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In contrast to the well-known stereotype of the boring, unsociable accountant, today’s public accounting professionals argue that they are boundary-spanners. Working at the intersection of the firm/client interface, these professionals contend that sociability is a requisite skill for routinely navigating the many interactions they have with multiple personnel at client organizations. This research aims to address this disconnect and confront whether the public perception is warranted. Using the Trait Emotional Intelligence Questionnaire (TEIQue), we assess the sociability of 176 public accounting professionals and discover that, contrary to the stereotype, male public accountants are more sociable than males in the general population. Our analysis also demonstrates that female public accountants are no more or less sociable than females in the general population. Additional analysis shows that while male public accountants are more sociable than female public accountants, this effect is attributable to differences at lower levels of the profession and that male-female differences disappear when comparing male managers and partners to female managers and partners. Given the importance of sociability in public accounting, this research offers recruiting strategies which will help to dispel the myth of the unsociable accountant and provides training tips for enhancing sociability within the ranks.

The research in this thesis is motivated by moral aspect rather than overlooking learners, particularly learners who are experiencing puberty, when their curiosity raging-nggebu with things that are foreign to them. Technology is the most dominant factor in supporting their curiosity. For example, technology delivers everything instantly, software that enables google search of all knowledge, knowledge that can be both positive and negative. Subsequently, this fact affects the young who employ such technology improperly, especially those who are students. The rise of the porn video that has spread in cyberspace make this negative impact worse to those who are still studying. Thus, this situation requires teachers who are emotionally intelligent and have good morality in order to produce reliable output. Teachers who become educators at both institutions already have experience of EQ tests in collaboration with other universities psychiatrist. Emotional intelligence determines our potential to learn the skills - practical skills based on five elements: self-awareness, motivation, self-regulation, empathy and skills in developing relationships with others. This is associated with emotional intelligence as a teacher educator, who have the ability to recognize emotions, self-control, self-motivation, empathy and fostering hunbungan to provide a forum for students to pay more attention to their behavior. Students will indirectly follow what the teacher do. Keywords ; Emotional Intelligence, Morality Students

Purpose The purpose of this paper is to test whether follower psychological need satisfaction, a key variable in the self-determination theory (SDT), mediates between both follower and leader use of emotions and follower job performance. Design/methodology/approach The authors surveyed health-care professionals who were employed by various organizations, and at the same time, were enrolled in a bachelor and part-time MSc program at an Indonesian university (N = 220). Structural equation modeling was used to test the two hypothesized mediation effects. Findings The results show that to get high follower job performance, both leaders and followers must be proficient in using their own emotions in constructive ways. Both significant associations were mediated by follower psychological need satisfaction. In addition, follower use of emotions was also directly related to follower job performance, indicating partial mediation. Originality/value By examining the emotional intelligence dimension “use of emotions” by both followers and their leaders, and by pointing to the importance of the constructive use of their emotions at work, the authors extend the SDT. Two probable affective mechanisms, which precede the job performance effects of satisfying followers’ psychological needs, were identified from the results.

Emotion shapes all aspects of our interpersonal and intellectual experiences. Its automatic analysis has therefore many applications. In this paper, we propose an emotional tonal speech dataset, Mandarin Chinese Emotional Speech Dataset - Portrayed (MES-P), with both distal and proximal labels. In contrast with state of the art datasets which only focused on perceived emotions, MES-P includes not only perceived emotions (proximal labels) but also intended emotions (distal labels), to make it possible to study human emotional intelligence, i.e. emotion expression/understanding ability, and emotional misunderstandings in real life. Furthermore, MES-P also captures a main feature of tonal languages, and provides emotional speech samples matching the tonal distribution in real life Mandarin. MES-P dataset also features emotion intensity variations, by introducing both moderate and intense versions for joy, anger, and sadness, in addition to neutral. Ratings of the collected speech samples are made in valence-arousal space through continuous coordinate locations, resulting in an emotional distribution pattern in 2D VA space. High consistency between the speakers' emotional intentions and the listeners' perceptions is also proved by Cohen's Kappa coefficients. Finally, extensive experiments are carried out as a baseline on MES-P for automatic emotion recognition and with comparison to human emotion intelligence.

The Seeking Proxies for Internal States (SPIS) model of obsessive-compulsive disorder (OCD) posits that OCD is associated with attenuated access to internal states. Here we explored the implications of this model in the realm of emotions. Participants with OCD, anxiety disorders, and nonclinical control participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), assessing two domains of emotional intelligence: Experiential emotional intelligence (EI), reflecting the ability to perceive and feel emotions accurately, and Strategic EI, reflecting the ability to understand and manage emotions correctly. As only Experiential EI requires accurate perception of one’s emotions for adequate performance, we predicted an interaction between group and EI area. Specifically, we predicted that compared to both anxiety disorders and healthy control participants, OCD participants would show a larger deficit in Experiential area of the MSCEIT relative to the Strategic area. Results were fully in line with this prediction. Moreover, supporting the specificity of the hypothesized deficit to OCD, participants with anxiety disorders did not differ from nonclinical control participants in their performance, and findings were not attributable to anxiety or depression levels. These results replicate and extend previous findings obtained with analogue samples and suggest that OCD is associated with attenuated access to emotional states, which may be partially compensated for by reliance on semantic knowledge of emotion.

Objectives: This study aims to translate and evaluate the psychometric properties of the Persian version of Trait Emotional Intelligence Questionnaire (TEIQue) in college students. Methods: This is a descriptive study. Participants were 551 students from selected universities in Tehran, Iran who were enrolled using a stratified random sampling method. The students completed the Persian version of TEIQue as well as the Schutte Self Report Emotional Intelligence Test (SSEIT) and the Neo-Five Factor Inventory (NEO-FFI). Data were analyzed in SPSS v. 22 software using independent t-test, Cronbach’s alpha, Pearson correlation and Exploratory Factor Analysis (EFA). Results: The results of EFA confirmed that the Persian TEIQue had four factors of well-being, self-control, emotionality and sociability. Cronbach’s alpha value was reported 0.95 for the global EI, and ranged 0.69-0.90 for its four factors. In the split-half reliability, the Cronbach’s alpha was obtained 0.92 for the first half and 0.89 for the second half. The convergent/discriminant validity assessment in relation to SSEIT and NEO-FFI, showed a positive correlation with the most subscales of SSEIT and a negative correlation with the neuroticism subscale of NEO-FFI. There were gender differences in TEIQue scores between males and females, where females had higher scores in the global index and in factors of well-being and emotionality. Conclusion: The Persian version of TEIQue has acceptable reliability and validity for measuring trait emotional intelligence in Iranian adult population.

