Impact of the Trait- Based Emotional Intelligence on Self-Esteem Factor According to Gender Factor

Abstract

Goal. In the research, it was tried to determine the effect of the trait-based emotional intelligence scores on self-esteem evaluations, and it was attempted to determine how this effect evolved according to the gender factor. Method. In the study 175 students were partisipte and 171 questionnary were analyzed. To measure emotional intelligence, NHS Emotional Intelligence Scale was used and The Rosenberg Self-Esteem scale was used to measure self-esteem. Correlations, regression analysis, t-test and ANCOVA methods were used to determine the relationship and / or effect between two conceptual structures. Findings. As a result of the research, it was understood that emotional intelligence had no effect on the self-esteem. Because the relations of concepts were not statistically significant (R2 = 0.00). Effect also did not occur at the female and male levels of the variable gender factor. Results. The argument that emotional intelligence, which is the basic hypothesis of the research, is effective on self-esteem scores has not been proved statistically. In the hierarchical regression analysis, which is based on the level of the gender factor, there was no relationship or effect.

Perception of educational environment with an assessment of motivational learning strategies and emotional intelligence as factors affecting medical students’ academic achievement

“…The score ranges from 1 to 5, with 1 indicating that it does not apply to you at all, for a total score of 35–50 indicating that this area is a strength for you, 18–34 indicating that paying attention to where you feel is required, and 10–17 indicating an immediate development priority. [ 18 ] The work was conducted through two steps: Validation and translation of the questionnaire : The questionnaires were adapted according to the process of cross-cultural adaptation accepted internationally and included five stages[ 19 ] : (1) translation of the original language into Arabic by two bilingual translators, (2) the translators and three professors discussed the inconsistencies in the translations, (3) another two translators translated the questionnaire back into the original language for validity confirmation, (4) the authors and translators reviewed the final translations and then developed a pre-final version of the questionnaire, and (5) a pilot was conducted on 50 students of various grades to assess the reactivity and whether the questions would be comprehensible and presented consistently or not. Internal consistency for the final version was tested, and Cronbach's alpha coefficient was calculated and was 0.91 for the DREEM scale, 0.93 for the MSLQ, and 0.86 for the EI questionnaire.…”

“…The score ranges from 1 to 5, with 1 indicating that it does not apply to you at all, for a total score of 35–50 indicating that this area is a strength for you, 18–34 indicating that paying attention to where you feel is required, and 10–17 indicating an immediate development priority. [ 18 ]…”