Emotional intelligence and perceived social support as predictors of psychological well-being among nurses in hospitals in metro manila: Basis for psychological wellness program.

An important factor related to psychological well-being is emotional intelligence and perceived social support. Nurses are exposed to different stressors that are triggered by failing to meet personal needs, taking care of patients, heavy workloads, being exposed to dying patients, fear of committing errors in practice, and experiences of discrimination. Literature suggests that emotional intelligence and perceived social support are associated with psychological well-being. This study aimed to test whether emotional intelligence and perceived social support significantly predict psychological well-being among nurses working in hospitals in Metro Manila through multiple regression analysis. The result shows a high level of emotional intelligence and perceived social support among the respondents. Furthermore, it was also found that nurses have an average level of psychological well-being. There is also a positive relationship between the domains of emotional intelligence, perceived social support, and psychological well-being. Lastly, the results show that the domains of emotional intelligence and perceived social support significantly predict psychological well-being among nurses.

An appraisal-based chain-of-emotion architecture for affective language model game agents.

The development of believable, natural, and interactive digital artificial agents is a field of growing interest. Theoretical uncertainties and technical barriers present considerable challenges to the field, particularly with regards to developing agents that effectively simulate human emotions. Large language models (LLMs) might address these issues by tapping common patterns in situational appraisal. In three empirical experiments, this study tests the capabilities of LLMs to solve emotional intelligence tasks and to simulate emotions. It presents and evaluates a new Chain-of-Emotion architecture for emotion simulation within video games, based on psychological appraisal research. Results show that it outperforms control LLM architectures on a range of user experience and content analysis metrics. This study therefore provides early evidence of how to construct and test affective agents based on cognitive processes represented in language models.

Trait emotional intelligence and ecological outcomes: the role of connectedness to nature.

BACKGROUND: Global climate change is recognized as a major and irreversible challenge for humanity, requiring people's responsible and sustainable behaviors toward the environment. So far, the literature has widely investigated the role of cognitive determinants of ecological outcomes (e.g., pro-environmental behaviors and climate change perception), while less attention has been devoted to emotional processes, such as trait emotional intelligence (TEI). The current double study investigates whether TEI is directly and indirectly associated with climate change perception (CCP, Study 1) and pro-environmental behaviors (PEBs, Study 2) among young adults. Furthermore, the mediating role of connectedness to nature (CN), both as cognitive and emotional factors, was also analyzed. We hypothesized that CN (i.e., cognitive mediator) would positively mediate the relationship between TEI and CCP (H1), and Love and Care for Nature (LCN, i.e., emotional mediator) would positively mediate the relationship between TEI and PEBs (H2). METHODS: The study involved 342 young adults (F = 60.7%; age 19-40; Mage=22.99; SD = 2.66) in Study 1 and 365 young adults (F = 71.2%; age 17-35; Mage=22.2; SD = 3.98) in Study 2. Data were collected through an online tool shared by the snowball method. We administered the following self-reports: Trait Emotional Intelligence Questionnaire- Short Form (TEIQue- SF), Global Climate Change (GCC), and Connectedness to Nature Scale (CNS) (Study 1); Trait Emotional Intelligence Questionnaire- Short Form (TEIQue-SF), General Environmental Behaviors Scale (GEB), and Love and Care for Nature (LCN) (Study 2). RESULTS: Findings from Study 1 showed that higher TEI levels enhance CN (i.e., cognitive mediator), positively influencing CCP (estimate = 0.14; 95% CI = 0.07 to 0.23). Findings from Study 2 showed that higher TEI levels are associated with higher LCN levels (i.e., emotional mediator), influencing people's engagement in PEBs (estimate = 0.7; 95% CI = 0.03 to 0.11). CONCLUSION: It is crucial to design environmental education programs that promote greater emotional intelligence ability and encourage individuals' involvement in ecological outcomes.

The mediating role of resilience between emotional intelligence and academic procrastination in nursing undergraduates: A cross-sectional study.

