Increasing emotional intelligence: (How) is it possible?

Nélis, Delphine; Quoidbach, Jordi; Mikolajczak, Moïra; Hansenne, Michel

doi:10.1016/j.paid.2009.01.046

Cited by 433 publications

(407 citation statements)

References 29 publications

Supporting

Mentioning

334

Contrasting

Unclassified

Order By: Relevance

“…These findings support other studies that have examined the contributions of EI training programs and courses in higher education to business people's level of work performance, to levels of emotion identification and emotion management abilities of health professionals (Fletcher, Leadbetter, Curran, & O'Sullivan, 2009;Nelis, Quoidbach, Mikolajczak, & Hansenne, 2009). They are also consistent with Jaeger's (2003) findings, and suggest that EI can be improved in higher education settings, highlighting the need to explore specific teaching strategies for this purpose (Low & Nelson, 2005).…”

Section: Discussionsupporting

confidence: 88%

Building Emotional Competence in Educators

Kasler

Hen²,

Nov³

2013

IJHE

View full text Add to dashboard Cite

The importance of emotion in the process of learning interpersonal communication in educational settings has been well documented. We administered the Schutte Self-Report Emotional Intelligence Test (Schutte et.al., 1998), the Interpersonal Reactivity Index (Davis, 1980), and the Emotional Self-Efficacy Scale (Kirk et al., 2008) to 50 undergraduate education students who were enrolled in an elective course on emotional intelligence in education, at commencement and at the end of the course. Results showed an increase in emotional self-efficacy and emotional intelligence, but no increase in empathy. These results support the view that social emotional competence can be enhanced within an academic learning environment, thus providing students of education and perhaps other people-oriented professions with valuable preparation for future careers.

show abstract

Section: Discussionsupporting

confidence: 88%

Building Emotional Competence in Educators

Kasler

Hen²,

Nov³

2013

IJHE

View full text Add to dashboard Cite

show abstract

“…Such interventions increase the likelihood of students developing adaptive coping strategies, seeking support, and being able to stay calm under pressure, which may lead to better adjustment and academic success. The benefits for Running Head: Trajectories of first year university adjustment in the UK 18 university adjustment and academic achievement of using an EI intervention in HE have been demonstrated elsewhere (Dacre-Pool & Qualter, 2012b;Nelis, Quoidbach, Mikolajczak, & Hansenne, 2009;Qualter et al, 2009). …”

Section: Implications Of Findingsmentioning

confidence: 90%

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Nightingale

Roberts

Tariq

et al. 2013

Learning and Individual Differences

View full text Add to dashboard Cite

Little is known about individual differences in the pattern of university adjustment. This study explored longitudinal associations between emotional self-efficacy, emotion management, university adjustment, and academic achievement in a sample of first year undergraduates in the United Kingdom (N=331). Students completed measures of adjustment to university at three points during their first year at university. Latent Growth Mixture Modeling identified four trajectories of adjustment: (1) low, stable adjustment, (2) medium, stable adjustment, (3) high, stable adjustment, and (4) low, increasing adjustment. Membership of the low, stable adjustment group was predicted by low emotional self-efficacy and low emotion management scores, measured at entry into university. This group also had increased odds of poor academic achievement, even when grade at entry to university was controlled. Students who increased in adjustment had high levels of emotion management and emotional self-efficacy, which helped adaptation. These findings have implications for intervention.

show abstract

“…Emotional intelligence has been the ability to predict the different variables in empirical research by contributing to further research on emotional intelligence. Some researchers (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011;Nelis, Quoidbach, Mikolajczak, & Hansenne, 2009;Nelis, Kotsou, Quoidbach, Hansenne, Weytens, Dupuis, & Mikolajczak, 2011;Saadi, Honarmand, Najarian, Ahadi, & Askari, 2012;Schutte, Malouff, & Thorsteinsson, 2013) have examined the effectiveness of teaching emotional intelligence and have confirmed their results which state emotional intelligence training has improved emotional intelligence significantly. In this regard, various training programs have been developed to foster emotional and social intelligence based on bar-on theory and it has been demonstrated that emotional and social intelligence have had a significant increase after participating in training program and Bar-on model components can be taught and learned (Freedman, 2003;Orme, 2003).…”

Section: Introductionmentioning

confidence: 96%

Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

Motamedi¹,

Ghobari–Bonab²,

Beh‐Pajooh³

et al. 2017

JEL

View full text Add to dashboard Cite

Development of children and adolescents' personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to evaluate its effectiveness on increasing emotional intelligence of adolescents with emotional and behavioral problems that living in single parent families. The study utilized a quasi-experimental research method with pretest-posttest and follow-up with control group. The sample of the study selected by a purposive sampling method and 11 students in the experimental group and 12 students in the control group were among the adolescents with emotional and behavioral problems that living in single parent families. This program was offered through workshop which consisted of 10 sessions, two hours per session. The instruments which were used in this study included Child Behavior Checklist (CBCL), and Youth Self Report (YSR), and Bar-on Adolescents' Emotional Intelligence Scale. The obtained data was analyzed using Repeated Measures of Analysis of Variance, which showed that emotional intelligence training program could significantly increase emotional intelligence in adolescents with emotional and behavioral problems in single parent families.Participating in the workshop, has led to increasing the emotional intelligence of adolescents with emotional and behavioral problems that living in single parent.Keywords: emotional intelligence training program, adolescents with emotional and behavioral problem, single parent

show abstract

Increasing emotional intelligence: (How) is it possible?

Cited by 433 publications

References 29 publications

Building Emotional Competence in Educators

Building Emotional Competence in Educators

Trajectories of university adjustment in the United Kingdom: Emotion management and emotional self-efficacy protect against initial poor adjustment

Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

Contact Info

Product

Resources

About