Browsing by Subject "Emotional intelligence"

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American Scientist Interviews; Peter Salovey
(1990) Morgan, Philip
Open Access
Designing an expressive arts-based curriculum guide for International Baccalaureate Diploma Programme students: a validation study
(2022-06) Yılmaz, Edanur Akyüz
In this study, the researcher employed instructional design principles to create and evaluate a curriculum guide aimed at helping International Baccalaureate Diploma Programme (IBDP) students enhance certain components of emotional intelligence (EI), namely self-awareness and social skills. Regarding the purpose of the study, the researcher developed a guide by incorporating a technic called expressive arts therapy (EXA); it is a professional discipline that capitalizes on different art tools to support the social and emotional well-being of human beings. In this sense, this guide is created to help educators integrate EXA activities into the Creativity, Activity and Service (CAS) programme. To validate the guide, a questionnaire including Likert scales and open-ended items was administered to selected experts from three different areas. The results of the data analysis were used to revise and improve the quality of the guide. The research findings confirmed that the experts agreed that an EXA-based guide has the potential to support these selected components of EI of IBDP students within the scope of CAS.
Open Access
For generation Z: What is the underlying reason between emotional intelligence and depression relationship?
(Sosyoekonomi Society, 2022-07-29) İnanç, Ebru Evrensel; Aydoğmuş, Ceren; Camgöz, Selin Metin; Özdilek, Elif
Exploring the individual characteristics of Generation Z becomes crucial with this generation's increasing number and significance in business life. This study investigates the mediating role of life satisfaction on emotional intelligence and depression linkage. It examines whether the mediating role is contingent upon Generation Z’s majors (STEM/non-STEM) and gender. The universe was Generation Z university senior students. Data were gathered via an online survey (emotional intelligence, life satisfaction, depression scales) from 844 university students. Findings reveal that emotional intelligence decreases depression via life satisfaction. Gender moderated this relationship so that the mediating role of life satisfaction was more pronounced in female Generation Z.
Open Access
Generation Y employees: the role of psychological empowerment on the relationship between emotional intelligence and interpersonal citizenship behaviors
(Centre for Promoting Ideas, 2016) Aydogmus, C.
The present study aims to propose and test an integrative model that considers the mediating effects of Generation Y employees’ psychological empowerment (PE) on the relationships between their emotional intelligence (EI) and interpersonal citizenship behaviors (ICB). The model was tested on a sample of 477 Generation Y employees working in IT sector. For the indicators of employees’ EI, Wong and Law’s model, involving ‘self-emotion appraisal’, ‘others’ emotional appraisal’, ‘use of emotion’ and ‘regulation of emotion’, has been applied in the study. Hierarchical regression analyses postulated that EI and ICB were mediated by PE. The relationships between use of emotion and ICB were fully mediated by PE, while the relationships between self-emotion appraisal, others’ emotional appraisal and regulation of emotion and ICB were partially mediated by PE. The findings indicate that organizations should focus more on enhancing PE of Generation Y employees, which is the underlying effect between their EI and ICB.
Open Access
How to satisfy generation Y? the roles of personality and emotional intelligence
(Academy of IRMBR, 2016) Aydogmus, C.
This study examines the mediating effect of Generation Y employees’ emotional intelligence levels on the relationships between their personality characteristics and job satisfaction. Participants were 477 engineers, who completed the Big Five Model of personality, Wong Law Emotional Intelligence Scale and Minnesota Job Satisfaction Scale. The results show a significant relationship between Generation Y employees’ emotional intelligence and their job satisfaction. Hierarchical regression analyses reveal that personality characteristics and job satisfaction of Generation Y employees are mediated by their emotional intelligence. The negative relationships between Generation Y employees’ neuroticism and their job satisfaction are fully mediated, whereas the relationships between their being extraverted, conscientious, agreeable and open to experiences and job satisfaction are partially mediated by their emotional intelligence. The findings indicate that organizations should focus more on giving importance to the emotional intelligence of Generation Y employees, which is the underlying effect between their personality characteristics and job satisfaction. Implications for future research and practice are discussed.
Open Access
The impact of team empowerment on proactivity: the moderating roles of leader's emotional intelligence and proactive personality
(Emerald Publishing Limited, 2012) Erkutlu, H.; Chafra, J.
