Abstract

The ability model of emotional intelligence (EI) specifies that four related abilities are involved: perceiving emotions, facilitating thought using emotions, understanding emotions, and managing them. Several performance-based assessments have been developed to measure those four abilities. Although some researchers find empirical support for the four abilities, others have argued that emotional intelligence divides into three abilities, two or even a single, unitary ability (Legree et al., 2014; Palmer, Gignac, Manocha, & Stough, 2005). We reanalyzed archival data from four ability tests of emotional intelligence, Ns = 503, 5000, 1000, and 2000, conducting item-level exploratory factor models of all four assessments for the first time. Based on those analyses, we suggest possible revisions of the 4-factor model to guide future research and assessment.

Overview of the present studies

In our research here, we analyzed the four assessments, the MEIS, MSCEIT, MSCEIT YRV, and MSCEIT-2, all at the level of their individual items—allowing their items to form factors with one another freely and apart from the tasks to which they had been assigned. Our purpose was forward-looking and focused on the question, “If one were to take a fresh look, what would be the nature and number of abilities one might ‘see’ in existing tests?”

Conclusions and implications for assessment

Theory is a powerful tool in the sciences but it is also important to adjust theories as new empirical findings improve our understanding. The theory of emotional intelligence has been associated with two key ideas: That emotional intelligence can be assessed as a mental ability using intelligence tests, and further, that the intelligence divides into four more specific abilities: accuracy at perceiving emotion, facilitating thought, understanding feelings, and emotion management. Of the first claim—that EI is an intelligence and can be assessed with intelligence tests—there is little doubt: Research from the MEIS forward demonstrates that the four-area model of emotional intelligence can be operationalized as a series of ability-based assessments (MacCann et al., 2014).

The research here, however, indicates that the four-area model could benefit from some reconsideration. The findings indicate the robustness of scores reflecting Understanding and Managing abilities, but that the Emotion Perception area may be more multi-dimensional than the original theory indicated, and that a “Connecting Emotional Features” score may better represent certain tasks than the earlier-conceived “Facilitating Thought” area. The findings make room, as well, for as-of-yet unclassified tasks (see Fig. 1). Collectively, the results encourage us to rethink EI in ways that have plain implications for future measures.

To the degree such new understanding closer approximates the reality of mental abilities in this area, it can inform applied practice so that the consultant and the clinician can provide people with more accurate feedback as to their abilities. A better understanding, such as this research provides, can help ensure that test scores convey distinctive meanings that are better understood than before—a key contributor to meeting the standards of optimal assessment (Joint_Committee, 2014; Sinharay et al., 2011). It is our hope that the findings obtained here, along with further research in the area, will help promote a better understanding of the nature of the ability model of emotional intelligence and its application.

Abstract

The research on emotional intelligence in social robots is growing. This paper provides a thematic analysis of the studies on robots and emotional intelligence, synthesising and evaluating current knowledge and research topics. In addition, based on the thematic analysis of the studies, it also provides a conceptual framework explaining the emotional intelligence of robots that includes both actors (human and robot) in a human-robot interaction setting. The findings are based on the analysis of 252 studies published until the end of 2022 and indexed in the Scopus database. The results unveiled two main themes (robot design-technical developments and characteristics and human-robot interaction), including sub-themes and topics that emerged in the literature. Finally, the themes and sub-themes were evaluated through a critical discussion to develop a conceptual framework for robots and emotional intelligence.

Introduction

1.1. Rationale
A robot is a “programmed actuated mechanism with a degree of autonomy to perform locomotion, manipulation or positioning” [1]. While robots are widely used in manufacturing [2,3] for producing goods, they find their way into agriculture [4] and the delivery of services [[5], [6], [7]] as well. Social robots help children with autism [8], assist the elderly [9], and redefine the meaning we put in sexual relationships [10].

One of the main directions of robotics research is on human-robot interaction (HRI) [11]. The topic has been researched in the context of industrial robots [12], service robots [13], and social robots [14]. A key component of HRI in the context of social robots are the emotions of humans and the emotional intelligence of both parties in the relationship [11,15] because emotions trigger specific affective, cognitive, and behavioural responses [16]. For example, when humans experience positive emotions in their interactions with robots, they are more likely to use robots and less likely to object to them [17]. Additionally, humans’ perceptions of the emotional skills of robots are positively related to the perceived appropriateness of robot use in service contexts, e.g. museums in galleries, as found by Webster and Ivanov [18].

