Individual difference correlates of health-related behaviours: Preliminary evidence for links between emotional intelligence and coping

Saklofske, Donald H.; Austin, Elizabeth; Galloway, Josie; Davidson, Kammy

doi:10.1016/j.paid.2006.08.006

Cited by 217 publications

(179 citation statements)

References 33 publications

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“…Develop emotional intelligence skills are vital to reduce the effect of negative work-related stress which can potentially lead to burnout (Jude, 2011;Saklofske et al, 2007). In addition, emotional intelligence teacher can facilitate positive atmosphere in the classroom (Durlak et al, 2011;Jennings & Greenberg, 2009), influences student with positive behaviour (Mayer et al, 2004) and foster student's favorable adjustment to the school (Hamre et al, 2008;Turner, Meyer, & Schweinle, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Emotional Intelligence and Job Performance among School Teachers

Yoke¹,

Panatik²

2015

ASS

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The concept of emotional intelligence has observed a rapidly growing interest among the society. However, there has been a regrettable lack of attention on the emotional intelligence construct especially in an education setting. This paper was aimed to examine the relationship between emotional intelligence and job performance among school teachers. This study used a quantitative research methodology involved survey questionnaire to collect data. A total of 384 school teachers from the academic primary and secondary schools involved in this study. Emotional intelligence was assessed by Wong and Law Emotional Intelligence Scale (WLEIS). The findings of this empirical study found that all the four dimensions of emotional intelligence (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were positively significant associated with job performance. Overall, this research has makes several theoretical contributions to the emotional intelligence literatures, and provides some meaningful managerial implications to the school administrators. Several recommendations for future research were drawn from this research as well.

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Section: Literature Reviewmentioning

confidence: 99%

Emotional Intelligence and Job Performance among School Teachers

Yoke¹,

Panatik²

2015

ASS

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“…The AEI facet of emotion management is particularly important in determining whether students cope with adaptation to specific and general university stressors (MacCann et al, 2011;Tariq et al, 2013). TEI also predicts academic achievement of university students (e. These findings indicate that undergraduate students with greater EI use more effective coping strategies for academic and social situations (Austin, Saklofske, & Mastoras, 2010;Saklofske, Austin, Galloway, & Davidson, 2007). Skills in managing emotion are most consistently implicated in these associations (Davis & Humphrey, 2012;Tariq et al 2013;MacCann, Fogarty, Zeidner, and Roberts, 2011).…”

Section: Adjustment To University: the Importance Of Emotional Intellmentioning

confidence: 99%

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

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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.

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“…Findings indicate CT significantly compromises overall coping capacities; those already compromised coping capacities are further weakened by harmful patterns of alcohol and drug abuse (Lyvers & Edward, 2008;Smyth & Wiechelt, 2005;Toker, et al, 2011). Recent conceptualizations of coping highlight the interconnectedness between coping and emotional regulation skills and impulse control, and suggest that better coping skills are contingent on sophisticated emotional capacities (Erozkan, 2013;Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008;Saklofske, Austin, Galloway, & Davidson, 2007). Emotional capacities and advanced coping are significantly and positively correlated, with the ability to regulate emotions being a reliable predictor of the ability to employ a wide range of coping strategies to negotiate stressors (Downey, Johnston, Hansen, Birney, & Stough, 2010;Mikolajczak, et al, 2008;Perera & DiGiacomo, 2015;Zeidner, Kloda, & Matthews, 2013).…”

Section: The Curative Roles Of Coping and Resiliencementioning

confidence: 99%