The normalization of epidemic prevention and control has exacerbated nurses' physical and mental stresses. The important role of physical activity in relieving nurses' physical and mental stresses ...has received extensive attention from researchers in recent years. The purpose of this study was to investigate the influence of physical activity on the regulatory emotional self-efficacy, resilience, and emotional intelligence of nurses and explain their interactions. The present study adopted the cluster sampling method. From April to May 2022, a total of 500 nurses in six municipal hospitals in Changsha City were selected. Finally, 402 valid data samples were obtained. Afterward, AMOS 23.0 (by maximum likelihood estimation) was used to process the collected data and analyze the proposed hypotheses by using 5,000 bootstrap samples to test the mediating effects of the structural equation model. The results demonstrated that there are positive correlations between physical activity and resilience (standardized coefficients = 0.232,
< 0.001), resilience and regulatory emotional self-efficacy (standardized coefficients = 0.449,
< 0.001), and emotional intelligence and regulatory emotional self-efficacy (standardized coefficients = 0.330,
< 0.001). The positive influence of physical activity on emotional regulation self-efficacy is completely mediated by emotional intelligence and resilience (standardized indirect effect = 0.237,
< 0.01), and this explanatory power is far higher than any previous study (
= 0.49). The positive emotions generated by an individual's physical activity have an important explanatory role for individuals who want to establish more emotional regulation self-efficacy, emotional intelligence, and psychological resilience.
Understanding teachers' stress is of critical importance to address the challenges in today's educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and ...high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to promote teachers' social and emotional competence and improve the quality of classroom interactions. The efficacy of the program was assessed using a cluster randomized trial design involving 36 urban elementary schools and 224 teachers. The CARE for Teachers program involved 30 hr of in-person training in addition to intersession phone coaching. At both pre- and postintervention, teachers completed self-report measures and assessments of their participating students. Teachers' classrooms were observed and coded using the Classroom Assessment Scoring System (CLASS). Analyses showed that CARE for Teachers had statistically significant direct positive effects on adaptive emotion regulation, mindfulness, psychological distress, and time urgency. CARE for Teachers also had a statistically significant positive effect on the emotional support domain of the CLASS. The present findings indicate that CARE for Teachers is an effective professional development both for promoting teachers' social and emotional competence and increasing the quality of their classroom interactions.
In the wake of rapid advances in automatic affect analysis, commercial automatic classifiers for facial affect recognition have attracted considerable attention in recent years. While several options ...now exist to analyze dynamic video data, less is known about the relative performance of these classifiers, in particular when facial expressions are spontaneous rather than posed. In the present work, we tested eight out-of-the-box automatic classifiers, and compared their emotion recognition performance to that of human observers. A total of 937 videos were sampled from two large databases that conveyed the basic six emotions (happiness, sadness, anger, fear, surprise, and disgust) either in posed (BU-4DFE) or spontaneous (UT-Dallas) form. Results revealed a recognition advantage for human observers over automatic classification. Among the eight classifiers, there was considerable variance in recognition accuracy ranging from 48% to 62%. Subsequent analyses per type of expression revealed that performance by the two best performing classifiers approximated those of human observers, suggesting high agreement for posed expressions. However, classification accuracy was consistently lower (although above chance level) for spontaneous affective behavior. The findings indicate potential shortcomings of existing out-of-the-box classifiers for measuring emotions, and highlight the need for more spontaneous facial databases that can act as a benchmark in the training and testing of automatic emotion recognition systems. We further discuss some limitations of analyzing facial expressions that have been recorded in controlled environments.
The level of emotional intelligence in students is different, and the learning outcomes obtained from the material are also different. This study was aimed to describe SMK Negeri 1 Mandau students' ...learning outcomes on the exponential material based on emotional intelligence. The analysis technique used was descriptive qualitative. The subjects analyzed in this study were class X APPS, with 34 students. The data collection's instruments used were questions in the form of essays related to the exponential material and emotional intelligence questionnaires. The study results were obtained from the questionnaires to show the three types of emotional intelligence categories in students; low, medium, and high categories. In varied learning outcomes, some students had a high level of emotional intelligence with satisfactory learning outcomes; some students with moderate emotional intelligence also had satisfactory learning outcomes; other students with moderate emotional intelligence acquired unsatisfactory learning outcomes.
ObjectiveResearch showed that trait emotional intelligence (trait EI), pressures from family, peers and media, and problematic perceptions of one’s body, are plausible antecedents for variation in ...the severity of eating disorders. This study examined the hypothesis that an association between pressures from one’s environment (peers, family, media), trait EI and eating pathology would be mediated by body uneasiness and appearance concern for one’s body.MethodThis online cross-sectional study enrolled a sample of 546 participants aged 18–24 years (M = 21.58; SD = 2.05), self-report questionnaires were administered to measure trait EI, environmental pressure, body uneasiness, appearance concern and eating disorder symptomatology.ResultsThe results showed significant associations among trait EI, body uneasiness and appearance concern. Furthermore, significant links were found between environmental pressures, body uneasiness, appearance concern and eating disorders. Moreover, there was a significant association between body uneasiness and eating disorders and between appearance concern and eating disorders. Finally, indirect associations were found from trait EI to eating disorders by body uneasiness and appearance concern, and from environmental pressures to eating disorders by body uneasiness and appearance concern.ConclusionsThe study’s hypothesis was confirmed and suggested the importance of targeting image disturbances to improve the clinical efficacy of treatments for eating disorders.