To elicit respective emotional reactions in humans, robots need to have some degree of emotional intelligence. Emotional intelligence (EI) is defined as “the capacity to reason about emotions, and of emotions to enhance thinking. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth” ([19]:197). EI has four aspects measured through the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) ([19]:200, [20], [21]:281–282).

Conclusion

This paper provided a thematic analysis of the studies on robots and emotional intelligence. The results uncovered two main: (i) robot design-technical developments and characteristics, and (ii) human-robot interaction. The robot design-technical developments and characteristics include sensory aspects (facial expression and voice-related), cognitive aspects and behavioural aspects, visual aspects, and other aspects. The “human-robot interaction” category comprises two main sub-themes, namely settings (health, education, and other settings) and attitudes (perceptions toward robots).

Abstract

The Union Government’s New Education Policy 2020 of India is said to be a game changer and has brought many reforms into the education sector. This initiation provoked many changes in the education sector along with the impact of the Covid-19 pandemic. In this regard, there is a dire need to know the emotional status and stress among the teaching fraternity. The present study considers emotional intelligence and workplace spirituality as influencers of occupational stress. The findings of the study interpret that emotional intelligence and workplace spirituality predict occupational stress in the teaching fraternity. The mediation effect of workplace spirituality between emotional intelligence and occupational stress is nominal and very low. However, it is observed that high levels of spirituality and moderate emotional intelligence predict low-stress levels.

Introduction

Teachers’ work sheds light on the interplay between personal relationships within classrooms and the societal structures of gender and class. In their efforts to develop fresh perspectives on the nature and origins of educational inequality, Connell et al., 2020; Varghese & Mandal, 2020) assert that teachers are no longer viewed as mere knowledge providers but, rather, as mentors and facilitators of learning (Connell et al., 2020; Varghese & Mandal, 2020). The Union Government’s New Education Policy 2020 of India is a game changer, bringing many reforms into the education sector (Aithal & Aithal, 2020; Tilbury, 2011). Teachers are the most cherished assets for educational institutions. Teachers impart not only knowledge to the students but also play a significant role in shaping their bright future (Datnow, 2020). There are many research-based studies stated that beginners in the teaching profession were leaving this profession because of occupational stress (Alexandrache, 2015; Arnup & Bowles, 2016; Harmsen et al., 2018; McCarthy, 2019; Rajendran et al., 2020; Redin & Erro-Garcés, 2020; Ryan et al., 2017). It is often seen that a stressful event results in the ‘fight-or-flight’ responses caused by a rush of adrenaline hormones (Arkert et al., 2020; McEwen & Karatsoreos, 2020). Another study (Zeitlin, 2021) described the annual teacher turnover is higher in comparison with the turnover of all other occupations. Since teachers face prolonged unhealthy stress on the job, its negative consequences manifest in terms of lack of concentration, reduction of memory, increased chances of error, deterioration in planning and organization skills, irritability, problems in speech, lack of energy, etc., which consequently impact the ability with which teachers can perform and deliver their work. (Kundi, Sardar, & Badar, 2021) suggest that stress and emotional intelligence are negatively related. Individuals with emotional Intelligence have a low level of neuroticism with lower stress levels. However, the role of the psyche is generally underestimated and the role of biological factors is over-estimated in relation to occupational stress (Wadhera & Bano, 2020). Therefore, it is important to explore emotional intelligence with occupational stress. Also, Cunningham (2014) emphatically notes that the limited number of studies that have considered spirituality in examinations of work stress constitutes a major oversight (Cunningham, 2014). Researchers tend to ignore the variable of spirituality when, in fact, spirituality is a critical variable that should be considered in work stress research (Sani & Ekowati, 2021). Recent empirical studies have revealed workplace spirituality as a mechanism for managing work stress. Therefore, since college teachers work in a stressful environment, this study aims to explore the role of emotional intelligence and workplace spirituality in reducing occupational stress among teaching fraternity.