AIM: To investigate the relationship among emotional intelligence (EI), resilience and academic procrastination (AP), and provide suggestions for the development of targeted intervention strategies and lowering of AP level of nursing undergraduates. DESIGN: A cross-sectional study. METHODS: Three provincial universities offering nursing courses in China were investigated in this study. A convenience sample of 256 nursing undergraduates from May 2021 to September 2021 were recruited, with a response rate of 91.4%. Data were collected using face-to-face interviews. The survey tools included the General Information Questionnaire, Academic Procrastination Scale, Emotional Intelligence Scale and Resilience Scale. IBM SPSS v19.0 and Amos 22.0 were used for data analysis. RESULTS: The AP of sampled nursing undergraduates was at the middle level (54.4 ± 21.5). The AP of nursing undergraduates was negatively correlated with EI and resilience. Moreover, the analysis on the mediating role of resilience via structural equation model showed a good fit, with χ2/df = 2.34, RMSEA = 0.07, CFI = 0.99, GFI = 0.95, TLI = 0.98. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.

The mediating role of emotional intelligence on nursing students' coping strategies and anxiety during the COVID-19 pandemic.

Anxiety among nursing students documented during the COVID-19 pandemic reflected their fear of contracting infections, adhering to the mandatory use of masks in public, engaging in the new experience of distance learning, having financial problems, and so on. The purpose of this study was to examine the mediating role of emotional intelligence (EI) on nursing students' coping strategies and anxiety during the pandemic. This cross-sectional correlational study was conducted in a university in Jordan. An online survey was used to obtain data from a sample of 282 nursing students who had returned to on-campus learning during the summer semester of 2019/2020. The survey held four parts: (a) questions about sociodemographics, (b) the General Anxiety Disorder-7 (GAD-7) scale, (c) the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), and (d) the Brief-Coping Behavior Questionnaire (Brief-COPE). The results showed that EI had a fully mediating role in the relationship between problem-focused coping strategies and anxiety, and it partially mediated the emotion-focused and avoidant/dysfunctional coping strategies and anxiety relationships. Nursing students who used the problem-focused coping strategies had high levels of EI, and with increasing levels of EI, anxiety levels decreased. Promoting the development of EI among nursing students would enable them to manage their emotions effectively and control their anxiety, particularly in new circumstances such as those that occurred during the COVID 19 pandemic.

Synthesizing affective neurophysiological signals using generative models: A review paper.

The integration of emotional intelligence in machines is an important step in advancing human-computer interaction. This demands the development of reliable end-to-end emotion recognition systems. However, the scarcity of public affective datasets presents a challenge. In this literature review, we emphasize the use of generative models to address this issue in neurophysiological signals, particularly Electroencephalogram (EEG) and Functional Near-Infrared Spectroscopy (fNIRS). We provide a comprehensive analysis of different generative models used in the field, examining their input formulation, deployment strategies, and methodologies for evaluating the quality of synthesized data. This review serves as a comprehensive overview, offering insights into the advantages, challenges, and promising future directions in the application of generative models in emotion recognition systems. Through this review, we aim to facilitate the progression of neurophysiological data augmentation, thereby supporting the development of more efficient and reliable emotion recognition systems.

Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence.

AIM: To assess the mediating role of emotion regulation and emotional intelligence in the relationship between stress and academic engagement among Saudi undergraduate nursing students. DESIGN: This study employed a quantitative cross-sectional research design. METHODS: The study recruited 367 Saudi undergraduate nursing students at a major Saudi university. Structural equation modelling was used to explore the mediational model. RESULTS: The results of the ANOVA and Welch F-test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p-values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement. No Patient or Public Contribution.

Emotional wellbeing in teachers.

Wellbeing is determined by happiness and both positive and negative affects. These constructs are, in turn, related to emotional intelligence and play an important role in individual behaviour. This study examined the relationship between happiness, emotional intelligence, and positive and negative affects in a sample of 344 (121 men 35.17 % and 223 women 64.83 %) trainee teachers, with an average age of 22.36 years. Happiness and affects yielded lower values, which may be related to the age of the participants. All variables under study were found to be correlated, which suggests that they are measuring the same construct: subjective wellbeing. Network analysis indicated that the self-regulation of emotions was the axial factor in the relationship. Finally, it was found that only the factor of emotional intelligence that measures the self-regulation of emotion and affects (both positive and negative) can be used to predict happiness. The present investigation reveals that more research is needed that takes more variables into consideration to describe the effect of these variables on personal wellbeing. The study offers empirical support to models that argue for a relationship between happiness, emotional intelligence, and affects, and emphasises the need to work on future teachers during their training to address their psychological wellbeing.

Evaluating Critical Thinking Disposition, Emotional Intelligence, and Learning Environment of Nursing Students: A Longitudinal Study.