Purpose: The purpose of this study is to investigate the relationship between team empowerment and team proactivity and the moderating roles of a team leader's emotional intelligence (EI) and a team member's proactive personality. Design/methodology/approach: To provide a rigorous test of the hypotheses, a field study from a sample of 910 certified nurses in 82 teams from 12 university hospitals in Turkey was conducted. Findings: The results reveal that proactivity is positively associated with team empowerment. In addition, team leader's EI and team members' proactive personality influence the relationship between team empowerment and team proactivity. Specifically, teams exhibit the highest proactivity when team leaders' EI and team members' proactive personality are high. Research limitations/implications: The main strength of the investigation in this study was its multilevel research design. Most research on proactivity and empowerment has been conducted within single organizations, precluding an assessment of the way in which individual difference variables influence empowerment or proactivity. The multilevel design incorporated in this study, however, was capable of capturing the complexity of individual behaviors by considering different contexts. Practical implications: In encouraging team proactivity, leadership and team members' personality characteristics do matter. Identifying individual difference variables such as team leader's EI, leader-member exchange, locus of control or team members' personality help to advance the theoretical understanding of the team proactivity. This study provides evidence of the positive relationship between team empowerment and team proactivity. Such knowledge may help to search for continuous improvement and innovative solutions to work problems employed by healthcare administrators and potentially reduce the costs associated with losing high-potential nurses. Originality/value: This is one of the first studies to provide evidence of the moderating roles of the team leader's EI and team members' proactive personality levels on the relationship between team empowerment and team proactivity in university hospitals that formally implement work teams.
Open Access
Millennial knowledge workers: the roles of protean career attitudes and psychological empowerment on the relationship between emotional intelligence and subjective career success
(Emerald Group Publishing, 2019) Aydoğmuş, Ceren
The purpose of this paper is to examine the potential effects of Millennial knowledge workers’ emotional intelligence (EI) on their subjective career success (SCS) through their protean career attitudes (PCAs) and psychological empowerment (PE). Design/methodology/approach: Survey methodology was used to collect data from 623 Millennial knowledge workers in 42 Turkish Information Technology companies. Participants answered the surveys at three different points within a 12-week period. Measures of EI, PCAs, PE and SCS were analyzed using structural equation modeling and the bootstrapping method. Findings: The empirical results provide support for the author’s proposed model that positive relations between EI and Millennial knowledge workers’ SCS are mediated by their PCAs and PE. Research limitations/implications: To generalize the study findings, future research should be conducted for Millennial knowledge workers in different cultures and countries. Practical implications: Particularly for Millennial knowledge workers, managers need to be aware of positive influence of EI on employees’ SCS and should consider implementing policies and procedures that recognize EI as a key ingredient for their SCS. Additionally, human resource professionals should aim to create an organizational culture around career development, in addition to career attitudes trainings, and provide career growth opportunities to retain Millennial talent. Finally, organizational development professionals should establish work environments that increase employee empowerment and thus improve SCS. Originality/value: The findings advance the understanding of how Millennial knowledge workers’ EI can influence their SCS through focusing on PCAs and PE. The results underpin the self-determination theory, contextualist action theory of career development and job design theory.
Open Access
The relationship between emotional intelligence and foreign language anxiety in Turkish EFL students
(2009) Şakrak, Gülnihal
It is becoming increasingly difficult to ignore the rising trend of emotional intelligence in education. So far, however, there has been very little discussion about the relationship between emotional intelligence and foreign language anxiety. The main objectives of the this study were a) to give a general picture of the emotional intelligence and foreign language anxiety levels of Turkish EFL students at university level; b) to investigate the effects of gender and success level on both emotional intelligence and foreign language anxiety; c) explore the relationship between emotional intelligence and foreign language anxiety; and d) to examine the relationships between the five sub-skills of emotional intelligence (adaptability, stress management, mood, interpersonal, and intrapersonal) and foreign language anxiety. The study gathered data from 308 students from Akdeniz University Preparatory School in Antalya, Turkey. The data concerning emotional intelligence were collected through the Emotional Quotient Inventory (EQ-i). Students‟ foreign language anxiety was measured via the Foreign Language Classroom Anxiety Scale (FLCAS). The collected data were analyzed quantitatively. Analysis of the quantitative data revealed that neither emotional intelligence nor foreign language anxiety varied according to gender. However, level of success was found to be significant in participants‟ foreign language anxiety. It was also found that there was a statistically significant negative correlation between the participants‟ emotional intelligence and foreign language anxiety. Moreover, all of the sub-skills of emotional intelligence negatively correlated with foreign language anxiety. Referring to the significant negative correlation between emotional intelligence and foreign language anxiety, the results of the study may be utilized in emphasizing emotional literacy and emotional intelligence in the school curriculums. The findings revealed that students with higher emotional intelligence had lower foreign language anxiety. In the light of these findings, more importance should be given to emotional intelligence skills in language learning classrooms. It is suggested that an emotional intelligence integrated curriculum may diminish students‟ foreign language anxiety, and create a more stress-free classroom atmosphere.