Conclusion and future implications of the study

The term workplace spirituality must not be understood as something related to religion. In the organizational context, it is viewed as mindfulness towards the work, compassion, meaningful work and perfection (Bengal & Bengal, 2016; Mahipalan & Sheena, 2019). Spirituality refers to those vital things for happy work. The study can extend to examine the other factors of workplace spirituality, such as personal beliefs at the workplace, altruism, and trust. The intrinsic sources’ role can be elevated to cope with occupational stress (Zare et al., 2021). If the research extends further to the role of emotional quotient as a job resource and workplace spirituality on job-related stress, that helps the organizations to ensure increased productivity, less absenteeism and better performance with maximum utilization of resources. The present study proves that workplace spirituality and emotional intelligence separately act as coping factors for work-related stress for teaching fraternity but not as mediating roles. Organizations can be keen on developing relationships among employees, which impacts occupational stress in terms of role ambiguity, clarity, and conflict. Many respondents feel that their roles have become a big mess recently, such as unplanned meetings and all works are framed as important without time frames.

Further research can be extended to workplace spirituality and emotional stability as coping strategies. The demographic profile impact is also examined as an impact factor on occupational stress. The same study can also be carried out in other states, as the state universities have their own policies and practices to progress. Future research will be extended with the importance of India’s National Educational Policy 2020 and its impact on the teaching fraternity. (Aithal & Aithal, 2020); Numerous researchers have looked into how different employment outcomes are impacted by workplace spirituality, but the literature is still missing on the mechanisms through which these effects occur. Occupational stress mediated between workplace spirituality and job satisfaction (Mittal et al., 2023). The significance of utilising workplace spirituality as a powerful instrument for reducing OS, improving performance and morale, and assisting in the formulation of future human resource development strategies was proved in police personnel (Jalan & Garg, 2022), but the finding study gave different results as that workplace spirituality has a negative impact on understanding the roles of the academicians.

Abstract

How emotional competencies influence entrepreneurial behaviour especially among college students remains an under-researched subject in the entrepreneurship literature. In a unique perspective, this study examined the mediating roles of self-efficacy belief dimensions in the relationship between emotional intelligence and entrepreneurial intention of Electrical/Electronics Technology Education (EETE) students. The study was carried out among 192 EETE university students in 4 federal universities in South-East Nigeria. The hypothesized causal relationships based on literature were tested using covariance-based structural equation modelling (CB-SEM). Andrew Hayes’ PROCESS plugin in SPSS was used to simultaneously estimate the mediating effects of the self-efficacy components (perceived competence, perceived control, and perceived persistence). Data analysis results revealed that emotional intelligence had a significant positive effect on entrepreneurial intention in isolation, while the direct effect of emotional intelligence in the structural (mediation) model was not significant. Out of the three dimensions of self-efficacy, perceived competence and perceived persistence had significant partial mediating effects. The implications of the findings and recommendations were discussed.

Introduction

Entrepreneurship is widely recognized in literature as a catalyst of economic growth and sustainable development (Mirjana et al., 2018). In Nigeria and some other developing nations, the recognition of the vitality of entrepreneurship as an instrument of economic development is demonstrated in the provision of incentives in the form of grants and loans to encourage venture creation, particularly among the youths.

Technical Vocational Education and Training (TVET) programmes in Nigerian tertiary institutions are designed to equip the learners with the requisite skills and attitudes needed for economic self-reliance via entrepreneurship (Efuwape & Aremu, 2013; Ogbuanya & Chukwuedo, 2017; Ogbuanya et al., 2017). Thus, the Federal Government of Nigeria in her National Policy on Education described TVET programmes as a panacea for equity and economic development through the provision of skilled human resources required to boost the nation’s economy (Federal Republic of Nigeria, 2013). Electrical/Electronics Technology Education (EETE) programme in Nigerian universities is a subset of TVET aimed at producing skilled graduates to meet the technological needs of the country, thereby contributing to economic growth and sustainability. The programme modules are designed to equip the students with employable technical skills in electrical and electronics technology trades such as: electronic circuit designs, design and construction of innovative and usable electronic gadgets, electrical energy installation in private and medium scale commercial buildings, maintenance of electronic and electrical gadgets, etc. (Chukwuedo & Ohanu, 2022; Ohanu et al., 2022). The graduates of the programme are expected to be gainfully employed in related industries, or establish themselves as entrepreneurs based on the training received in school. However, previous studies have shown that many EETE graduates are not engaged as electrical/electronics technology entrepreneurs (Ohanu & Ogbuanya, 2018; Orji & Ogbuanya, 2020), indicating a negligible inclination to entrepreneurial venture creation on the part of the students. This anomaly has stimulated research on the possible factors associated with the entrepreneurial intention of the students (Nwibe & Bakare, 2022; Ohanu & Ogbuanya, 2018) as the programme’s mandate to produce entrepreneurial “spearheads” is being reduced to a mirage.