In this chapter, we will explore several important questions about human mental abilities. In many ways, these questions are similar to those that we have addressed throughout this book in the context of personality variation. We will begin with the issue of the structure of mental abilities: Is there a general tendency for some people to be “smarter” than others across the full array of intellectual tasks? Or, is there a tendency for some people to be “smart” at some intellectual tasks and for other people to be “smart” at other such tasks? After discussing the structure of mental abilities, we will consider a series of questions about the nature of mental ability. How do levels of mental ability change throughout the life span, and how stable are individual differences in mental ability across long periods of time? What are the biological variables that underlie variation among people in mental ability? Is this variation mainly attributable to genetic or to environmental differences? To the extent that the environment is involved, which aspects have the strongest impact on mental abilities? We will then move on to the question of whether mental abilities have any important influences on real-life outcomes: Do scores on mental ability tests predict academic performance? Do they predict job performance or health and longevity? Being a good citizen? Whom we marry? Next, we will examine the sometimes complex ways in which mental abilities are related to several other variables. For example, some aspects of mental ability are substantially related to certain personality characteristics, whereas other aspects are not. Similarly, some aspects of mental ability show large differences between the generations and large changes throughout the life span, whereas other aspects do not. Finally, we will also consider some alternative ideas about mental ability that have achieved some popularity among the general public, such as the “triarchic theory of intelligence,” the “theory of multiple intelligences,” and “emotional intelligence.” In particular, we will examine the evidence regarding the validity of these ideas.

Introduction.The relevance of studying the emotions of employees in organizations is due to the economic and psychological crisis, as a result of which many managers are trying to cope with their stress at work and, in some cases, their job duties remotely. The studyaimsto examine the relationship between emotional intelligence and individual characteristics of self-actualization in managers of a large trading company. Materials and methods.Forty employees from various trade organizations took part in the study. The following methods were used: the emotional intelligence assessment technique (N. Hall) and the self-actualization test (SAT) (E. Sjostrom). Spearman rank correlation method was used. Research results.A reliable direct relationship between self-motivation and contact was obtained (rs = 0.460; p ≤ 0.05). Self-motivation, defined as managing one’s emotions, determines a person’s ability to quickly establish contacts with people and communicate. The feedback of self-motivation and self-esteem was revealed (rs=-0.555; p ≤ 0.05). According to the respondents’ evaluations, social success is not affected by a person’s ability to manage emotions and feelings. An inverse relationship of empathy and self-esteem was also revealed (rs = -0.463; p ≤ 0.05). Respondents believe that empathy with others can hinder the achievement of social success, recognition, and self-esteem. Conclusion.Emotional intelligence of employees: contributes to developing their leadership skills, increases stress resistance at work, job satisfaction, motivation, interest in organizational learning, reduces emotional exhaustion and fatigue, and is a means of conflict resolution. All this has a positive effect on the company’s efficiency.

The links between elements of the decision-making system on the presence of corruption risk (CR) in a situation with the logical component of thinking as a predictor are considered. The hypothesis of the role of logical reasoning component as a predictor of (1) perceptions of corruption, (2) indicators of emotional intelligence and (3) moral judgement was tested on a sample of Moscow university students (N=134; M=35±11 years old). The following diagnostic tools were used: (1) the author's test for recognising CR situations, (2) the method for assessing the content of ideas about corruption (Pogozhina, Pshenichnyuk, Sergeyeva), (3) D. Lucin’s EmIn questionnaire, (4) Molchanov's Justice-Care technique. Correlation analysis and structural modeling were used to process the data. The logical component of thinking was a significant positive predictor of the level of development of perceptions of corruption and understanding one’s own emotions and those of others. Also, the logical component significantly negatively predicted moral judgments based on instrumental individualism, reflexive empathic orientation and unconscious but internalized moral values. The findings suggest that the logical component will play a leading role in the CR decision-making system and should be specifically shaped.

The literature indicates that adolescents with delinquent behavior have greater difficulty making rational decisions and show lower emotional intelligence and empathy. Decision-making is a set of complex processes associated with neurobiological, cognitive, emotional, and social factors which help regulate and guide behavior, which could be influenced by emotional intelligence and empathy. A comparative, correlational, and predictive study was conducted to analyze relationships and influence of emotional intelligence and empathy in decision-making styles in adolescent offenders and non-offenders. 808 Colombian adolescents between 14 and 18 years of age participated (50p offenders). The results indicated significant differences in emotional attention, perspective taking, fantasy, empathic concern, vigilance, and hypervigilance. Emotional repair and perspective taking were identified as favoring rational decision-making. Additionally, emotional attention and personal distress were found to influence hypervigilance, buck-passing, and procrastination. The importance of intervening in emotional intelligence and empathy to favor decision-making styles in adolescents is discussed.

PurposeThe main purpose of this study is to demonstrate and verify the influence of emotional intelligence skills on the performance of teachers in private higher educational institutions.Design/methodology/approachThis quantitative study is based on the positivism research philosophy and the deductive research. Data are collected form Lebanese educational institutions; 304 teachers are surveyed using the convenience sampling technique. Hypotheses are verified through the one-way ANOVA and the multiple linear regression (step-wise) technique with a Sig. value of 0.000 FindingsThe study verified that teachers' demographics have a direct impact on their performance. It also proved that emotions have an impact on teachers' behaviors; emotions are important energy re-sources that help them cope with difficult situations. Teachers with a high level of emotional intelligence are in tune with their own emotions. It is demonstrated that self-awareness, self-management, self-motivation and social skill have a positive statistical influence on the teacher's performance. Lebanese Private Educational Institutions system should be endowed with emotional intelligence to provide teachers with more effective abilities which would eventually reflect on the student's cognitive abilities especially attention and memory.Originality/valueThis study contributes to the literature by studying the emotional intelligence in Lebanese educational institutions which was studied in different countries except Lebanon. It is verified that integrating the emotional intelligence into Lebanese educational systems would play a decisive role in optimum academic performance; institutions should establish as a benchmark the skills related to emotional intelligence.

PurposeThe issue of project managers’ competencies has gained much traction in practice and more recently in academic debate. However, they have become analogous to extensive wish lists where a project manager is expected to have an exhaustive list of aptitudes and capabilities. Therefore, identifying and defining the most critical competencies for project success is urgently needed. Moreover, although the vast number of studies emphasize the significance of behavioral competencies, there is a dearth of empirical research and studies within the context of information systems (IS) are scarce. Consequently, the present study aims to investigate the influence of project manager's behavioral competencies for the successful delivery of IS projects.Design/methodology/approachThis research conducted a systematic literature review (2009–2019) of 27 relevant studies incorporating 179 competencies. The authors also collected data from 121 professional IS project managers and used regression analysis and dominance analysis to test the hypotheses proposed.FindingsThe results confirm that behavioral competencies (including leadership, communication, result orientation, emotional intelligence, ethics, creativity and motivation) are significantly and positively related to IS project success. Furthermore, the findings show that emotional intelligence (resilience, stress management and self-control), creativity (resourcefulness, creativity thinking and imagination) and ethics (transparency, honesty and integrity) are the most influential behavioral competencies for IS project success.Originality/valueTo the best of the authors’ knowledge, this research is among the first to use a quantitative analysis to empirically investigate project manager's behavioral competencies for project success in the IS discipline. It brings much-needed empirical evidence for the most important competencies for IS project managers.

