The ‘magic square’: A roadmap towards emotional business intelligence

Terziyan, Vagan; Kaikova, Olena

doi:10.1080/12460125.2015.969592

Cited by 4 publications

(1 citation statement)

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“…Mayer and Salovey (1997) defined emotional intelligence as “the ability to perceive emotions” (p. 22). Researchers have explored emotional intelligence in areas such as psychology (e.g., Ke & Barlas, 2020), child development (e.g., D’Amico, 2018), business (e.g., Terziyan & Kaikova, 2015), and education (e.g., Penrose et al, 2007) and have found that higher levels of emotional intelligence were associated with positive outcomes such as improvements on emotional tasks, emotional decision making, self-efficacy, and coping with emotions.…”

Section: Theoretical Framework: Emotional Competencementioning

confidence: 99%

Emotional Competence Within the Stress Coping Strategies of Music Education Students

McConkey

Kuebel

2021

Journal of Research in Music Education

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Researchers have identified high levels of stress among music education students, but we know very little about how students manage this stress and how emotional competence skills might be utilized within stress coping mechanisms for this population. Through this qualitative study, we sought to understand the stress coping strategies of eight music education majors through the lens of emotional competence as outlined by Saarni. We identified several sources of participants’ stress: general life stress, schedule, performance expectations, and coursework. Student coping strategies included awareness of stress, an attitude of pushing through, self-care, and seeking support. Through coding and utilization of the theoretical framework, we concluded that all eight of Saarni’s emotional competence skills were evident in the data as a whole, but not for each individual participant. Minimal evidence was found for half of the skills and for some students they were nonexistent, thus indicating a need for growth in emotional competency. Gaining an understanding of how music education majors cope with their stress could be a key step toward understanding how to better support students throughout their degree programs and as they transition into the field of music education.

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Section: Theoretical Framework: Emotional Competencementioning

confidence: 99%