Conclusion

Electrical/Electronics Technology Education (EETE) as a strand of TVET programme is specifically aimed at preparing her graduates to contribute to economic growth of the society, especially via the ‘engine power’ of entrepreneurship. This study contributes immensely to the existing borders of knowledge on psychological factors and mechanisms associated with entrepreneurial behaviour of university students, particularly undergraduates. The study found that emotional intelligence had a significant impact on entrepreneurial intention of the students. Analysis of the mechanism of the impact of EI on entrepreneurial intention revealed that perceived competence and perceived control dimensions of self-efficacy belief were significant mediators. Therefore, developing the emotional quotient of the students will likely increase their propensity for entrepreneurship by enhancing self-apprehension of their competencies and control of the behaviour (entrepreneurship).

Abstract

     The role of different types of intelligence in the occurrence of conflict in global virtual teams (GVTs) has largely been overlooked in the literature. As suggested by the theory of multiple intelligences, this study explores how cultural intelligence (CQ) and emotional intelligence (EQ) influence the occurrence of interpersonal, task and process conflicts in GVTs. Furthermore, by drawing on the contingency theory of task conflict and performance in groups and organisational teams, we examine the impact of these different types of conflict on the performance of GVTs. Utilising multilevel analysis, we tested the research model using a sample of 810 graduate and undergraduate business students from 38 different countries who worked in 232 GVTs. The results show that the CQ and EQ of the team members reduce the occurrence of the three different intragroup conflicts in GVTs. We also demonstrate that process conflict negatively affects GVT performance. We discuss the implications for research and practice.

Introduction

     A 2018 survey showed that 89 % of white-collar employees worked at least occasionally in virtual teams, often with team members located in different countries (Culture Wizard, 2018). The COVID-19 pandemic has likely further increased that number as organisations were forced to shift to telework, and international travel was largely banned. Millions of people worldwide have been working in home offices due to widespread lockdowns and health concerns (Li et al., 2020), and the telework rates will likely remain higher than the pre-pandemic levels, even after the stay-at-home orders are lifted. Bartik et al. (2020) suggest that more than one-third of the firms that have switched to remote working believe that they will continue to work virtually even after the COVID-19 crisis. As organisations increasingly rely on global virtual teams (GVTs), understanding the dynamics and performance in this form of the organisational unit becomes more critical than ever.

Findings

     Table 4 presents the descriptive statistics and Pearson correlations. CQ is statistically and positively correlated with EQ (p < .01), meaning the higher the level of CQ within the team, the higher the overall EQ of the team members. EQ is statistically and negatively correlated with both task conflict (p < .05) and process conflict (p < .01) and statistically and positively correlated with team performance (p < .05). This implies that as the level of EQ decreases within the team, the risk of process and task conflict within the team increases. Moreover, a higher EQ level within the team improves the team’s performance. Finally, process conflict is statistically and negatively related to team performance (p < .01), suggesting that as the level of process conflict decreases, it raises the level of performance within the team.

Abstract

Keywords

1. Introduction

2. Literature review

3. Method

4. Analysis and results

5. Discussion

6. Implications

Funding

References

Abstract

Drawing on service encounters and experiential marketing theories, this study examined the relationship between geriatric service, memorable experience, emotional intelligence, and senior customers’ attitudinal and behavioural responses. The research was conducted at geriatric hotels in Portugal. The results showed that, compared to impersonal encounters, employee service has a significantly greater effect on customer satisfaction, memorable experience, and customer loyalty. In addition, customers’ memorable experiences mediated the relationship between different service encounters and organisational outcomes. However, customers’ emotional intelligence had minimal effects on these relationships. The discussion and implications of these findings are offered to researchers and practitioners.

1. Introduction

An increase in the ageing population drives the demand for retirement accommodations of senior citizens, which generally include retirement villages/homes and aged care homes (Cheek et al., 2007). While being different in terms of care options (self-care vs nursing care) (Yeung et al., 2017), facilities, and funding (self-funding vs government subsidised), retirement villages and aged care homes are often integrated with facilities catering to all senior citizens, who can opt for short- and/or long-term stay in some countries (e.g., Portugal). This integrated entity or accommodation is referred to as a geriatric hotel for this study. Recently, more geriatric hotels have sprung along with the increase in the aged population, which provides more options for senior citizens; simultaneously, it has driven competition among the hotels. Like in any other business, the key strategy to gain competitive advantage for a service provider or organisation is to attain customer satisfaction and loyalty (Prentice, 2014), which has become a performance metric for most service organisations and is referred to as organisational service performance (see Prentice, 2019a).

