relationship between SL and OCB. Moreover, the employees’ EI was also found to mediate the relationship between the two variables partially. The analysis showed that leaders who can serve their followers’ needs and expectations to the best of their abilities could promote and strengthen EI among their employees, which eventually boosted their followers’ behavior’s emotional and motivational aspects. This study suggests that managers adopt an SL style that fosters empathy and trust with their employees. Meeting their employees’ expectations and requirements may boost their EI, which helps them attract positive energy and create an atmosphere of mutual respect and collaboration.

The Effect of University Students’ Emotional Intelligence, Learning Motivation and Self-Efficacy on Their Academic Achievement—Online English Courses

Abstract: The COVID-19 pandemic has had a significant impact on education worldwide. The disease first hit China and numerous Chinese cities then started to conduct online courses. Therefore, this study aims to explore the effect of the Shanghai students’ emotional intelligence, learning motivation, and self-efficacy on their academic achievement when they participated in online English classes during the latter phase of the pandemic in China. Furthermore, the research also examines whether the students’ emotional intelligence can influence their academic achievement through the mediation effect of their learning motivation and self-efficacy. Social Cognitive Theory (SCT) and the social cognitive Expectancy-Value Model were employed to build the research framework, and the method of structural equation modeling (SEM) was utilized to conduct the model verification. Ten universities in Shanghai, China were selected for sampling. In total, 450 students were surveyed of which 404 questionnaires were valid. The results show that the students’ emotional intelligence did not directly affect their academic achievement. Nevertheless, the students’ emotional intelligence had a positive effect on their learning motivation and self-efficacy. In addition, mediation analysis showed that the relation between emotional intelligence and academic achievement was sequentially mediated by learning motivation and self-efficacy.

Emotional exhaustion, emotional intelligence and task performance of employees in educational institutions during COVID 19 global pandemic: a moderated-mediation model

Abstract: PurposeThe objective of the present study is to investigate the relationship between emotional exhaustion and performance. During the present coronavirus disease (COVID-19) global pandemic, as the world has come to a standstill and more than 200 countries have been seriously affected, the level of emotional exhaustion experienced by people worldwide is beyond one's imagination. But how organizations were coping with emotional exhaustion and maintaining performance has remained an important question. To address this, the authors developed a conceptual model suggesting that organizational citizenship behavior (OCB) can act as a mediator, and leadership style and emotional intelligence (EI) can act as moderators in alleviating the dysfunctional consequences of emotional exhaustion.Design/methodology/approachUsing a structured survey instrument, data were collected from 384 respondents from the faculty and administrative personnel in the Mangalore Diocese educational institutions. The authors used stratified sampling and tested the psychometric properties of the instrument using Lisrel software. To test the hypotheses involving two-way and three-way interactions, the authors used Hayes (2018) PROCESS as a statistical technique.FindingsThe results revealed that OCB mediated the relationship between emotional exhaustion and performance. To alleviate the dysfunctional consequences of emotional exhaustion, EI and transformational leadership interact to influence OCBs. The authors found that at lower and higher levels of EI, employees exhibited OCBs when leaders exhibited a greater level of transformational leadership. Furthermore, the transactional leadership style interacted with emotional exhaustion to reduce the adverse effects of later on performance.Research limitations/implicationsAs with any research based on self-report measures, the present study has inherent limitations of social desirability and common method bias. However, the authors have sufficient care to minimize, if not eliminate, these limitations. The research highlights the importance of EI, a contingency leadership style in organizations, to reduce the adverse effects of emotional exhaustion caused by the global pandemic.Practical implicationsThis study contributes to both organizations and literature on personnel psychology and organizational behavior. The study suggests that individuals need to invest resources in developing the skills of controlling and regulating their emotions and engaging in extra-role behaviors. In addition, leaders in organizations need to exercise transformational and transactional leadership styles to combat the present COVID-19 global pandemic situation.Originality/valueThis study provides new insights into the importance of EI, leadership style, and OCBs in restoring the loss of resources because of emotional exhaustion. The conceptual model developed and tested is the first of its kind in India, to our knowledge, and contributes to both theory and practice.