Trait emotional intelligence (TEI) is a constellation of emotional self-perceptions and dispositions located at the lower levels of personality hierarchies. Previous studies often linked TEI with prosociality, but ignored its possible dark sides. This study aims to explore the association of TEI with depression among Chinese emerging adults and the mechanism of ego-depletion (ED) and perceived social support (PSS) in this relationship. A total of 852 college students volunteered to participate in the survey. The results showed that TEI was positively associated with depression, and ED played a mediating role in this association. Besides, the stronger PSS weakened the indirect relationship between TEI and depression via ED. To be specific, college students low in PSS were more likely to suffer from ED and further to be depressed when they have high levels of TEI; whereas, TEI was not associated with increased ED and depression among college students with high PSS. The current study further expands the existing research on TEI, reveals the possible dark side of TEI and provides some theoretical guidance for the prevention and intervention of college students’ depression.

Background: Suicidal ideation is not restricted to psychiatric patients. To the contrary, it is not uncommon in the general population and constitutes a precursor for suicide attempts and completed suicides. While risk factors for suicidality have extensively been described, much less attention has been devoted to the investigation of protective factors. In the current study we investigated two of such potential protective factors in combination, namely trait emotional intelligence (EI) and resilience in a sample of university students. Subjects and methods: We recruited 277 university students without an active physical or mental disorder requiring medical attention via an online questionnaire and assessed lifetime and four-week suicidal ideation. Resilience was measured with the Connor-Davidson Resilience Scale, EI with the Self-report Emotional Ability Scale and stressful life events with the Social Readjustment Rating Scale. Logistic regression was used to investigate the effect of EI and resilience on lifetime and four-week suicidal ideation. Results: Resilience as well as intrapersonal trait EI factors were significantly lower in individuals who reported lifetime suicidal ideation. The regression analysis revealed t􀁋􀁈􀀃􀀨􀀬􀀃􀁉􀁄􀁆􀁈􀁗􀀃􀂳􀀵􀁈gulation of one's own emotion􀁖􀂴􀀃􀁄􀁑􀁇􀀃􀁗􀁋􀁈􀀃􀁕􀁈􀁖􀁌􀁏􀁌􀁈􀁑􀁆􀁈􀀃􀁉􀁄􀁆􀁗􀁒􀁕􀀃􀂳􀀦􀁒􀁑􀁗􀁕􀁒􀁏􀂴􀀃􀁗􀁒􀀃􀁅􀁈􀀃 significant predictors of lifetime and/or four-week suicidal ideation. Neither trait EI nor resilience had a moderating effect on the relationship between life events and suicidality. Conclusions: Low intrapersonal EI and low resilience are associated with lifetime and, in part, four-week suicidal ideation.

Hasierako bertsolaritzaren irakaskuntza teknikaren jabekuntzan zentratzen zen eta tradizionalki bertsolaritza gizonen jarduera izan da (Larrañaga 2013: 41). Mende aldaketarekin batera ordea, gizartean aldaketak egon dira, eta aldaketa horiek bertsolaritzaren sisteman eta ikaskuntzan isla eta eragina izan dituzte. Lan honetan egungo emakume bertsolari eta irakasleek bertso-eskoletan eta hezkuntza arautuan zer-nolako metodologia erabiltzen duten eta alderdi sozio-emozionala eta ahalduntze prozesua zelan kudeatzen dituzten ezagutu nahi izan dugu, euren diskurtso eta praktikei arreta jarriz. Horretarako 10 elkarrizketa sakon eta 16 behaketa egin dira. Emaitzen artean ikus daiteke adimen emozionalaren lanketa egiten dela, bai pertsonala bai taldekoa; genero perspektiba esparru formal eta ez formaletan txertatu dela, eta irakasleak ikasle guztiak ahalduntzen saiatzen direla, ikasleak bide horretan agente aktibo bihurtze aldera.

Aims: The study determined the type of relationship between emotional intelligence and academic achievement of secondary school students, the type of relationship between self-efficacy and academic achievement of secondary school students, the type of joint relationship among emotional intelligence, self-efficacy and academic achievement of secondary school students in Mathematics in Imo state. Study Design: Correlational Survey research design. Place and Duration of Study: Secondary school II students in Imo State, Nigeria Sample: Methodology: The study adopted the correlation survey design. Disproportionate stratified sampling technique was used to select a sample size of 1250 SS II students from a population of 6960 SS II students in government owned secondary schools in Imo state. The instruments adopted for data collection were standardized emotional intelligence inventory (EI) and self-efficacy scale (SES). These instruments were administered using direct delivery approach with the help of regular teachers as research assistants from the sampled schools. Research questions 1 and 2 were analyzed using Pearson Product Moment Correlation Coefficient, while research question 3 was analyzed using multiple regression analysis. The hypotheses postulated was tested at 0.05 level of significance using multiple regression analysis which determined the R, R-squared and adjusted R-squared. The significant value on the coefficient table was used to test hypotheses 1 and 2, while the ANOVA F-ratio, R, R-squared and adjusted R-squared coefficients derived from multiple regression analysis were used to test hypotheses 3. Results: The findings of the study revealed a moderate positive relationship of 0.643 existing between secondary school students’ emotional intelligence and their academic achievement in Mathematics, Also, a very low positive relationship of 0.310 existing between secondary school students’ self-efficacy and their academic achievement in Mathematics, a moderate positive relationship of 0.451 existing among secondary school students’ emotional intelligence, self-efficacy jointly with their academic achievement in Mathematics. Furthermore, a significant relationship between emotional intelligence and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship between self-efficacy and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship existing among secondary school students’ emotional intelligence and self-efficacy jointly with their academic achievement in Mathematics in Imo state. Conclusion: The conclusion of this study creates an insight on the possible reasons for poor academic achievement in accordance with their personality traits and have provided justification for the expressed concerns.