The antecedents of customer satisfaction and loyalty have been extensively discussed across industries and contexts in the relevant literature. From the perspective of service organisation, providing quality service is one of the most effective initiatives used to satisfy customers and generate customer loyalty and retention. Numerous studies have provided empirical evidence of a chain relationship between service quality, customer satisfaction, and loyalty (e.g., Olorunniwo et al., 2006; Prentice, 2013a, 2014; Shi et al., 2014). However, service quality is not necessarily directly related to customer satisfaction, as the level of overall quality service is expected unless some service elements (tangible or intangible) exceed customer expectations and are transferred into memorable experiences (Prentice, 2013a, 2014). Consumers opt to purchase and consume the service to acquire such experiences (Sandstrom ¨ et al., 2008). These memorable events that occur during service encounters affect their attitudes (e.g., satisfaction) and behaviours (e.g., purchase, loyalty behaviours) toward the service provider (Williams et al., 2020). Therefore, customers’ memorable experiences likely play a role in the relationship chain of service quality, customer satisfaction, and loyalty.

Abstract

     The role of emotions in the educational context is one of the lines of research that has generated most interest in recent years. This study explores the level of emotional intelligence (EI) and motivation towards studying of primary school (PS) students, as well as the relationship between both variables. For this, a quasi-experimental design has been used with an accidental sample of 541 students from public centers in the province of Pontevedra (Spain). The instruments used were a School Motivation Scale and an EI questionnaire for primary school students, based on the five areas of Goleman EI. The results maintain a mid to high level of EI in all of the factors (self-conscience, self-control, emotional use, empathy and social skills) and a good level of academic motivation. Therefore, they show a positive and significant correlation of both variables. Girls have a higher emotional intelligence index and there is no difference in academic motivation in terms of gender. Based on these results, it is suggested to implement programs that consolidate emotional competences given their importance in the psychoevolutionary development of students and their relationship with academic motivation.

Theoretical framework

     Education in Spain, and therefore the primary education (PE) stage, has been exposed to numerous legislative and structural reforms in recent decades. Currently, this stage is focused on the acquisition of competency development, which includes the learning of personal, intellectual, social, and emotional skills. The ultimate goal is that students can learn and develop these skills and abilities that allow them to face their future and adapt to the changing situations of the knowledge society (Codero & Manchón, 2014; Merchán et al., 2014; Asensio et al., 2015). In this sense, more and more voices are emerging that question the exclusivity of rational intelligence as the most influential factor in achieving academic and personal success, understanding that there are other variables that should also be taken into account, such as emotional intelligence (EI) and motivation (Ferrándiz et al., 2012; Filella et al., 2014; Bisquerra et al., 2015; Pulido & Herrera, 2017; Rebollo & de la Peña, 2017; Puertas et al., 2020).

     The key lies in the harmony between thoughts and emotions, and education is the main instrument to achieve this harmony, to achieve an integral development of people, not only at a cognitive level, but also in the social and emotional aspect. New times demand a change in academic slogans, bringing emotional education closer to formal education (Aguadez & Pantoja, 2015; Valdés & Gutiérrez, 2018; Solé, 2020). Hence, one of the most preeminent purposes of education should be to train emotionally intelligent students, understanding emotional intelligence as “the ability to access and generate feelings that facilitate thoughts” (Mayer & Salovey, 1997, 10).

Discussion and conclusions

     According to the results obtained, we can consider that PE students have a good motivational level and a medium-high level of EI.

     As for the EI components, they present higher mean in those referring to social skills, emotional achievement, empathy and self-awareness, and slightly lower in the self-control factor.

     In view of the results obtained, we can also affirm that there is a high degree of correlation between the main variables of the EI study and school motivation. Therefore, these results support our main working hypothesis and we can confirm that students with high levels of EI are more motivated to study and perform school tasks. There is not abundant scientific evidence on this relationship in primary school children. However, in some works (Ferrándiz et al., 2012; Conde & Almagro, 2013; López, 2013; Cera et al., 2015; Domínguez-Alonso et al., 2016; Usán & Salavera, 2018), carried out with samples of Secondary School or Conservatory of Music students, it can be seen that the correlation between EI and school motivation is significant, although in a more modest way than in our study.