Islamic Leadership, Emotional Intelligence, and Spiritual Intelligence on Passion of Work and Performance

Abstract: This study aims to test and analyze empirically the influence of Islamic leadership, emotional intelligence, and spiritual intelligence on morale, and the influence of Islamic leadership, emotional intelligence, spiritual intelligence, and passion of work on employee performance, as well as the effect of Islamic leadership, emotional intelligence, Spiritual intelligence on employee performance. Employee performance through and employee morale. The research was carried out in all work units at the 140 Islamic Private lecturers in the scope of LLDIKTI-IX. Data from the questionnaire were analyzed using the Structural Equation Model by AMOS. The study results found that Islamic leadership positively and significantly affected morale, emotional intelligence, and spiritual intelligence, increasing employee morale. Employee performance improves with high Islamic leadership and increased confidence. Emotional intelligence and spiritual intelligence have a positive but not significant effect on employee performance. The position of morale in the research model is not to be a mediating variable (intervening) in explaining the influence of Islamic leadership on employee performance. The role of morale in the research model is a perfect mediation variable (complete mediation) in explaining the effect of emotional intelligence and spiritual intelligence on employee performance. To improve employee performance, emotional intelligence cannot do it directly.

Emotional Intelligence, Psychological Well-Being and Burnout of Active and In-Training Teachers

Abstract: The main activating variables of psychological well-being and Emotional Intelligence that influence teachers include the process of evaluating well-being, their motivation, and their ability to perceive and regulate sources of stress and burnout. The relationship and influence of psychological well-being and emotional intelligence was analyzed with the adequate regulation of burnout. Those who participated included 386 active teachers (55%), and teachers in training (45%), studying for degrees in Pre-School and Primary Education, and Master’s degrees in Secondary Education Teacher Training of which 71.5% were women. The following were used: Psychological Well-Being Scales, Trait Meta-Mood Scale and the Spanish Burnout Inventory. Pearson’s correlation analysis and multiple regression analysis were performed. The results showed that enthusiasm for the teaching job is related to psychological well-being, especially domain of the environment and personal growth. Multiple regression analysis made it possible to establish a predictive model of well-being, showing that psychological well-being is the main adjustment predictor and/or the mismatch in the work of the teaching staff in both samples, through an adequate regulation of positive relationships, mastery of their environment and having a purpose in life.

Sustainable competencies of social entrepreneurship for sustainable development: Exploratory analysis from a developing economy

Abstract: With the establishment of social enterprises, the role of social entrepreneurs (SEs) becomes prominent with their exceptional competencies that contribute to the sustainable development (SD) of the environment. Sustainable competencies (SC) assist these entrepreneurs in strengthening their personalities for the present and future development by facilitating entrepreneurial social activities. This study focuses on the investigation of SC of SEs with the help of in-depth interviews and exploratory factor analysis by collecting the data from SEs belonging to different regions of Uttar Pradesh, India, through a questionnaire. During the analysis of interviews and data, it has revealed that among the eight vital SC, few are entrepreneurial resilience, empathy, emotional intelligence, strategic thinking and so forth, which are crucial for the success of the social entrepreneurial journey. This is the significant study that focuses on the SC required by the present and future generations for the world's SD with humankind and would facilitate the academic institutes and policymakers to inculcate the SC among the generations to create more social enterprises.

Critical review of emotional intelligence research studies in the construction industry

Abstract: Purpose Even though emotional intelligence (EI) is reported to have many benefits, yet it remains mainly unexplored in the construction industry. This paper aims to present a critical review of EI research in the construction industry. Design/methodology/approach Search of literature was conducted by using Scopus engine. Relevant keywords were used to discover 146 publications. The titles, abstracts, keywords and full texts of the publications were examined to finally select 48 publications that were relevant. Scientometric analysis was undertaken with the aid of VOSViewer. Content analysis systematically reviewed the key themes. Findings The five topmost countries conducting research into EI in the construction industry are UK, Australia and the USA. The most influential authors in construction EI research are Goleman, D., Salovey, P. and Mayer, J.D. The significant impact of EI on leadership in the construction industry were that EI boosted transformational leadership style and EI influenced use of management-by-exception active style by construction leaders. Furthermore, EI leads to resilience against stress and EI enhances stress tolerance were the significant roles of EI on stress management. Research limitations/implications A limitation is in the number of publications reviewed. In spite of the critical review, the number of publications reviewed may not be exhaustive. Practical implications This research enhances knowledge and stimulates a deeper comprehension of EI research and also provides recommendations for further studies based on identified research gaps. Originality/value As a pioneering study that combines scientometrics and systematic review for EI research, this study enhances knowledge on EI in the construction industry.