The research was aimed at enhanching social, emotional intelligence of students by developing participative, collaborative scientific writing teaching materials based on need analysis. It has three focuses, i.e. introduction study, product design and development, and product effectivity test. The research data consists of field notes, feedback, comments and critics on the product from experts and practitioners. The data is analyzed by using domain analysis technique. The research results in developed product of participative, collaborative scientific writing teaching materials. It has specific characteristics that were different from conventional teaching materials, which have reflection of student participation in identifying purpose and selection of teaching materials that can be used as collaborative, democratic discussion topic for the students. The effectivity test results show that the developed product was better than conventional scientific writing teaching materials. Scientific writing teaching and learning process that utilizes the developed teaching material product significantly impacts on improved social, emotional intelligence, teaching and learning process quality, and scientific writing learning achievement of students. The research results show that all teaching materials used in teaching and learning process at higher education institutions, particularly at Study Program of Indonesian Language and Literature Education, should get through series of development process testing to produce excellent, high quality teaching materials.The research was aimed at enhanching social, emotional intelligence of students by developing participative, collaborative scientific writing teaching materials based on need analysis. It has three focuses, i.e. introduction study, product design and development, and product effectivity test. The research data consists of field notes, feedback, comments and critics on the product from experts and practitioners. The data is analyzed by using domain analysis technique. The research results in developed product of participative, collaborative scientific writing teaching materials. It has specific characteristics that were different from conventional teaching materials, which have reflection of student participation in identifying purpose and selection of teaching materials that can be used as collaborative, democratic discussion topic for the students. The effectivity test results show that the developed product was better than conventional scientific writing teaching materials. Scientific writing teaching and learning process that utilizes the developed teaching material product significantly impacts on improved social, emotional intelligence, teaching and learning process quality, and scientific writing learning achievement of students. The research results show that all teaching materials used in teaching and learning process at higher education institutions, particularly at Study Program of Indonesian Language and Literature Education, should get through series of development process testing to produce excellent, high quality teaching materials.

Envy is a mixed negative emotion that is characterized by feelings of hostility, inferiority, resentment, and depression. It has been found that mindfulness is negatively associated with envy. This paper aimed to explore the interaction between mindfulness and envy by referring to the mindful emotion regulation model, and it also examines the mediation of emotional intelligence. Six hundred and seventy-six participants (182 men and 494 women) completed the Mindful Attention Awareness Scale, the Dispositional Envy Scale, and the Wong Law Emotional Intelligence Scale. Results suggest that mindfulness is significantly and negatively correlated with envy. Meanwhile, a multiple mediation analysis indicated that regulation of emotion and use of emotion partially mediate the impact of mindfulness on envy. The current study not only provides a theoretical basis for possible mechanisms underlying the inhibition of envy, but also provides valuable guidance for developing mindfulness-based intervention programs aiming at reducing the negative effects of envy.

This study aims to examine the influence of religiosity and emotional intelligence on resilience of tsunami survivors in the Selat Sunda that occurred on December 22, 2018. This study used a quantitative correlational approach. Using accidental sampling technique, the participants were 62 tsunami survivors of Selat Sunda in Pandeglang, age ranged between 20-65 years, lost their homes, livelihoods, death of family/relatives or experienced physical illness/disability. This study used 3 instruments, including: The Centrality of Religiosity Scale (CRS), Goleman emotional intelligence measuring instrument, and Connor Davidson Resilience Scale (CD-RISC). The results showed that religiosity and emotional intelligence had a simultaneous effect on resilience with a percentage of 17. Partially, religiosity had no significant effect on resilience to tsunami survivors in the Selat Sunda in Pandeglang.

The objective of the current article is to explore the emotional intelligence (EI) as a coping mechanism and training competence in the management of SARS COVID-19 pandemic stress in Albanian students. Methods we administered online is the Mayer-Salovey-Caruso emotional intelligence Test (MSCEIT) and The Scale of Impact of Stressful (Albanian version) for SARS COVID-19, that was standardized by the authors. Data were analyzed by SPSS v.26 and interpreted by Pearson correlation coefficient and t-test. The sample of respondents were 300 students (N=300) from 5 state universities in Albania, of whom 198 female (66%) and 102 male (34%) in range of 19-25 years. The results showed an inverse correlation between pandemic stress symptoms and self-awareness (r=-.765, p

Purpose The aim of this study was to assess the emotional intelligence of nurses caring for COVID-19 patients. Methods This was a descriptive cross-sectional study that was conducted from May to July 2020 in Tehran, Iran. Nurses caring for patients with COVID-19 were requested to fill in Bradbury and Graves's questionnaire online using a questionnaire in electronic format. Results Finally 211 nurses completed the questionnaires. Most of the nurses were working in critical care wards and caring for critical patients (61.6). Nurses' emotional intelligence was reported to be 63.19 (8.22). In general, the nurses' emotional intelligence was moderate. Between the dimensions, self-awareness and self-management had the highest scores. Also, the lowest score was related to self-management. The ward type and complexity of care had no effect on the scores of emotional intelligence. Nurses caring for patients with moderate disease severity had a higher relationship management score than nurses caring for critically ill patients (P Conclusion The total score of emotional intelligence was moderate. Due to the continuation of the COVID-19 pandemic and the possibility of mental and physical fatigue of health care workers, improving emotional intelligence can be effective in resilience and stability of the psychological status of employees.

Have you ever wondered if you will end up working for a large corporation or an entrepreneurial business? Some people seem to thrive in one environment, but falter in another. Or, they just seem to enjoy one more than the other, while being able to function equally well in either. This chapter will not provide you a crystal ball to look into and predict your future career path. However, hopefully, it will provide you with information on life in the corporate world that you will find useful at some point in your career, be it in a large corporation or a small entrepreneurial venture, or both.

This study was conducted to confirm the thesis of “happy employee=productive employee” in an academic setting in which the working hours and workplace is not as clear as in other workplace settings that the aforementioned thesis was handled in. Thus, the pioneer aim was to investigate the relationship between workplace happiness and perceived academic performance. Based on the possible relationship, it was to analyze the moderator effect of emotional intelligence and mediator effect of work-life balance with sub-dimensions respectively. The study was conducted in 42 universities locating inCentral Anatolia Region of Turkey with 1136 academicians. In analyzing data, hierarchical regression analysis was conducted. The results showed that workplace happiness positively affected perceived academic performance directly. Moreover, this effect became stronger with emotional intelligence and its three sub-dimensions. Besides, three sub-dimensions of worklife balance partially mediated this relationship. This research make theoretical contributions to literature by validating the thesis also in academic setting and the mediating role of work-life balance, opposite to that of the literature. It alsohas some practical contributions to universities by showing how to improve performance.