BACKGROUND: The COVID-19 pandemic may have inhibited the development of critical thinking and emotional intelligence of nursing students due to the transition from traditional to online learning environments. OBJECTIVE: The objective was to evaluate the development of critical thinking, emotional intelligence, and the perceived learning environment of nursing students during the pandemic from their first to second year. METHODS: This was a longitudinal study of 82 nursing students from 2 universities in Greece. We measured critical thinking disposition, emotional intelligence, and the students' perceptions of the learning environment in 2 phases, separated by a 10 month interval, before and during the pandemic. RESULTS: Students had moderate-to-high critical thinking and emotional intelligence and perceived the learning environment as more positive than negative in both phases. However, there were no statistically significant changes between phases in critical thinking disposition (mean score 44.3 vs 45.1, p = .224) and emotional intelligence (mean score 5.05 vs 5.06, p = .950) between the 2 phases. Nevertheless, students rated the online learning environment (phase 2) higher than the traditional (mean score 137.8 vs 132.2, p = .005). CONCLUSIONS: Critical thinking and emotional intelligence did not change, but students favored the online learning environment over the traditional. These findings suggest that nurse educators persevered, adapted, and maintained the quality of the learning environment despite the pandemic. Moreover, the utilization of an online learning environment may have led to enhanced enjoyment and engagement for students, which could potentially result in improved learning outcomes.

Relationship of emotional intelligence and capability of answering higher-order knowledge questions in physiology among first-year medical students.

Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 ± 1.87 yr were analyzed. Overall, students got a percentage of 53.37 ± 14.07 in the examination, with 24.46 ± 9.1 in HOQs and 28.91 ± 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 ± 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r = 0.29 (P = 0.0037), with HOQs was r = 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.NEW & NOTEWORTHY This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.

The relationship between sense of coherence and emotional intelligence as individual health assets for mental health promotion in students and healthcare professionals: a scoping review.

Introduction: Workplace Mental health promotion in healthcare sector, is a global priority due to the stress associated with caregiving environments and the increase of mental health problems among health professionals and students. The role of emotional intelligence (EI) and sense of coherence (SOC) have been identified as critical health protectors. However, the relationship between them as well as the underlying mechanisms of these relationships on health benefits in this population is still unclear. Aim: To synthetize the existing literature on the relationship between emotional intelligence and sense of coherence, as well as their mutual impact on healthcare workers' and student's well-being. Method: A scoping review was conducted following the Joanna Briggs Institute guidelines. A systematic search was conducted in PsyCINFO, CINHAL, SCOPUS and PUBMED databases, using key-terms such as students, health professionals, emotional intelligence, and sense of coherence. Results: A total of 11 articles were included, with a range of years from 2014 to 2022. Evidence was found to support the positive relationship between sense of coherence and emotional intelligence. The use of EI as a training pathway to improve SOC and health promoting behaviors is suggested. The benefits of intervening on these factors contribute to improved health professionals' and students' general well-being and motivation for a better performance, either in their studies or clinical work. Conclusion: The positive relationship between emotional intelligence and a sense of coherence has direct and indirect benefits on students' and healthcare professionals' well-being. Future studies should address longitudinal and experimental analysis to confirm these findings.

The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis.

INTRODUCTION: Emotional and spiritual intelligence are crucial factors in enhancing individuals' knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis. MATERIALS AND METHODS: A search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation. RESULTS: The overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26-16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08-140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18-0.51) and r = 0.50 (95% CI: 0.28-0.67), respectively. CONCLUSIONS: Emotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students' academic achievement.

Dissociable neural correlates of trait and ability emotional intelligence: a resting-state fMRI study.

Emotional intelligence (EI) is one's ability to monitor one's own and other's emotions and the use of emotional information to enhance thought and action. Previous behavioral studies have shown that EI is separable into trait EI and ability EI, which are known to have distinct characteristics at the behavioral level. A relevant and unanswered question is whether both forms of EI have a dissociable neural basis. Previous studies have individually explored the neural underpinnings of trait EI and ability EI, but there has been no direct comparison of the neural mechanisms underlying these two types of emotional intelligence. The present study addresses this question by using resting-state fMRI to examine the correlational pattern between the regional amplitude of low-frequency fluctuations (ALFF) of the brain and individuals' trait EI and ability EI scores. We found that trait EI scores were positively correlated with the ALFF in the bilateral superior temporal gyrus, and negatively correlated with the ALFF in the ventral medial prefrontal cortex. In contrast, ability EI scores were positively correlated with the ALFF in the insula. Taken together, these results provide preliminary evidence of dissociable neural substrates between trait EI and ability EI.

