Resumo. Enquadrada no modelo multidimensional da liderança (e.g., Chelladurai, 2007), esta investigação teve como objetivo analisar os efeitos de mediação das dimensões da inteligência emocional ...(e.g., avaliação das próprias emoções, avaliação das emoções do outro, regulação da emoção, e uso da emoção) na relação entre a perceção da liderança do instrutor (e.g., treino-instrução, reforço, suporte social, comportamento autocrático, e comportamento democrático) e a satisfação com a liderança. Os participantes foram 40 nadadores de diferentes níveis competitivos, com idades compreendidas entre os sete e os 75 anos (M = 26.83, DP = 18.81). As análises de mediação múltipla com um procedimento de reamostragem bootstrap (5000 amostras) revelaram que a regulação emocional medeia a relação entre a perceção de treino-instrução do instrutor e a satisfação com a liderança. Os resultados revelam que a integração da inteligência emocional (e.g., regulação da emoção) nos aspetos teóricos da liderança poderá alargar a compreensão acerca da satisfação dos praticantes na prática desportiva. Abstract. In the multidimensional model of leadership (e.g., Chelladurai, 2007), this research aimed to analyze the effects of mediation of the dimensions of emotional intelligence (e.g., evaluation of one's own emotions, evaluation of other's emotions, regulation of emotion, and use of emotion) in the relationship between the perceived leadership of the instructor (e.g., coaching, reinforcement, social support, autocratic behavior, and democratic behavior) and satisfaction with leadership. The participants were 40 swimmers of different competitive levels, aged between seven and 75 years (M = 26.83, SD = 18.81). Multiple mediation analyzes with a bootstrap resampling procedure (5000 samples) revealed that emotional regulation mediates the relation between instructor-training perception of instructor and satisfaction with leadership. The results reveal that the integration of emotional intelligence (e.g., emotion regulation) into the theoretical aspects of leadership can broaden the understanding of practitioner satisfaction in sports practice.Resumen. En el modelo multidimensional del liderazgo (por ejemplo, Chelladurai, 2007), esta investigación tuvo como objetivo analizar los efectos de mediación de las dimensiones de la inteligencia emocional (ex., la evaluación de las propias emociones, la evaluación de las emociones del otro, la regulación de la emoción, en la relación entre la percepción del liderazgo del instructor (ex., entrenamiento-instrucción, refuerzo, apoyo social, comportamiento autocrático, y comportamiento democrático) y la satisfacción con el liderazgo. Los participantes fueron 40 nadadores de diferentes niveles competitivos, con edades comprendidas entre los siete y los 75 años (M = 26.83, DP = 18.81). Los análisis de mediación múltiple con un procedimiento de muestreo bootstrap (5000 muestras) revelaron que la regulación emocional medía la relación entre la percepción de entrenamiento-instrucción del instructor y la satisfacción con el liderazgo. Los resultados revelan que la integración de la inteligencia emocional (ex., regulación de la emoción) en los aspectos teóricos del liderazgo podrá ampliar la comprensión acerca de la satisfacción de los practicantes en la práctica deportiva.
IntroductionPre-service teachers must confront emotionally demanding situations associated with the profession, and they must be prepared for it. Previous literature has shown that two variables are ...important for managing mental health in this population: emotional intelligence (EI) and mindset. EI is the ability to perceive, facilitate, understand, and manage emotions, while mindset refers to beliefs about the malleability of various life domains. According to their mindsets, those who believe that attributes are malleable are called incremental theorists, and those who believe attributes are fixed are entity theorists.ObjectivesThis study aimed to explore the influence of intelligence and EI mindset on self-report and ability EI in a sample of 224 female pre-school pre-service teachers (M= 21.27, SD = 4.72).MethodsParticipants completed a questionnaire battery, including intelligence mindset, EI mindset, the Mayer–Salovey–Caruso Emotional Intelligence Test, the Trait Meta-Mood scale, and paternal and maternal educational status.ResultsThe results showed that incremental EI theories — but not intelligence — were related to higher scores on self-report and ability EI. Specifically, being an incremental theorist of EI predicted 11% and 20% of the variance in global EI and the managing branch of ability EI, respectivelyConclusionsThese results suggest that EI mindset training programs could be implemented and evaluated to explore their impact on the EI of female pre-service teachersDisclosure of InterestNone Declared