In recent years, the level of crime among young people has increased, so there is a need to improve the methods of education and correction of such persons, which is why the in-depth study of the emotional intelligence of the convict is relevant. Based on empirical data, the components of emotional intelligence of male juveniles with normative behavior and convicts were compared. The following research methods were used: semantic, sociological (observation, interviewing, psychodiagnostic testing), comparative analysis, and correlation analysis. The study found that the level of emotional intelligence of juvenile convicts is lower than the emotional intelligence of normative behavior. Convicts have a lower level of understanding and control of their emotions, reduced empathy, which is expressed in the inability to consciously interpret the emotional state of another person, and reduced control over their expression. The above directly proportionally affects the ability of juveniles to commit criminal offenses, so it is necessary to purposefully influence and develop emotional intelligence and emotional competence in juvenile male convicts. Based on the constant analysis of the emotional intelligence of convicts, it is possible to more effectively identify and eliminate the causes and conditions that contribute to the commission of offenses and anti-social actions.

PurposeThis study aims to assess the effect of knowledge management (KM) development and emotional intelligence (EI) on the productivity of librarians regarding the mediating role of job motivation (JM) and job feedback (JF).Design/methodology/approachThis study was carried out in two phases. First, the variables affecting the productivity of librarians were identified and selected through an explorative study and by surveying their opinions. Then, the theoretically designed model was administered to 312 librarians at Iranian public libraries. A questionnaire was used to collect data, and the structural equation modelling technique was used to analyse data.FindingsThe results of this study showed that KM and EI, mediated by JM and JF, had a positive and significant effect on developing the librarians’ productivity. The results also revealed that JF had a positive effect on JM and that JF was more effective on productivity than JM. This study marginally proved the direct effect of KM and EI on productivity where KM was more effective than EI on productivity. Knowing the effects of organizational and individual factors on the higher productivity of librarians in public libraries will help library managers make more efficient use of those factors in developing the capabilities of librarians and enhancing productivity.Originality/valueThis study is one of the few studies of its kind that facilitates the perception of the concept of productivity in public libraries and also the assessment of the effects of organizational and individual factors on the librarians’ productivity.

El presente artículo parte de un paradigma analítico y un enfoque metodológico mixto con el fin de diseñar un programa lúdico-práctico de inteligencia emocional para preadolescentes del C.E.R Centro Educativo Rural Bábega, del municipio de Santo domingo de Silos, Norte de Santander, como estrategia de construcción de paz. Para ello se buscó determinar el nivel de percepción, facilitación, comprensión y regulación emocional, a partir de tareas de ejecución a través de la aplicación del Test de Habilidad de Inteligencia Emocional en la Escuela (THInEmE) de Isabel María Merchán Romero, Universidad de Extremadura España, 2017. Seguidamente, se propone un programa de inteligencia emocional en preadolescentes del Centro Educativo Rural Bábega como estrategia de Construcción de Paz y, finalmente, se buscó reconocer la construcción de la Paz en el escenario educativo desde la Inteligencia Emocional. Los resultados de la investigación dan cuenta que aunque los estudiantes se esfuerzan por mantener una actitud reconocedora de sus propias emociones y de las de sus pares externos, aún existen claras debilidades en la forma como perciben, facilitan y regulan dichas emociones para una efectiva toma de decisiones o para el fortalecimiento del autoestima personal, por lo que se hace necesaria la intervención psico-pedagógica a partir de estrategias que no sólo incidan en su aprendizaje emocional, sino en las formas como se construyen escenarios de paz desde las aulas.

PurposeEmotional intelligence (EI) plays a vital role in work and non-work outcomes. Gaps exist in the role of contextual factor (i.e. perceived organisational support, POS) and personal resource (i.e. psychological capital, PsyCap) in investigating employees’ EI. This current research draws on the cognitive–motivational–reactional theory of emotions and conservation of resources theory in examining the serial explanatory pathways between EI and work engagement.Design/methodology/approachData were collected at three points of measurement from the public sector in Nigeria. The authors tested their serial mediation model with a sample of 528 public sector employees using PROCESS macro with a bias-corrected bootstrapping method.FindingsThe findings show that EI was positively related to work engagement. EI exerted an indirect effect on PsyCap via POS. The indirect effect of EI on work engagement was serially mediated by POS and PsyCap.Practical implicationsOrganisations need to pay attention to the level of support they provide to employees, given that employees differ in their emotional appraisal and regulations. The way employees perceive organisational support is vital to helping them stimulate their personal resources towards work goals. This study further accentuates the fact that emotionally intelligent employees tend to understand how to manage their emotions and that of others in a way that leads to a higher level of work engagement.Originality/valueThis paper addresses gaps in the literature on EI and regulations in the changing and challenging world of work. In so doing, this paper contributes to the literature by deepening our understanding of the complex relationship between EI, POS, PsyCap and work engagement. Theoretical and practical implications for employees’ emotional appraisal and regulations are discussed.

Purpose This study aims to document the impact of an 80-h virtual Spanish language immersion program on four elementary school leaders in Kentucky. Design/methodology/approach This study used a mixed methods approach. Each subject participated in three semi-structured interviews with the researcher and a standardized oral language assessment. Findings Participants expressed greater confidence when interacting with students and families who do not speak English, greater empathy for students learning English, new cross-cultural understandings and deeper knowledge about the language acquisition process and language instruction. Practical implications Training in a foreign language may prove to be a valuable professional learning activity for leaders seeking to develop a stronger skillset and mindset for multicultural education. Originality/value This paper contributes to the literature by documenting a previously un-researched virtual language immersion program.

Cognitive flexibility is one of the most important skills that school administrators should have in today's world of rapid change and transformation. This study aimed to explore whether emotional intelligence and self-leadership predicted cognitive flexibility. The study universe consisted of principals and deputy principals working in primary, secondary and upper-secondary schools affiliated with the Provincial Directorate of National Education in the center and districts of Amasya in the 2019-2020 academic year. The views of participating school administrators who voluntarily participated in the study (N=204) were analyzed in the framework of the study. Self-Leadership Questionnaire, Cognitive Flexibility Scale and Trait Emotional Intelligence Questionnaire were used as data collection tools in addition to the Personal Information Form developed by the researcher. In the analysis the data was used for the multiple regression analysis conducted to determine whether self-leadership and emotional intelligence predicted cognitive flexibility. Based on the study results, it was concluded that self-leadership and emotional intelligence together -with all their dimensions- had a predictive effect on cognitive flexibility. Based on the results of the research, it can be said that training and practices that improve administrators’ emotional intelligence levels and provide them with self-leadership awareness will make an indirect contribution to cognitive flexibility skills. Based on the results of the research, it can be argued that offering training and practices that improve administrators’ emotional intelligence levels and provide self-leadership awareness will make an indirect contribution to the development of their cognitive flexibility skills. Keywords: Self-leadership; emotional intelligence; cognitive flexibility; school administrators

Although there is substantial evidence for the merits of integrating social and emotional learning (SEL) into educational settings, little empirical research on this learning approach has been conducted in Mainland China. We synthesized the frameworks of Western SEL and the guidelines of Chinese mental health education, and conducted a preliminary assessment of a short-term SEL curriculum that we designed and piloted in an elementary school. We randomly assigned two classes comprising 111 fifth-grade students to take the SEL curriculum (intervention group), and compared them with a third class comprising 53 fifth-grade students assigned the usual curriculum (control group). The results show that the intervention group had a significant increase in emotional intelligence scores after completing the activities in the curriculum, and the control group experienced an increase in feelings of competitiveness. Students in the intervention group generally perceived the SEL curriculum as striking the right balance between enjoyable activities and valuable learning. Our findings imply that it would be a positive educational development to design SEL curricula for systematic use across multiple grades, thus weaving these into the formal Chinese elementary school system.