'Doing' is never enough, if 'being' is neglected. Exploring midwives' perspectives on the influence of an emotional intelligence education programme, a qualitative study.

BACKGROUND: The role of the midwife is emotionally demanding with many midwives experiencing high levels of stress and burnout, and a great number considering leaving the profession. This has serious implications for the delivery of high-quality, safe maternity care. One of the major factors leading to job dissatisfaction is the conflict between midwives' aspiration of truly 'being' with the woman and the institutional expectations of the role which focuses on the 'doing' aspects of the job. 'Being' present to a woman's psychological needs, whilst meeting the institutional demands, requires high levels of emotional intelligence (EI) in the midwife. Therefore, enhancing midwives' EI could be beneficial. EI EDUCATION PROGRAMME: An EI programme was made available to midwives with the intention to promote their emotional intelligence and enable them to utilise relaxation techniques for those in their care. AIM: To explore midwives' perspectives on the influence of the EI education programme on their emotional wellbeing and experiences of practice. METHOD: The study took a descriptive qualitative approach. Thirteen midwives participated in focus group interviews. The data were analysed using thematic analysis. FINDINGS: The overarching theme of 'The Ripple Effect' included three themes of 'Me and my relationships', 'A different approach to practice' and 'Confidence and empowerment'. The programme was seen to create a positive ripple effect, influencing midwives personally, their approach to practice, and feelings of confidence in their role. CONCLUSION: EI education can reduce emotional stress in midwives, enhance their empathy and feelings of confidence, thus, improving the quality of care they provide.

Randomized crossover clinical trial of a Mindfulness-based intervention for nurse leaders: A pilot study.

OBJECTIVE: to analyze the effects of a Mindfulness-based intervention on nurse leaders' emotional intelligence and resilience. METHOD: a pilot study of a randomized crossover clinical trial. The sample (n=32) was randomized into Group A (n=18) and Group B (n=14) and evaluated at the pre-test, post-test and follow-up moments. The outcomes were assessed using the Emotional Intelligence Measure, the Connor-Davidson Resilience Questionnaire and the Five Facet Mindfulness Questionnaire, and analyzed using Generalized Linear Mixed Models. RESULTS: a total of 32 nurses with a mean age of 42.6 years old were evaluated. The analyses showed significant interactions between the effects of the group x moment factors on the Self-motivation (p=0.005), Sociability (p<0.001), Self-control (p=0.013), and Total (p=0.002) emotional intelligence skill scores; as well as on the Observe (p=0.042), Describe (p=0.008), Non-judgment (p<0.001), Act with awareness (p=0.004) and Total (p<0.001) mindfulness facets. Post-test: there was a statistically significant increase in the Sociability (p=0.009) and Self-control (p=0.015) emotional intelligence skills; as well as in the Non-judgment (p=0.022) and Total (p=0.002) mindfulness facets. Follow-up: a significant increase was observed in the Non-judgment (p=0.024) and Total (p=0.026) mindfulness facets. The "resilience" variable did not present statistical significance in the "group x moment" factor, both in the post-test and during follow-up. CONCLUSION: the Mindfulness-based intervention used proved to be effective in increasing nurse leaders' emotional intelligence and dispositional mindfulness skills. Brazilian Registry of Clinical Trials (RBR-3c62gy), registered on March 4 th , 2020, updated on September 16 th , 2022. BACKGROUND: (1) Unpublished study of a Mindfulness-based intervention with nurse leaders. BACKGROUND: (2) Positive effect on the participants' emotional intelligence and mindfulness. BACKGROUND: (3) Advances in knowledge about emotional intelligence and leadership resilience. BACKGROUND: (4) It encourages the implementation of sensitive and innovative health strategies.

Reduced GM-WM concentration inside the Default Mode Network in individuals with high emotional intelligence and low anxiety: a data fusion mCCA+jICA approach.

