Personality Traits as Predictor of Emotional Intelligence among the University Teachers as Advisors

Alghamdi, Nawal G.; Aslam, Muhammad; Khan, Khushnoor

doi:10.1155/2017/9282565

Cited by 22 publications

(29 citation statements)

References 16 publications

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“…They found that extroversion, agreeableness, and openness to experience emerged as significant predictors of EI. The study also concluded that conscientiousness and neuroticism have no impact on EI [13].…”

Section: Introductionmentioning

confidence: 91%

“…An important predictor of EI is personality [13] defined as individual differences in characteristic patterns of thinking, feeling and behaving [14]. An important property of personality traits is being stable across time [15] and situations [16], which makes it characteristic of each individual.…”

Section: Introductionmentioning

confidence: 99%

“…(2009) revealed that emotional intelligence is a predictor of the Big Five personality traits [29]. Alghamdi and al. (2017) investigated the predictive role of EI on personality traits among university advisors in Saudi Arabia.…”

Section: Introductionmentioning

confidence: 99%

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Personality traits, emotional intelligence and decision-making styles in Lebanese universities medical students

Othman

Hallit

et al. 2020

BMC Psychol

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Background: This study aims to assess the impact of personality traits on emotional intelligence (EI) and decisionmaking among medical students in Lebanese Universities and to evaluate the potential mediating role-played by emotional intelligence between personality traits and decision-making styles in this population. Methods: This cross-sectional study was conducted between June and December 2019 on 296 general medicine students. Results: Higher extroversion was associated with lower rational decision-making style, whereas higher agreeableness and conscientiousness were significantly associated with a higher rational decision-making style. More extroversion and openness to experience were significantly associated with a higher intuitive style, whereas higher agreeableness and conscientiousness were significantly associated with lower intuitive style. More agreeableness and conscientiousness were significantly associated with a higher dependent decision-making style, whereas more openness to experience was significantly associated with less dependent decision-making style. More agreeableness, conscientiousness, and neuroticism were significantly associated with less spontaneous decision-making style. None of the personality traits was significantly associated with the avoidant decision-making style. Emotional intelligence seemed to fully mediate the association between conscientiousness and intuitive decision-making style by 38% and partially mediate the association between extroversion and openness to experience with intuitive decision-making style by 49.82 and 57.93% respectively. Conclusion: Our study suggests an association between personality traits and decision-making styles. The results suggest that EI showed a significant positive effect on intuitive decision-making style and a negative effect on avoidant and dependent decision-making styles. Additionally, our study underlined the role of emotional intelligence as a mediator factor between personality traits (namely conscientiousness, openness, and extroversion) and decisionmaking styles.

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Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

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Personality traits, emotional intelligence and decision-making styles in Lebanese universities medical students

Othman

Hallit

et al. 2020

BMC Psychol

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“…In the same way, the research study conducted by Alghamdi, Aslam & Khan (2017), involving 100 university teachers in Saudi Arabia, revealed no differences in Emotional Intelligence between genders, a discovery also supported by the study "Relationship between Job Satisfaction and Emotional Intelligence among school teachers of Kangra District of Himachal Pradesh", conducted by Shinu, Renu and Lalita (2016).…”

Section: Discussionmentioning

confidence: 61%

Emotional intelligence in university Physical Education teachers

Puertas-Molero¹,

Pérez-Cortés²,

Zafra³

et al. 2018

Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science

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Currently, teaching is one of the professions most highly affected by stress due to the large number of tasks involved and the continuous contact with students, among others, which generate weariness towards the profession, hence the importance of developing high levels of Emotional Intelligence. Why this is so important is that it enables teachers to deal optimally with frustration, and to know how to act appropriately when facing the various situations that arise in a classroom, as well as giving them the ability to communicate and listen, and thus adapt themselves to those situations. These factors are necessary to ensure the promotion of a correct teaching-learning process. By means of this research we aim to discover the mental state of university teachers by conducting a cross-sectional and descriptive study. As a data collection instrument, the TMMS-24 was applied to a sample of Physical Education teachers working in universities. The results showed that people who teach this subject have good levels of empathy with their students, possessing the ability to understand and empathise with them, thus having a good ability to control their feelings, and thus enhancing their mental well-being, which is reflected in the teacher's job satisfaction.

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“…EI is the ability to manage emotions and interact effectively with others [2]. EI is the capability to have a precise insight of appraising, to articulate one's own, and others' emotions and to retrieve and create feelings as soon as they facilitate thinking [3], [4]. People with high EIs are sensitive to the moods and temperaments of others, display empathy, appreciate multiple perspectives when approaching situations [2], and employ emotions in problem resolution [4].…”

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confidence: 99%

Factors Associated with the Emotional Intelligence among Youth University Students

Sabbah

Khamis

et al. 2020

CLINICMED

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Nowadays, emotional intelligence (EI) is an emerging topic for psychological, educational, and management researchers and consultants. EI is the ability to manage emotions and interact effectively with others. The purpose of our study is to assess the level of EI of young university students and its associated factors; and to develop a valid and reliable instrument of EI in Lebanon. During 2018, a cross-sectional study, which enrolled 705 university students chosen randomly in seven faculties was conducted. The survey included questions on socio-demographic characteristics, health behaviors, Wong and Law Emotional Intelligence Scale (WLEIS). The attitudes related to media and technology usage assessed by using the last four sub-factors of the Media and Technology Usage and Attitudes Scale. The translation and cultural adaptation of the WLEIS followed a standardized protocol. After that, the psychometric properties of the scale (i.e., feasibility, reliability, and validity) were evaluated. A total of 705 undergraduates filled out the questionnaire, of whom 74% were females, aged from 17 to 35 (mean=20.42±2.41) years. The rotated principal axis factor analysis produced four-factors, explaining 64.60% of the variance, corresponding to the hypothesized Self-Emotions Appraisal (SEA), Others-Emotions Appraisal (OEA), Use of Emotion (UOE), and Regulation of Emotion (ROE) scales of WLEIS. The internal consistency of the WLEIS scale was high for all subscales (Cronbach’s alpha > 0.70). The mean OEA score was significantly higher in females as compared to males (p=0.03). The students who study in public university and have physical activities had higher scores of the ROE (p<0.001); whereas the drinkers of alcohol (p=0.04) and smokers had lower scores (p=0.001). The relationship between SEA, OEA, UOE scores and academic performance was significant (p<0.001). The UOE and ROE were negatively and significantly correlated with the Dependence on Technology (r=-0.15; p<0.001). This study supports the feasibility, reliability, and validity of the WLEIS Arabic version as a screening tool of EI among young university students. The individuals working with students in the context of improving academic skills may want to routinely assess EI of their students in order to improve education, student development, personal well-being, and mental ability.

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Personality Traits as Predictor of Emotional Intelligence among the University Teachers as Advisors

Cited by 22 publications

References 16 publications

Personality traits, emotional intelligence and decision-making styles in Lebanese universities medical students

Personality traits, emotional intelligence and decision-making styles in Lebanese universities medical students

Emotional intelligence in university Physical Education teachers

Factors Associated with the Emotional Intelligence among Youth University Students

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