IntroductionIt is well known that emotions guide decision-making processes in risk contexts. Several studies in the literature have showed the influence of emotions on risk-taking using the Balloon ...Analogue Risk Task (BART).ObjectivesThe aim this research was to investigate the influence of emotional intelligence (EI) levels on the impact of emotions in risk-taking propensity assessed by the BART.MethodsTo this end, we developed a variant of the BART in wich each balloon displayed a face with an emotional expression: happiness, fear, or neutral. EI was assessed from the performance-based ability model by the MSCEIT. The sample consisted of 120 participants (Mage = 21.52; 80% women).ResultsA repeated measures ANOVA revealed a higher tendency to take risks when happy faces were presented, compared to the fear and neutral conditions. Moreover, participants with higher levels of EI showed a lower tendency to take risks across all emotional conditions. This relationship was particularly strong in the fear faces.ConclusionsOur findings support the effect of incidental emotions on risk-taking and suggest the role of EI as a protective factor for risk engagement.Disclosure of InterestNone Declared
IntroductionPsychosocial and mental health-related variables are crucial determinants of individuals’ lives in society and their roles within organizations, especially in educational institutions ...that are characterized by social complexities. In this regard, this research aims to determine the levels of emotional intelligence among teachers in educational institutions in the Department of Magdalena.ObjectivesDetermine the levels of emotional intelligence among teachers in educational institutions in the Department of MagdalenaMethodsMethodologically, it is situated within the empirical-analytical paradigm with a quantitative approach, using the descriptive method. A convenience sample of 179 teachers was used, and the TMMS-24 questionnaire was administered.ResultsThe results revealed that 37.7% of the teachers completely agree, and 30.9% strongly agree with the statement that they pay a lot of attention to their feelings. On the other hand, only 12.2% somewhat agree, and 1.2% strongly disagree with the statement that they normally worry about what they feel.Additionally, 33.9% agree with the statement that they usually take time to think about their emotions, while 25.6% somewhat agree, and only 1.2% strongly disagree with the statement that it is worth paying attention to their emotions and mood. Furthermore, 6.4% agree, and 5.2% strongly agree with the statement that they let their feelings affect their thoughts.As for thinking about their mood constantly, 16.7% strongly disagree, and 39.1% somewhat agree. Moreover, 6.9% strongly disagree, and 21.4% somewhat agree with the statement that they pay a lot of attention to what they feel.Only 1.1% strongly disagree with being able to frequently define their feelings. and only 1.7% strongly disagree, and 10.2% somewhat agree with the expression “I often become aware of my feelings in different situations.” 34.1% strongly agree, and 26.6% completely agree with the statement “I can always tell how I feel.” Finally, 5.1% strongly disagree, and 19.4% somewhat agree with the statement “Sometimes I can tell what my emotions are.”ConclusionsIn conclusion, the study emphasizes in the importance of teachers’ emotional intelligence and its potential impact on their performance and students’ learning outcomes. It also highlights the need for intervention strategies to strengthen this psychosocial variable in educational institutions in the Department of Magdalena.Disclosure of InterestNone Declared
The ubiquitous nature of emotional intelligence, as a central theme in every aspect of our lives-be it at work, school, or home-coupled with the growing prevalence of digital interactions, makes it ...fundamental to develop our understanding of emotional intelligence in a digital world. However, the digital world represents more than just a contextual factor to consider, as interactions in digital environments require digital competence. The objective of this paper is to conceptualize "digital emotional intelligence" as the integration of both emotional intelligence and digital competence. The model we propose posits that trait emotional intelligence predicts attitudes toward digital competence, while digital ability emotional intelligence is predicted by digital competence skills and digital competence knowledge. Using a self-reported questionnaire on 503 respondents, a structural equation model highlights a positive relationship between trait emotional intelligence and attitudes toward digital competence.
La práctica deportiva y la Inteligencia Emocional en jóvenes se están convirtiendo en constructos muy estudiados en los últimos años. La evidencia disponible revela que, tanto la práctica deportiva ...como la Inteligencia Emocional, producen beneficios físicos y psicológicos. No obstante, los estudios que analizan la relación entre Inteligencia Emocional y práctica deportiva aún siguen siendo escasos. El objetivo de este estudio se centró en verificar si existe algún tipo de relación entre ambas variables mediante la revisión del estado de la cuestión en este ámbito, permitiendo de esta manera abrir nuevas líneas de investigación sobre esta temática. Se seleccionaron tres bases de datos (WOS, Scopus y PubMed) para la extracción de documentos científicos, analizando los documentos obtenidos con la metodología PRISMA y un análisis de la calidad de la muestra final obtenida. Finalmente fueron revisados 38 artículos. Además, se llevó a cabo una evaluación del contenido de los artículos, realizando un análisis descriptivo de la información mediante el uso de tablas de contingencia y sus índices estadísticos. Los resultados, en concordancia con la literatura examinada, reflejaron la existencia de una asociación positiva entre la Inteligencia Emocional y la práctica deportiva.