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.

Introduction

     Higher education in the United Arab Emirates (UAE) has expanded rapidly over the past decade, and the country hopes to become a regional hub for learning. The National Strategy for Higher Education 2030 was unveiled recently. This plan aims to ensure that the next generation of Emiratis can access the best possible scientific and professional training [1]. Educators play a vital role in the strategy as a catalyst for change that will help the UAE achieve its objectives [2,3]. Educators face obstacles in their course work, including accreditations, class management, a hectic classroom setting, insensitive management, and high expectations from students’ parents [4]. Instructors experience mental anguish, discontent, and emotional outbursts or fallout in such settings [5], and some even opt for early retirement as a result [6]. Consequently, being an educator is becoming more challenging and multifaceted than ever [7].

     Similarly, [8] revealed that educators are among the professionals with the highest level of job stress, based on studies conducted across different cultures. To boost student achievement, some scholars and authors in the field have recently begun investigating the function of emotions and EI in the classroom [9]. The first study examined the positive effects of EI on the teaching profession [10]. EI is thought to be a predictor of things like job satisfaction and job performance [11,12]. Educators adept at recognizing and appreciating their own emotions are in a better position to express what they require and take the steps necessary to meet their emotional needs, which leads to achieving their professional goals [13]. They are more likely to be sensitive to the feelings of others and offer encouragement in order to inspire those around them to work together productively toward a shared goal. According to the results of these studies, educators who score highly on emotional intelligence have more ability to influence others [8,14]. The teaching profession is in crisis; more and more educators are deemed unprofessional and demoralized [15]. With that in mind, this research aims to illuminate the connection between EI and teacher effectiveness.

Conclusions

     The research indicates that emotional intelligence (EQ) is connected to almost every aspect of working in the academic field. A successful educator must possess various necessary qualities, including knowledge, skills, and a positive attitude; however, more than these qualities are required to ensure success. Nevertheless, something else still plays a part in determining the level of efficacy with which these abilities are displayed. The sum of all of these factors determines efficacy. The EI competencies help bridge this gap by impacting a teacher’s knowledge, abilities, and perspective, which, in the end, results in an effective educator. The approach provides empirical backing for the idea that EI is critical in education and that educators should have adequate EIC to improve student outcomes. This idea is that EI is critical in education and that educators should have adequate EIC. This notion is that EI is essential in education and that educators should have sufficient access to it. There is an overwhelming majority of academic support for providing teachers with training to assist in the growth of their EI. To put it another way, a teacher with a higher EIC will be more effective at communicating his knowledge, determining the needs of his students, demonstrating love to them, and gaining their trust. Additionally, he or she will be better at gaining the students’ confidence. They can propel their own development to new levels if they work on strengthening their connections with other people. This suggests that he could benefit from EI not only in his interactions with students but also in his growth as a person, and it is not just limited to his interactions with students.

     Therefore, educational institutions should invest in training programs that focus on emotional intelligence to cultivate emotionally intelligent educators. This will allow the institutions to serve their students better. Because teachers are a school’s most valuable resource, the administration should make encouraging their ongoing professional development one of their top priorities. This is because teachers are the school’s most valuable resource. EI is not a nice-to-have but rather an essential part of a teacher’s job, so they should give it the same amount of care and attention as they do to their subject matter and instructional methods. Since emotional intelligence is not a nice thing but rather an essential part of a teacher’s job, it is difficult to draw broad conclusions about emotional intelligence from this study due to its limitations, specifically the tiny sample size. Further research must be conducted, with the primary emphasis being on this topic. In addition, the research process is hampered by the deductivist school of philosophical thought. It is necessary that every one of the premises produced by the inductive research be accurate and that the words be specified appropriately for the conclusions reached through the process of deductive reasoning to be valid. When conducting research in the future, it will be necessary to examine several distinct philosophies from various perspectives side by side to reach a consensus regarding the approach that will be most successful.