Virtual Listener (VL) is a generalized prototype of a virtual character based on the principles of cognitive architecture eBICA, which uses facial expressions and “body language” (eyes movements, ...head rotation) to keep social and emotional contact with the user. Such contact also implies that VL needs to perceive user’s facial expression and gaze, and in the long term – also intonation of the user’s voice, the sentiment and content of user’s speech. In this work, we present an approach to modeling a perceptive 3D virtual listener with emotional capabilities. The virtual character has a 3D face that performs real-time, realistic and believable facial expression dynamics. Our primary goal in this study was to evaluate the concept: e.g., to find out whether a virtual-agent-generated behavior can engender feelings of rapport in human speakers comparable to those that a real human listener can cause? At the same time, this article serves a limited purpose and only describes our current progress so far in addressing this question.
While an increasing number of studies have cast light on the role of emotional variables in foreign language learning, no work to date has investigated the same learners’ emotions in their first ...language (L1) and foreign language (LX) classes. The present mixed-methods study investigated the emotions of 768 secondary- and tertiary-level students in German language (L1) and English language (LX) classes in the German-speaking world. Statistical analyses revealed both higher anxiety and enjoyment in LX classes than in L1 classes. Additionally, enjoyment and anxiety were negatively correlated in both contexts. Participants’ enjoyment and anxiety were positively linked in the L1 and LX. Higher levels of trait emotional intelligence (TEI) were linked to higher levels of L1 and LX enjoyment and lower levels of L1 and LX anxiety. Analysis of qualitative feedback on feelings and emotions experienced in both classes revealed twice as many mentions of fun in LX classes than in L1 classes and three times more mentions of boredom in L1 classes. The findings suggest that learners experience stronger positive and negative emotions in their LX class than in their L1 class and that TEI is an important learner-internal variable which has been linked to better performance.
Introduction Adolescence is considered a stress-sensitive developmental period, and the escalating and sustained pressure during this phase poses a significant threat to the mental and physical ...well-being of adolescents. Therefore, enhancing positive emotions in adolescents is crucial. This study aims to investigate the impact of physical activity on the emotional intelligence, interpersonal forgiveness, and positive emotions of adolescents. Methods Using a cluster sampling method, data were collected from 500 adolescents in four schools across the Xiangxi Tujia and Miao Autonomous Prefecture of Hunan Province, China. A total of 428 valid questionnaires were collected and analyzed. The study employed AMOS v.23 to construct a structural equation model to validate the hypotheses. Results The results indicate that physical activity significantly influences the emotional intelligence, interpersonal forgiveness, and positive emotions of adolescents. Furthermore, emotional intelligence and interpersonal forgiveness mediate the relationship between physical activity and positive emotions. Discussion Based on these findings, collaborative efforts from government agencies, schools, and families are essential to provide robust support for adolescents’ participation in physical activity, encouraging more adolescents to actively engage in sports.
Emotional intelligence has become an appropriate critical base within the educational and health care field. Emotional intelligence is recognized as more than a collection of professional abilities ...or competencies that affect students’ ability in managing their emotions.
The aim of the current study is to examine the correlation between emotional intelligence and academic achievement among undergraduate nursing students.
A quantitative descriptive correlational design was conducted using a convenience sample of nursing students (n = 204) from all levels in nursing college at Princess Nourah bint Abdulrahman University, Riyadh. The used scale was Schutte Self-Report Emotional Intelligence scale.
Emotional intelligence (r = 0.279) was significantly correlated (<0.001) with academic achievement among undergraduate nursing students. Conclusions: Princess Nourah bint Abdulrahman University nursing students with excellent academic achievement had a high level of emotional intelligence.
Our meta‐analysis of emotional intelligence (EI) demonstrates that: First, all three types of EI are significantly related to job satisfaction (ability EI: ρ^ = .08; self‐report EI: ρ^ = .32; and ...mixed EI: ρ^ = .39). Second, both self‐report EI and mixed EI exhibit modest yet statistically significant incremental validity (ΔR2 = .03 for self‐report EI and ΔR2 = .06 for mixed EI) and large relative importance (31.3% for self‐report EI and 42.8% for mixed EI) in the presence of cognitive ability and personality when predicting job satisfaction. Third, we found mixed support for the moderator effects (i.e., emotional labour demand of jobs) for the relationship between EI and job satisfaction. Fourth, the relationships between all three types of EI and job satisfaction are mediated by state affect and job performance. Fifth, EI significantly relates to organizational commitment (self‐report EI: ρ^ = .43; mixed EI: ρ^ = .43) and turnover intentions (self‐report EI: ρ^ = −.33). Sixth, after controls, both self‐report EI and mixed EI demonstrate incremental validity and relative importance (46.9% for self‐report EI; 44.2% for mixed EI) in predicting organizational commitment. Seventh, self‐report EI demonstrates incremental validity and relative importance (60.9%) in predicting turnover intentions.
Practitioner points
Employees with higher emotional intelligence (EI) have higher job satisfaction, higher organizational commitment, and lower turnover intentions.
Adding EI measures to the set of personality and cognitive measures currently being used can improve the ability to assess employee job satisfaction, organizational commitment, and turnover intentions.
EI improves job satisfaction by helping employees reduce negative feelings, by increasing positive feelings, and/or by improving job performance.
To produce productive and satisfied workers, organizations should incorporate EI in employee recruitment, training, and development programmes.
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