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Emotional Intelligence, Attachment and Satisfaction with Romantic Relationships among Young Adults: A Brief Report  [PDF]
Leehu Zysberg, Gal Kelmer, Limor Mattar
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.105044
Abstract: This study tested the roles emotional intelligence (EI) and attachment styles play in accounting for satisfaction with romantic relationships. It was hypothesized that attachment styles will moderate the association between EI and satisfaction. A sample of 175 young adults living in Israel took measures of EI, attachment styles and satisfaction with romantic relationships. Stepwise regression analysis supported the hypotheses: EI at first did not correlate with satisfaction, but once attachment style was introduced into the model, EI showed a positive association with satisfaction, while both measures of avoidance and anxiety (the two axes of attachment styles) showed a negative association with the same measure. The results are discussed in light of existing evidence and future directions for research and practice are mentioned.
Comparison of Attachment Styles and Emotional Intelligence Between Athlete Women (Collective and Individual Sports) and Non-Athlete Women
M. Narimani,S. Basharpoor
Research Journal of Biological Sciences , 2012,
Abstract: Current study, has been performed to compare attachment styles and emotional intelligence between athlete women (collective and individual sports) and non-athlete women. Statistical population of this study, is comprised of all 250 athlete women (of both collective and individual sport who were exercising in the sport saloons of Ardabil city (Iran) within first 6 months of 2008. All non-athlete women of Ardabil in this age range were the normal population of this survey. Of this statistical population, 30 athletes of collective and 30 athletes of individual sports and 30 of non-athlete women were selected with simple random sampling. After sampling some demographic characteristics like age, education and record of sport activities were taken and questionnaires of attachment styles and emotional intelligence were completed by them. Results of Multivariate Analysis of Variance (MANOVA) showed that there is statistically significant difference between mean scores of 3 groups in the secure attachment and emotional intelligence; however, there is not significant difference between 3 groups in the mean scores of avoidant insecure and ambivalent attachment styles. Results of LSD pursuit test also showed that, rate of secure attachment in the individual sport athletes was lower than collective sports. And also, emotional intelligence of individual sport s athlete was more than individual and it was higher for individual sport s athlete than non-athlete persons.
The Relationship between Emotional Intelligence, Happiness and Mental Health in Students of Medical Sciences of Isfahan University  [PDF]
Sasanpour M,Khodabakhshi M,Nooryan Kh
International Journal of Collaborative Research on Internal Medicine & Public Health , 2012,
Abstract: Introduction: Nowadays, many professionals consider necessary conditions for progress in developing emotional intelligence. A person who has a high emotional intelligence will experience less negative events in his/her life. The main purpose of this study is to answer this question: Is emotional intelligence related to happiness and mental health? Method and material: Statistical community in this study is all the students of Medical sciences of Isfahan University in 2009, among whom 120 people were randomly selected and these three questionnaires were administered to them: 1) Bar-On Emotional Intelligence Questionnaire, 2) Goldberg and Williams's Mental Health Questionnaire (GHQ), and 3) Argyl and Lou's Oxford Happiness Questionnaire (1989). This study design is correlative that has been used to evaluate significance of the relationship of variables by using Pearson correlation coefficient and to compare the scores of male and female using T-test. Result: The results show that there is a positive and meaningful relation between emotional intelligence, happiness and mental health. Besides, students with high emotional intelligence have more happiness and mental health. Therefore it is recommended that techniques of increasing emotional intelligence should be trained in school and universities. Conclusion: The Overall EQ-I score was high indicating a group that has good Emotional Intelligence. There are fairly large differences in the scores for the 15 content scales indicating areas of relative strengths and areas of improvement and relation between mental healths in students. Emotional Intelligence will contribute to success in most endeavors.
Emotional Intelligence Is Synergy in Intelligence  [PDF]
Mohammed R. Ahmed
Psychology (PSYCH) , 2015, DOI: 10.4236/psych.2015.64042
Abstract: Three emotional intelligence models are widely discussed in the literature: the ability model, trait model, and mixed model. This study introduces a model for understanding emotional intelligence: the synergy model. The emotional intelligence model presented in this study is simple and easy to understand. This study suggests that emotional intelligence is the synergy present in intelligence, where total intelligence is the sum of the intelligence quotient, emotional quotient, and unexplained quotient. The model shows three possible outcomes of emotional intelligence. It also suggests that the best way to understand and measure the impact of emotional intelligence is to listen, observe, and feel (LOF) it.
Moderating Effect of Gender and Age on the Relationship between Emotional Intelligence with Social and Academic Adjustment among First Year University Students  [cached]
Noor-Azniza, Ishak,Malek, T. Jdaitawi,Yahya Saleh Ibrahim,Farid, T. Mustafa
International Journal of Psychological Studies , 2011, DOI: 10.5539/ijps.v3n1p78
Abstract: This study examined whether emotional intelligence is significantly correlated with social adjustment and academic adjustment. It also explored the moderating effects of gender and age factors and their linked between emotional intelligence and social adjustment as well as academic adjustment among first year university students. 289 first year university students (148 males and 141 females) at the Irbid Govern Orate, North of Jordan, participate in the study and were categorized based on two age groups, younger students between the age of 18 – 25 and older students between the range of 26 and above. Two valid and reliable instruments were used to assess student’s emotional intelligence, social adjustment and academic adjustment. Correlation and multi-group analysis using structural equation model were used to analyse these data. The result shows no significant relationship between emotional intelligence and of both social adjustment and academic adjustment. In addition, the moderating effect of gender was not found. However, the moderating effect of age on the relationship between emotional intelligence with social adjustment and academic adjustment were established.