The article describes emotional intelligence of a university lecturer. It is given the definition of the term «emotional intelligence», revealed its origin. The work describes the main emotional intelligence skills: self-awareness, self-regulation, empathy, motivation, social skills. The author pays attention to Johari Window technique, which helps people better understand their relationship with themselves and others. The article gives a possibility to get acquainted with a list of questions which could be used to assess teacher’s work in a class, content of the course, students’ satisfaction with the course, recommendations of improving the course etc. These questions are divided into the following categories: 1) instructor-specific question themes; 2) course-specific question themes; 3) student self-evaluation questions; 4) open-ended questions. The author of the article also represents some emotional self-regulation strategies, which can be applied in a class. It is explained the difference between a teacher, who is a leader and a usual teacher, who is just an executor of the demanded actions. There is an example of a questionnaire, which helps to determine leader’s style. According to Hersey and Blanchard Situational Leadership Theory a leader’s ability to lead depends upon situation factors. These scientists focused a great part of their research on the characteristics of followers in determining appropriate leadership behaviours. According to this theory, leader’s styles are divided into: directing, coaching, supporting, delegating. The author also explains the difference between a relationoriented and a task-oriented leader. Key words: emotional intelligence, university lecturer, leader’s style, leadership behavior, questionnaire.

Developing and enhancing emotional intelligence in nursing students is a necessary element of nursing education. Various evidence-based strategies to cultivate emotional intelligence characteristics, such as self-reflection, self-awareness, problem-solving, and interprofessional collaboration in nursing students, are described along with the value of role-modeling Christian qualities that promote empathy and compassion in nursing graduates.

The topicality of the research is caused by the reforming general secondary education, which leads to the change in approaches to the future teachers' training. The New Ukrainian School needs a new teacher with their own personal-professional qualities, the combination of which makes pedagogical image. Positive pedagogical image is an important condition for the specialist's competitiveness and a guarantee of the prestige of the educational institution in which they work. The article aims to reveal the specifics of the formation of pedagogical image of the future teachers of the New Ukrainian School. The concept of “image” is seen as a holistic image of the personality, perceived by others and allows forming general idea of its owner. The pedagogical image of a teacher is defined as a set of external and internal elements, the possession of which creates a holistic image of a highly qualified specialist. The structural model of the pedagogical image of the primary school teacher of the New Ukrainian School is interpreted as the unity of three mutually conditioned components: internal (values, emotional intelligence, basic competencies, I-concept), external (habitual, verbal, kinetic) and procedural (leadership and communication style, self-development and self-improvement, creativity, openness to changes, partnership relations, combination of functions of facilitator, tutor, coach, moderator). The program of forming positive pedagogical image of the future teacher of the New Ukrainian School has been presented as a holistic process consisting of five stages. The implementation of the mentioned program is facilitated by the use of various technologies, forms and methods, in particular, interactive technologies, the method of projects, training sessions, coaching.

This cross-sectional survey study examined the relationship between Canadian nurses’ work environment characteristics, emotional intelligence, compassion fatigue and compassion satisfaction (n = 1271). Psychological demands, decision latitude, supervisor and coworker support, and emotional intelligence (EI) were significantly correlated with nurses’ compassion satisfaction and compassion fatigue, except for two EI subscales. Furthermore, these relationships were stronger for compassion satisfaction than compassion fatigue, suggesting that they are influenced by different factors. Our results highlight the importance of creating reasonable psychological demands, empowering nurses to make decisions in their jobs, supportive relationships at work, and fostering the development of nurses’ EI.

Studying emotional intelligence from its conceptual bases, its differences, its application and its connection with other disciplines, is intended to clarify their relevance in people as an essential skill, possible to develop. The methodology used was the scientific documentary record and the conceptual cartography, which allowed for a theoretical analysis that highlights the importance of a personal conscience, of others and of the environment as the basis of an application method practice in the individual and organizational context, which serves as a reference to have a diagnostic of three components related to the construct in question: focus, decision and motivation. The results obtained were a theoretical foundation of the role of emotional intelligence in the life of any person who wishes to improve their development and a reference to apply an empirical tool that relates the investigated concept to the elements that can strengthen the essential competencies.

MODEL OF THE NAQSABANDIYAH ORDER AND ITS EFFECT ON SPIRITUAL INTELLIGENCE . The alarming phenomenon of the current state of society has made experts realize that a person's success in life is not only determined by intellectual and emotional intelligence but also by spiritual Intelligence. Spiritual Intelligence refers to the Intelligence of the heart. In terms of the education of the heart, the Sufi sheikh has set an example by way of the tarekat, each of which has a different path. Therefore, this study tries to answer the problem by knowing how the Naqsyabandiyah tarekat model and its influence on spiritual Intelligence in Surau Nurul Amin, Boyolali Regency. This research is qualitative. The primary source of data is the Naqshbandiyah congregation builder and congregation. Data were collected by observation, in-depth interviews, and documentation. Test the validity of the data using source triangulation. The results showed: (1) The model of the Naqsyabandiyah tarekat in Surau Nurul Amin Boyolali were: Strategy through Dhikr, to foster calm; Method through Suluk, to practice honesty and discipline of the soul; and the techniques used are ubudiyah, alms, pilgrimage. (2) The development of the Naqsyabandiyah congregation in Surau Nurul Amin Boyolali influences spiritual Intelligence. Its influence is seen in the spiritual intelligence aspect of the tarekat congregation. The influence felt by each congregation is different; this is because it is routine or not in the practice of tarekat training. Some experienced a significant change in spiritual Intelligence; others experienced an increase in spiritual Intelligence.