A Novel Deep Learning Technique for Detecting Emotional Impact in Online Education

Abstract: Emotional intelligence is the automatic detection of human emotions using various intelligent methods. Several studies have been conducted on emotional intelligence, and only a few have been adopted in education. Detecting student emotions can significantly increase productivity and improve the education process. This paper proposes a new deep learning method to detect student emotions. The main aim of this paper is to map the relationship between teaching practices and student learning based on emotional impact. Facial recognition algorithms extract helpful information from online platforms as image classification techniques are applied to detect the emotions of student and/or teacher faces. As part of this work, two deep learning models are compared according to their performance. Promising results are achieved using both techniques, as presented in the Experimental Results Section. For validation of the proposed system, an online course with students is used; the findings suggest that this technique operates well. Based on emotional analysis, several deep learning techniques are applied to train and test the emotion classification process. Transfer learning for a pre-trained deep neural network is used as well to increase the accuracy of the emotion classification stage. The obtained results show that the performance of the proposed method is promising using both techniques, as presented in the Experimental Results Section.

Emotional intelligence and learning, and the role of ICTs

Abstract: The ability to understand one's feelings (emotional understanding) is an element and an important component of emotional intelligence. Understanding emotions are considered essential for the child's social and emotional functioning. This paper is a literature review of both the importance of socio-emotional learning in the child's life and emphasizes the role of parents and the school in its achievement.

Mediterranean Diet Adherence, Body Mass Index and Emotional Intelligence in Primary Education Students—An Explanatory Model as a Function of Weekly Physical Activity

Abstract: Adolescence is a key developmental period from a health, physical and psychological perspective. In view of this, the present research aimed to establish the relationship between emotional intelligence, Mediterranean diet adherence, BMI and age. In order to address this aim, (a) an explanatory model is developed of emotional intelligence and its relationship with Mediterranean diet adherence, BMI and age, and (b) the proposed structural model is examined via multi-group analysis as a function of whether students engage in more than three hours of physical activity a week. To this end, a quantitative, non-experimental (ex post facto), comparative and cross-sectional study was carried out with a sample of 567 students (11.10 ± 1.24). The instruments used were an ad hoc questionnaire, the KIDMED questionnaire and the TMMS-24. Outcomes reveal that participants who engage in more than three hours of physical activity a week score more highly for emotional intelligence than those who do not meet this criterion. Furthermore, it was also observed that, whilst the majority of the sample was physically active, improvement was required with regards to Mediterranean diet adherence.

The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pandemic

Abstract: This study examines the indirect effect of job satisfaction on the relationship between emotional intelligence and life satisfaction among teachers during the second wave of the COVID-19 pandemic in Poland. A sample of 322 teachers aged 23–71 (M = 45.37, SD = 8.99) participated in a cross-sectional online survey. The online survey (Google form) contained some demographic information and standardized psychological questionnaires: the Multivariate Emotional Intelligence Scale (MEIS) for measuring emotional intelligence, the Minnesota Satisfaction Questionnaire (MSQ)—a short form for job satisfaction assessment, and the Life Satisfaction Scale (SWLS). Emotional intelligence is a significant positive predictor of job satisfaction and life satisfaction, and job satisfaction is a strong positive predictor of life satisfaction. Job satisfaction partly mediates the relationship between emotional intelligence and life satisfaction. To maintain the well-being of teachers during a pandemic, schools should implement training to improve emotional intelligence and increase job satisfaction by supporting distance e-learning among teachers.

Challenge stressors and learning from failure: the moderating roles of emotional intelligence and error management culture

Abstract: With the normalisation of innovation failure, there have been certain circumstances in which the companies have to recover quickly from failure. Drawing from the conservation of resources theory, we examine the relationship between challenge stressors and learning from failure, and the moderating effects of emotional intelligence and error management culture. With 229 sample dates from high-tech enterprises in China, we test the hypothesis by regression analysis. The results indicate that challenge stressors have an inverted U-shaped effect on learning from failure, and emotional intelligence and error management culture, respectively, moderate the relationship. Compared with the emotional intelligence, the moderating effect of error management culture is more significant. This study not only provides a fresh understanding on the relationship between challenge stressors and learning from failure but also contributes to the literature on conservation of resources theory.