Emotional Intelligence in Romanian Business
Ecaterina Necsulescu,Gabriela Mironov
EIRP Proceedings , 2010,
Abstract: Intelligence is one quality that all mental activity, the expression of superior organization of all psychological processes, including emotional - motivational. As the forming and developing the mechanismsand operations of all other mental functions we encounter a flexible and versatile intelligence. Unlike IQ, emotional intelligence (EI) has proven to be a more reliable predictor of success in personal and professional life. IQ and IE is not opposing powers, but rather separated, but first they can not operate at maximum potential without the second. We tried to identify what emotional intelligence is considered perhaps the most important core competence to determine the success of an organization. Analytical intelligence or IQcompared with that change very little after adolescence, emotional intelligence seems to be largely learned and continue to develop as we go through life and learn from experience. In the quality of being a good user enters emotional intelligence and understanding that it is not and should not be viewed as a replacement or substitute for skills, knowledge or skill gained over time. Emotional intelligence is an innovative and unconventional idea in the business world. Promoters of this concept emphasize its importance in all activities that take an individual as a primary factor of success in personal or professional life. Increasing attention is given to this concept, internationally and, more recently in Romania, should raise an exclamation point on what was hitherto considered to be "intelligent" support development programs of intelligence instruments representing real emotional awareness rising and its impact on everyday life and in business success.
Emotional Intelligence in Modifying Social and Academic Adjustment among First Year University Students in North Jordan  [cached]
Malek, T. Jdaitawi,Noor-Azniza, Ishak,Farid, T. Mustafa
International Journal of Psychological Studies , 2011, DOI: 10.5539/ijps.v3n2p135
Abstract: The present study examines the influence of emotional intelligence training in increasing social and academic adjustment among first year university students in North Jordan. A total number of 289 first year university students who were randomly selected from the two universities in North Jordan comprised both the experimental and control group. The results of the study indicate significant mean differences between the two groups having emotional intelligence as a variable. Additionally, the results indicate no significant differences between experimental and control group on social and academic adjustment variables. Supported by no significant mean difference according to gender between participants but the results indicate significant mean differences according to age between them. Although the descriptive statistics results show no significant differences as expected; the experimental group is revealed to be more effective with participants in all the research variables. Therefore, it is recommended that emotional intelligence training should be utilized as adjunct strategy in enhancing student social and academic adjustment among adolescents and adult students.
Impact of Emotional Intelligence on Performance of Employees  [PDF]
Hassan JORFI,Saeid JORFI,Sirous Korahi MOGHADAM
Postmodern Openings , 2010,
Abstract: Emotional intelligence is essential factor responsible for determining success in life and psychological wellbeing seems to play an important role in shaping the interaction between managers and employees in their work environment. This study is undertaken to understand the performance level of managers and employees in educational administrations of Iran, the study focuses on understanding the emotional intelligence of the managers and employees and its link to their performance level on the job. Little research to date has examined how emotional intelligence influence manager-employee performance in organizations settings. Data (N=155) for this study were collected through questionnaires that participants were managers and employees of educational administrations of Iran Building on top of emotional intelligence theory, this paper explores how emotional intelligence manager and employee are influenced by performance. Today’s environment is global and very complex, and the association between emotional intelligence and performance in establishments of Iran remains an important area of worry for managers and employees’ globally. Emotional intelligence is crucial factor for organization’s performance and growth and plays an important role in performance of today’s competitive organizations. The findings of the study indicate that emotional intelligence has a positive impact on the performance level of the managers and employees in educational administrations of Iran.
Emotional Intelligence in School Administrators
Emine BABAO?LAN
Journal of Kirsehir Education Faculty , 2010,
Abstract: One of the variables that affects success in business life is emotional intelligence of working people. The purpose of this research is to identify whether the school administrators’ emotional intelligence scores differ meaningfully according to their gender, marital status, branch, being a principal or assistant principal, being elementary school administrator or high school administrator, having manegerial education course or not, educational background, period of occupational service, age, length of administration service, number of children. 180 administrators working as a principals and vise principals who worked in 2005 in Düzce elementary schools and high schools were surveyed in line with this aim. Mann-Whitney U-test, Kruskal Wallis test and ANOVA were used in order to find out groups that differ from others. It has been found that school administrators’ emotional intelligence scores differ meaningfully in terms of administrators’ branch and being elementary school administrator or high school.
Emotional Intelligence among Deaf and Hard of Hearing Children
Mohd. Hanafi Mohd Yasin,Safani Bari,Rosman Salubin
The Social Sciences , 2013, DOI: 10.3923/sscience.2012.679.682
Abstract: Emotional intelligence became one of the most important determinant to measure greatness of one s life childhood. For that, one study has been carried out to investigate the emotional intelligence of hearing problem children in school. Low emotional intelligence involves four constructs escort namely, motivation, handling emotions and social skills. This study aims to look at differences in emotional intelligence of children with hearing problems on demographic factors, relationship between level of emotional intelligence with academic achievement and the level of behavioral problems of children with hearing problems. This study involves surveys and questionnaires as an instruments. Questionnaires are emotional intelligence evaluation, academic achievement and behavioral problems in school that was administered by teachers to assess children with hearing problems (n = 148) in primary schools in Johor. The findings were analyzed using descriptive statistics and inferential statistics. The study showed that the level of emotional intelligence of children with hearing problems are at a moderate level (mean = 3.32). The study also showed that 35% of children with hearing problems have a high level of emotional intelligence, 56% moderate and 9% low. Other than that there was no significant difference in emotional intelligence based on gender and type of school placement. Instead, there is a significant difference in emotional intelligence based on factors of the school year. The study also showed significant relationship between level of emotional intelligence with the level of academic achievement and level of behavioral problems in school. Overall, these findings can provide the instructions to the special education teachers to improve the quality of teaching and learning process and to enhance disclosure of emotional intelligence to children with hearing problems in primary school.
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