Emotional intelligence is an important factor in the well-being of students, whether regular students or students with learning disabilities. The category of students with LDs always face challenges to adapt and adjust in society and in the school environment. This study aimed at revealing the emotional intelligence of English language students with learning disabilities in Aseer region. The study sample consisted of (140) students with learning difficulties. To achieve the objectives of the study, the emotional intelligence questionnaire was developed and consisted of (45) items, divided into five areas: knowledge of emotions, emotional management, sympathy, empathy, and social competence. The validity and reliability of the questionnaire was ensured before application and data analysis. The results showed that the overall degree of emotional intelligence among students with learning disabilities was low. The results also found that regular students have higher emotional intelligence than students with LDs. The study recommended developing training programs to develop emotional intelligence for students with learning difficulties, and conducting a descriptive and experimental study dealing with other types of intelligence among students with learning disabilities and other special education categories and comparing them with regular students.

The Covid-19 pandemic has created an unparalleled catastrophe with significant challenges for leadership in schools all over the world. The efforts that schools have put in place for training and preparing for teachers prior to Covid-19 seem to be out of step, thus requiring a reimaging and significant transformation to remain relevant for aspiring teacher leaders. This conceptual paper aims at providing transformative intervention strategies (TIS) to empower teachers to become leaders during Covid-19. Having applied transformative leadership theory and integrative literature review (ILR) as method, this paper suggests that teachers should start with transformative listening and learning, whilst taking advantage of opportunities to be empowered to become leaders. To empower teachers to become leaders during the pandemic and beyond, prospective teacher leaders should embrace opportunities which might come from adjustments and which may enable them to better understand the reasons for transformation. As such, this paper aims to provide transformative intervention strategies to empower teachers to use opportunities afforded to them to become leaders in their schools amid the pandemic and beyond. TIS may assist schools in cultivating an environment where teachers actively work together to display transformative emotional intelligence, transformative autonomy and transformative inclusive leadership. The finding revealed that, if purposefully implemented, TIS may encourage teachers to see the value in growth towards leadership, making the process of transformation in schools that much easier. https://doi.org/10.26803/ijlter.20.9.4

The article presents the results of theoretical and empirical study of communicative tolerance. Tolerance is defined as the teacher’s personal formation, which is manifested in their respect for the personality of the student, student rights and is associated with the assertion of the dual dominance of the participants positions in pedagogical interaction. It is specified that the achievement of justice in the relationship between students and teachers is conditioned by the manifestation of the latter’s communicative tolerance. It acts as a quality (value) of the teacher who in communicative dialogic interaction with school students is manifested in the acceptance of the personality of each of them, understanding their behavior motivation, respect for value-notional positions and attitudes. It is noted that the level of development of communicative tolerance of the teacher indicates the degree of value attitude towards students, his/her willingness to build relationships on the principles of humanism and justice. The article provides the results of empirical research, according to which general communicative tolerance is sufficiently developed in a modern native teacher. It is established that both beginner teachers and teachers having acquired professional experience possess medium and high levels of general communicative tolerance. However, it is stated that in different situations, this feature has a different degree of manifestation. Teachers having little teaching experience, compared to senior colleagues, possess the medium degree of ability to accept the individuality of students, assess them on the basis of their own sense of self, hide the negative attitude towards them. It was found that to a greater extent the teachers having sufficient pedagogical experience demonstrate the tendency to accept students with their advantages and disadvantages, not to resort to negative behavioral tendencies and to show adaptability in relationships. It is generalized that the specified features of the teacher and lack of categoricalness while estimating the students are the conditions for achievement of justice in pedagogical interaction. References Brodskyi, D. (2002). Nekotorie psykholohycheskye osnovi sotsyalnoi tolerantnosty [Some psychological foundations of social tolerance]. Prava rebenka y tolerantnost. Yspolzovanye soobshchestva v ramkakh obuchaiushcheho protsessa, (рр. 142–159). Rostov-na-Donu : Dana, [in Russian]. Karpiuk, Yu.Ia. (2019). Komunikatyvna tolerantnist yak determinanta profesiinoi kompetentnosti suchasnoho psykholoha [Communicative tolerance as a determinant of professional competence of a modern psychologist]. Teoriia i praktyka suchasnoi psykholohii, 5(1), 93–99 [in Ukrainian]. Klochek, L.V. (2019). Psykholohiia sotsialnoi spravedlyvosti u pedahohichnii vzaiemodii.[Psykholohiia sotsialnoi spravedlyvosti u pedahohichnii vzaiemodii]. Doctor’s thesis. Kyiv [in Ukrainian]. Kremen, V.H. (2011). Tolerantnist yak imperatyv: natsionalna identychnist v dobu hlobalizatsii [Tolerance as an imperative: national identity in the age of globalization]. Politychnyi menedzhment, 2, 14–32 [in Ukrainian]. Kuzmenko, R.I. (2020). Tolerantnist v liudskomu butti: ekzystentsialni ta henderni vymiry [Tolerance in human existence: existential and gender dimensions]. Doctor’s thesis. Kyiv [in Ukrainian]. Lypatov, V.A. (2008). Semantycheskye podkhodі k opredelenyiu sotsyalnoi tolerantnosty [Semantic approaches to the definition of social tolerance]. Materyals mezhdunarodnoho Foruma studencheskykh nauchnskh obshchestv y molodskh uchenskh dukhovnskh y svetskykh uchebnskh zavedenyi, (рр. 46–54). Kursk : Slavianka. 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Experiencing positive emotions are now becoming one among the highest virtues. It becomes important for individuals to develop emotional intelligence competencies. There are many ways through which positive emotions can be reinforced. Modern psychology also encourages cultivation of emotional regulation capacity. This article describes modern as well as Ayurvedic mechanisms for emotional regulation to cultivate healthy emotion regulation competency. After database search from PUBMED, total 14 articles, 11 from modern psychiatry and 3 Ayurveda were reviewed and following results are obtained. There are five instances in which emotion regulation may occur: Situation Selection, Situation Modification, Attention Deployment, Cognitive Change and Response Modulation. Ayurveda observes that the main reason for mental disequilibrium is taking extreme or minimal stance in mano-arthas. Ayurveda perceive that dhee, dhriti and smrithi are tripods that helps a person regulate his inclination towards mano-arthas. Ayurveda advices certain conducts to be followed by every person irrespective of Manasa prakriti. Ayurveda insist to control certain urges and those urges are termed as dharaneeya vegas. It preached some conducts to strengthen dhee, dhrithi and smrithi and they can be collectively called sadvrittam. Sadvrittam advocates human to always engage in learning (education) all existing science, persuades a person with ultimate aim of salvation by following right conduct, incentivisation with incentives health and prosperity, coercion through fear of diseases, rebirths, bad offspring’s, training through detachment, restriction by morality, environmental restructuring by execution in community level, modelling by showing aptas and enablement by teaching it to every one irrespective of inequality.