The concept of emotional intelligence (EI) refers to the ability to recognize and regulate emotions to appropriately guide cognition and behaviour. Unfortunately, studies on the neural bases of EI are scant, and no study so far has exhaustively investigated grey matter (GM) and white matter (WM) contributions to it. To fill this gap, we analysed trait measure of EI and structural MRI data from 128 healthy participants to shed new light on where and how EI is encoded in the brain. In addition, we explored the relationship between the neural substrates of trait EI and trait anxiety. A data fusion unsupervised machine learning approach (mCCA + jICA) was used to decompose the brain into covarying GM-WM networks and to assess their association with trait-EI. Results showed that high levels trait-EI are associated with decrease in GM-WM concentration in a network spanning from frontal to parietal and temporal regions, among which insula, cingulate, parahippocampal gyrus, cuneus and precuneus. Interestingly, we also found that the higher the GM-WM concentration in the same network, the higher the trait anxiety. These findings encouragingly highlight the neural substrates of trait EI and their relationship with anxiety. The network is discussed considering its overlaps with the Default Mode Network.

Emotional labor as emotion regulation investigated with ecological momentary assessment - a scoping review.

BACKGROUND: This scoping review's aim is to provide a comprehensive overview of ecological momentary assessment (EMA)- based research on emotional labor (EL) as emotion regulation (ER). This includes an examination of the theoretical foundation this research builds on, how the hypothesized relationships are investigated using EMA methods as well as the studies' findings themselves. We built on the work of Grandey and Melloy (J Occup Health Psychol 22:407-22, 2004), who broadly distinguished between the two regulatory strategies of deep acting (DA) and surface acting (SA), embedded in a hierarchical model of emotional labor, as a guiding theory for structuring this review. METHODS: To be included, studies had to use EMA to measure SA or DA, with no restrictions regarding population and date of publication. The electronic databases CINAHL, PsycArticles, PsycINFO, PSYNDEX, Embase, PubMed, and Web of Science were searched. Studies were included if they met the above criteria and were written in English or German. Out of 237 publications, 12 were chosen for this review. RESULTS: All studies were based on emotional labor theories, with Arlie Hochschild's theory being the most popular, followed by Alicia Grandey's emotional labor theory and its modifications (Grandey AA. Emotion Regulation in the Workplace: A New Way to Conceptualize Emotional Labor; Grandey AA. When "the show must go on": Surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. 2003). The methodological quality of the studies varied greatly. The results of the studies indicate that SA is influenced by negative events, trait SA, service innovation and certain emotions, while DA is influenced by positive events and emotional intelligence. Emotional labor benefits the organization, e.g., by improving customer conflict handling, but also causes harm by increasing employee withdrawal behavior. For the employee, emotional labor results in more harm than benefits. CONCLUSIONS: The research area is still in its early stages and the findings are mostly consistent, but the small number of studies needs to be replicated to increase the reliability of the results. The lack of evidence for ertain hypotheses highlights the presence of unresolved relationships that require further exploration. We are only at the beginning of investigating emotional labor using ecological momentary assessment, and conducting more high-quality studies will significantly enhance our comprehension of emotional labor.

Effects of cancer severity on the relationship between emotional intelligence, perceived social support, and psychological distress in Italian women.

PURPOSE: This study aims to understand the association between emotional intelligence, perceived social support, and psychological distress (i.e., anxiety, depression, stress) in women with cancer at different stages. Specifically, the aims of this study were to investigate: i) the links between emotional intelligence and psychological distress (i.e., symptoms of anxiety, stress and depression); ii) the mediating role of perceived social support provided by family members, friends, and significant others in the relationship between emotional intelligence and psychological distress; iii) the impact of cancer type and cancer stage (I-II vs III-IV) in moderating these relationships, among Italian women. METHODS: The research sample consisted of 206 Italian women (mean age = 49.30 ± 10.98 years; 55% breast cancer patients) who were administered a questionnaire to assess emotional intelligence, perceived social support, and psychological distress. Structural equation model (SEM) analysis was carried out to confirm the hypothetical-theoretical model. RESULTS: Emotional intelligence had a positive association with perceived social support, which in turn prevented psychological distress only in women with early-stages cancers. The type of cancer has no effect on these relationships. CONCLUSIONS: The findings of this study indicate a pressing need to screen and recognize women with lower emotional intelligence and perceived social support, as they may be more prone to experiencing psychological distress. For such individuals, our results recommend the implementation of psychological interventions aimed at enhancing emotional intelligence and fortifying their social support networks, with consideration for the stage of cancer they are facing.