Abstract

Introduction

Materials and Methods

Results

Discussion

Conclusion

Data Availability

Conflicts of Interest

References

Copyright

Related articles

Abstract

     The present study aims to examine the relationship of instructors’ emotional intelligence (EI) with the satisfaction index of their corresponding students. For this purpose, data were collected from 650 full-time students and 6 male instructors from a major Middle Eastern University. Emotional intelligence of the instructors was measured with the help of average of students’ responses with the weightage of each assessing parameter, i.e., self-awareness, self-management, social awareness, and relationship management which also reflected the students’ satisfaction index (SSI). Moreover, authenticity of the data was confirmed with the help of Cronbach’s alpha, and the analysis of data was carried out using descriptive statistics, correlation, and box plots. The students’ satisfaction index is calculated by correlating various parameters such as comfort, skill, learning, and motivation in order to identify the most critical parameter. For identifying the most critical parameter, box plots are used. Final results reveal a strong correlation of instructor’s EI with student satisfaction index (r = 0.951, , F >> Fcritical). Findings of the study can be beneficial to highlight the importance of students’ satisfaction index (SSI) which is correlated with instructor’s EI.

1. Introduction

     Emotional intelligence (EI) is an ability to understand and manage own as well as others’ emotions [1]. Although, EI is a relatively new concept, but widely considered as a predictor of psychological well-being and overall performance [2]. People with high emotional intelligence not only distinguish between different emotions but also utilize them in a beneficial way [3]. Due to multifacet integration of personal and social competencies, EI has been found to positively impact the effectiveness of team’s dynamics [4]. Nowadays, organizations prefer to hire graduates with higher EI scores instead of merely focusing on their IQ and job experience [5]. Therefore, any perception gap between the employer’s expectations and student’s preparation not only reduces their chances of employability but also questions the credibility of academic institutions [6]. Under these circumstances, the instructor’s emotional competency and his/her efficacy play a pivotal role to ensure the academic success of their students [7]. Nevertheless, factors like classroom conditions, school characteristics, administrative procedures, and instructor’s knowledge are found to influence student satisfaction; however, recent studies highlighted the impact of instructor’s emotional intelligence on the academic achievement of their students [8, 9]. Wu et al. studied 467 Chinese middle school teachers and found a strong impact of EI on their self-efficacy and teaching performance [10]. In a similar study conducted by Junjun et al. with 534 primary teachers, it was observed that the emotional intelligence of educational leaders significantly influenced their instructional strategies. Consequently, teachers with good EI showed more commitment towards their students compared to instructors with low EI scores [11]. Sabina et al. surveyed 559 secondary school teachers with the help of teacher efficacy scale and observed that teachers with better EI not only demonstrated a higher level of classroom management but also created a positive teacher-student relationship [9]. Corcoran et al. discovered that teachers with high EI possessed the ability to better handle the behaviors of their respective students and subsequently helped them in showing improved academic performance [12].

Conclusion

     The final results depict that there is a positive connection between student satisfaction index and instructors’ emotional intelligence. This positive connection between emotional intelligence of the instructor and the satisfaction index of students is measured through four factors which are comfort, learning, skill, and motivation as shown in Figure 3. The connection between instructors’ EI and students SI can be proven very effective for the improvement of the education system. The results suggest that it demands revision which can be ensured by educational management. Furthermore, the findings show an evident strong connection between instructors’ EI and SSI. Therefore, it is depicted that students’ satisfaction factors (SSF) are positive predictors to improve SSI. Subsequently, management can promote the ways where the development of instructors’ EI among instructors would be discussed to ensure the flexibility towards students for the empowerment of SSI. Instructors would facilitate students taking into account the four students’ satisfaction factors (SSF); comfort, learning, motivation, and skill have their own value as the results indicate.

This paper used moderator analysis to test whether emotional intelligence and resilience moderated the relationship between the Dark Triad variables and burnout. 232 adults completed measures of all variables. Primary Psychopathy was found to reduce an individual’s level of burnout. However, Secondary Psychopathy and Machiavellianism were expected to increase burnout, and although the correlation results supported this, the regression models did not. Narcissism, unexpectedly, had no significant relationship with burnout. As predicted, emotional intelligence provides a buffer against negative effects of the Dark Triad traits but also amplifies the positive effects, such as reducing burnout. Implication and limitations are considered.