Emotional intelligence (EI) is foundational to students’ success in the university. However, past studies on EI in the higher education context have mostly focused on how EI is related to academic achievement neglecting student engagement and other learning-related outcomes (e.g., generic outcomes). In this study, we examined whether and how individual differences in EI influence students’ learning, engagement, and achievement during their first year at university. An explanatory sequential mixed-methods design was used to garner both quantitative and qualitative insights. We recruited and followed up with 560 first-year students in Hong Kong. The quantitative findings revealed a strong EI gradient with more emotionally intelligent students having higher levels of learning, engagement, and achievement. Qualitative findings corroborated the quantitative results and further showed that emotionally intelligent students are goal-directed, assertive, and self-regulated. Taken together, this study sheds light on the importance of EI for the optimal functioning of first year university students. Theoretical and practical implications of the findings are discussed.

The fifth industrial revolution brings in massive advantages, providing candidates with a more personalized experience in their job search. Industry 5.0 recognizes the power of industry in achieving societal goals beyond jobs and growth to become a resilient provider of prosperity by directing production towards respecting the boundaries of our planet and placing the well-being of the industry worker at the center of the production process. Contrary to the trends in Industry 4.0 toward technology, dehumanization, technological advancement and innovation best practices, Industry 5.0 will bend back toward serving humanity. At workplaces, this industrial revolution will shed greater light on the human intelligence than ever. The challenge now is to examine the influence of soft skills to enhance the workforce in order to prepare them for Industry 5.0. Emotional intelligence is a soft skill. The purpose of this study is to examine the influence of emotional intelligence on enhancing the workforce for Industry 5.0. A total of 110 executives took part in this study. Findings suggest that emotional intelligence does influence the workforce to perform better. Emotional recognition and expression and emotions direct cognition were found to have a greater impact on the performance.

Based on the perspective of positive psychology, this study explored the influence of emotional intelligence on moral disgust for the first time. Meanwhile, based on the perspective of external support resources and internal resilience resources, it explored the mediating role of social support and forgiveness. In this study, 956 participants aged 17–26 were recruited by cluster sampling and random sampling, and they completed 4 related questionnaires. We used the structural equation model for analysis and found that emotional intelligence significantly correlated with moral disgust in a positive way. Meanwhile, forgiveness is the important mediating mechanism between the two, and emotional intelligence also influence forgiveness through social support and ultimately positively affect moral disgust. The results of this study not only enrich the theoretical research in the field of positive psychology and morality, but also have important implications on how to improve the moral disgust of the public.

Background: Emotional intelligence is the ability to recognise one’s own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and others. It is important to identify the level of emotional intelligence among nursing students for effective nursing leadership and quality nursing care. Objective: To assess the level of emotional intelligence of nursing students. Methods: A cross-sectional, descriptive research design was used to assess the level of emotional intelligence among 132 nursing students at Biratnagar Nursing Campus, Nepal. Data were collected by census method using self-administered structured questionnaire from 2018-05-13 to 2018-05-27. Emotional intelligence was measured using the Schutte Self Report Emotional Intelligence Test. Descriptive and inferential statistics (Chi-square test) was analysed to find out the association between emotional intelligence and demographic variables. Results: The findings showed that 96 (72.7%) of the respondents were from the 15 to 18 years age group. Similarly, 104 (78.8%) of the respondents had joined nursing education by their own choice. This study showed the majority 108 (81.8%) had a high level of emotional intelligence and 24 (18.2%) had a moderate level of emotional intelligence. There was no association between student’s level of emotional intelligence and their demographic variables. Conclusion: The participating nursing students had high levels of emotional intelligence. Owing to growing complexity in the healthcare environment and increasing expectations of clients in today’s competitive health care marketplace, the nursing students should be provided with emotional intelligence training and concepts should be incorporated into the nursing curriculum.

Education for children starts from family because it will determine the character of children in adolescence. The purpose of this study is to determine the role of democratic parenting in building emotional intelligence and religiosity in adolescents. Because without parental guidance the child will experience deviations in the daily behavior. The research subject was in Kramatagung Village, Bantaran District, Probolinggo. In this case, the researcher used descriptive qualitative methods. Observation, interviews, and documentation were used in the data collection techniques and to analyze the data the researcher used data reduction, data presentation, and drawing conclusions techniques. This research showed that the emotional intelligence and religiosity of adolescents in Kramatagung village are categorized as poor, but parents in implementing parenting styles for children in Kramatagung village are quite democratic. Furthermore, based on research it is known that the emotional intelligence and reliability of adolescents in the Kramatagung village are quite an apprehension. The adolescents who are emotionally intelligent and have good religious intelligence are educated by applying democratic parenting. It is the duty of parents to educate, guide, nurture, and always remind also advise the children not to be trapped by world life which increasingly shows freedom in an association. Guidance and education especially in the family are top priorities in addition to other education outside the home

Purpose: Psychological health has been reported as an important factor influencing individual’s various behaviors, activities, happiness and performance. This study examined burden of care, social support and emotional intelligence among caregivers of mentally ill patients as correlates of psychological health Materials and Methods: The research sample included two hundred (200) caregivers that were selected from the Federal Neuro-psychiatric hospital Yaba, Nigeia, using simple random sampling. They were individually administered the Zarit Burden Interview (ZBI), multidimensional scale of perceived social support (MSPSS), emotional intelligence scale (EI) and General Health Questionnaire. The study adopted a correlational design. A multiple regression analysis was used to analyze the data. Four hypotheses were tested using statistical package for social sciences version 23. Findings: The results indicate that there was significant inverse relationship between burden of care and psychological health (r= -.643, df = 200, p.05) found to have no independent significant prediction on the psychological health. The findings of the study were discussed and it suggested the need for caregiver education and support programs. Recommendation: The study recommends that family support groups should be created for assisting caregivers and advocating for the promotion of their well-being in society.

This meta-analytic study examined average effect sizes across studies for the association between dispositional mindfulness and gratitude, dispositional mindfulness and emotional intelligence, and emotional intelligence and gratitude. The study also tested a model positing emotional intelligence as a path linking mindfulness and gratitude. Two-stage structural equation modeling provided information regarding the association between mindfulness and gratitude across eight samples, the association between mindfulness and emotional intelligence across twenty-six samples, the association between emotional intelligence and gratitude across seven samples, and the mediating role of emotional intelligence in the association between mindfulness and gratitude. Samples were heterogeneous with varying populations. Across samples with a total of 3130 participants, greater mindfulness was significantly associated with more gratitude; r = .22, 95% CI [.16, .28], p