In the context that leadership matters and that leadership competencies differ from those needed to practice medicine or conduct research, developing leadership competencies for physicians is ...important. Indeed, effective leadership is needed ubiquitously in health care, both at the executive level and at the bedside (eg, leading clinical teams and problem-solving on the ward). Various leadership models have been proposed, most converging on common attributes, like envisioning a new and better future state, inspiring others around this shared vision, empowering others to effect the vision, modeling the expected behaviors, and engaging others by appealing to shared values. Attention to creating an organizational culture that is informed by the seven classic virtues (trust, compassion, courage, justice, wisdom, temperance, and hope) can also unleash discretionary effort in the organization to achieve high performance. Health care-specific leadership competencies include: technical expertise, not only in one’s clinical/scientific arena to garner colleagues’ respect but also regarding operations; strategic thinking; finance; human resources; and information technology. Also, knowledge of the regulatory and legislative environments of health care is critical, as is being a problem-solver and lifelong learner. Perhaps most important to leadership in health care, as in all sectors, is having emotional intelligence. A spectrum of leadership styles has been described, and effective leaders are facile in deploying each style in a situationally appropriate way. Overall, leadership competencies can be developed, and leadership development programs are signature features of leading health-care organizations.
La educación e inteligencia emocionales, así como las emociones, están cada vez más integradas en nuestra sociedad y sistemas educativos. Del mismo modo sucede con el aprendizaje significativo a ...través de actividades cooperativas y el desarrollo de las habilidades socio-afectivas. Esta investigación se preocupa por conocer las emociones, sensaciones y aprendizajes que puede generar una actividad cooperativa de expresión corporal en extensión universitaria (ECEU). Para ello, se administró el cuestionario POMS y diez preguntas abiertas, a los/las participantes del IX Encuentro Interuniversitario de Expresión Corporal que se celebró en Huesca, consiguiendo una muestra de 64 respuestas representada por 31 hombres (48.4%) y 33 mujeres (51.6%). El análisis semántico del discurso generó categorías de palabras que resuenan a emociones con uno/a mismo/a, con el otro, sociales, experienciales y de crecimiento personal; espacio y lugares de interacción (ambiente), vínculo social, y aprendizaje. Todo ello apunta que esta experiencia extra-académica de extensión universitaria, fue enriquecedora a nivel afectivo-conductual, social y cognitivo. Se sugiere fomentar su continuidad por los beneficios observados con las respuestas obtenidas. Se concluye que las actividades ECEU crean un impacto emocional positivo entre los y las participantes y que la riqueza que aporta, además de ser satisfactoria, genera bienestar personal y social.
Abstract. Education and emotional intelligence, as well as emotions, are increasingly integrated into our society and educational systems. The same happens with meaningful learning through cooperative activities and the development of socio-affective skills. This research is concerned with knowing the emotions, sensations and learning that a cooperative activity of corporal expression in university extension (ECEU) can generate. For this purpose, the POMS questionnaire and ten open questions were administered to the participants of the IX Inter-University Meeting of Corporal Expression held in Huesca, obtaining a sample of 64 responses represented by 31 men (48.4%) and 33, women (51.6%). The semantic analysis of the discourse generated categories of words that resonate with emotions with oneself, with another, social, experiential and personal growth; space and places of interaction (environment), social bond, and learning. All this indicates that this extra-academic experience of university extension was enriching at the affective-behavioral, social and cognitive level. It is suggested to promote its continuity due to the benefits observed with the responses obtained. It is concluded that ECEU activities create a positive emotional impact among participants and that the wealth it brings, in addition to being satisfactory, generates personal and social well-being.
Eating disorders are psychiatric disorders that have a significant negative impact on a person's physical and mental health. Emotional intelligence (EI) has been hypothesized to be negatively ...associated with disordered eating behaviors, however previous research on this hypothesis has shown contradictory results. Therefore, the current meta-analysis aimed at exploring the relationship between EI and disordered eating behaviors based on previous studies. Analysis of 20 studies using a three-level random-effects meta-analysis model revealed an overall negative association between EI and eating disorders, r = −0.17 (95% CI: −0.25, −0.08; p < .001), with a small effect size.
Furthermore, subsequent moderator analyses revealed that the type of emotional intelligence (trait EI versus ability EI) helped explain the heterogeneity of the previous findings, with the association between trait EI and disordered eating (r = −0.23; 95% CI: −0.33, −0.13; p < .001) being significantly greater than the association between ability EI and disordered eating (r = −0.12; 95% CI: −0.22,. -0.03; p = .010), indicating that trait EI was more closely associated with disordered eating than ability EI. Overall, this study confirms the relationship between EI and disordered eating behaviors, suggesting that individuals with higher EI are less likely to have disordered eating behaviors.
PDF