Introduction

The Dark Triad comprises of three personality traits, psychopathy, Machiavellianism and narcissism, which are believed to share a common core but have aspects that are unique to each trait (Paulhus & Williams, 2002). Derived from clinical research, psychopathy is made up of 2 factors: Factor 1 representing the core personality traits of a psychopath: selfishness, callousness and lack of empathy and remorse, whereas Factor 2 encompasses the chronic antisocial behaviour that is associated with a psychopath: the chronically unstable and antisocial lifestyle (Hare et al., 1990; Harpur, Hakstian, & Hare, 1988). Machiavellianism is characterized by behaviour that is amoral and manipulative. Individuals scoring high on Machiavellianism are cynical of the individuals around them and willing to adopt the necessary tactics to achieve their goal (Christie & Geis, 1970). The core of Narcissism is an inflated view of self and a sense of entitlement. Consequently, individuals high on this trait display behaviour that exaggerates their abilities and they are not receptive of criticism. As expected, others view high narcissists as egotistical and arrogant (O’Boyle, Forsyth, Banks, & McDaniel, 2012). Recent meta-analyses of the Dark Triad have examined several outcomes such as intelligence (O’Boyle, Forsyth, Banks, & Story, 2013), job performance (O’Boyle et al., 2012), and counter productive work behaviours (CWB; Grijalva & Newman, 2015). They have all shown there is considerable heterogeneity in effect sizes to warrant moderator investigation. However, only a few studies have examined what moderates the Dark Triad and whether those moderating effects are consistent across Dark Triad traits (notable exceptions are Palmer, Komarraju, Carter, & Karau, 2017; Smith, Wallace, & Jordan, 2015). This study attempts just that. Furthermore, this study examines whether there are potential benefits to the individual or an “upside” to these traits that have traditionally been investigated as detrimental to individuals and wider society. Moderator research is important to identify situational or dispositional factors that not only reduce the negative influence of the Dark Triad on work outcomes but also potentially amplify, and therefore illuminate, the positive influence the Dark Triad traits may have in the workplace.

The aim of this study is to investigate how perceived personal discrimination and emotional intelligence affect the relationship between perceived social support and pathological Internet use of students in China. Data were collected from 560 students from primary and secondary schools in mainland China. Results showed that perceived social support could be a predictor of students’ perceived personal discrimination, and perceived personal discrimination could have a significant impact on students’ pathological Internet use. Perceived personal discrimination had a mediating effect on the relationship between perceived social support and pathological Internet use. In addition, emotional intelligence played a moderating role in the relationship between perceived social support and perceived personal discrimination, as well as between perceived personal discrimination and pathological Internet use. As a moderator, emotional intelligence can enhance the effect of social support perception on discrimination perception, and mitigate the effect of discrimination perception on individual pathological Internet use. This enlightens us that it is necessary to provide social support and improve emotional intelligence of primary and secondary school students and reduce their perceived personal discrimination, thereby reducing their pathological Internet use.

Introduction

Pathological Internet use (PIU) refers to excessive use of Internet that damages individuals’ social and psychological functions and affects their normal work and learning behaviors (Davis, 2001). Pathological Internet use among adolescents and children has become an increasingly concerned issue in the past decades (Hernández et al., 2019; Karaer & Akdemir, 2019). Along with its prevalence, the Internet plays an increasingly important role in the lives of children and teens. However, pathological Internet use has begun to endanger the physical and mental health of young people while the Internet brings speed and convenience (Zhang et al., 2019). There are 829 million Internet users in China, accounting for 20% of all Internet users worldwide (Lei et al., 2018). Among them, 21.6% (179.06 million) are under the age of 19 (CNNIC, 2019), and the rate of pathological Internet use among primary and secondary school students in China is 6.6% (Wang, Wang, & Fu, 2008). As more children become addicted to the Internet, their problem behaviors related to pathological Internet use have arisen accordingly (Stavropoulos, Alexandraki, & Motti-Stefanidi, 2013; Zhang, Qin & Ren, 2018; Zhang et al., 2019). Studies have found that pathological Internet use has negative effects on students’ academic performance (Zhang et al., 2019) and psychosocial development (Dong & Wang, 2013). Therefore, more attention should be paid to this phenomenon. It is very important to understand the factors contributing to pathological Internet use and how they interact. However, studies on the influencing mechanism of pathological Internet use are still at an early stage, and the understanding of its etiological factors and mechanism is rather limited (Kuss & Lopez-Fernandez, 2016). Therefore, it is urgent to explore the key influencing factors of pathological Internet use and their influencing mechanism.