Influence of Age and Gender on Emotional Intelligence, Intelligence Quotient, Anxiety, and Behavior of Children in a Dental Setup.

Background: Children's age is a significant predictor factor for their panic and conduct intraoperatively. A child's developmental stage influences their ability to handle stress in dental operations, and it seems that younger children are more anxious and have a better capacity to cope with dental procedures. Age and gender are said to have a significant influence on emotional quotient (EQ) and intelligence quotient (IQ), but the data regarding this is extremely sparse in the dental literature. Aim: To find the impact of age and gender on EQ, IQ, panic, and conduct of children in an oral care setup. Materials and methods: A total of 57 female and 50 male (total 107) children were considered participants aged 7-12 years. The study was executed in two sessions in the pediatric dentistry department. In the first session, "Bar-On emotional quotient inventory: youth version (Bar-On EQ-i: YV)" and the "Raven's colored progressive matrices (RCPM)" tests were administered to evaluate the EQ and IQ of the children, and a clinical psychologist supervised and guided the whole procedure. In the second appointment, anxiety was recorded using the "faces version of the modified child's dental anxiety scale (MCDAS(f))," whereas behavior was recorded with the "sound, eye, and motor (SEM) scale." Interpretation of data was done by statistical methods. Results: The difference in IQ scores between the groups aged 7-9 and 10-12 years was not statistically significant. There was a statistically notable difference (p-value of 0.006) in the RCPM IQ scores among male and female participants, where female participants scored better. There was a statistically insignificant variation in total EQ scores between male and female participants. Based on age and gender, a statistically insignificant variation was noted in the anxiety scores (MCDAS(f)) among participants. A statistically notable difference (p-value of 0.018) was seen between the SEM scores of the 7-9 and 10-12 years age-groups. SEM scores of male and female participants showed no significant difference. Conclusion: There was no influence of age on the IQ and EQ scores of the participants. A gender difference was found in relation to the IQ scores and the intrapersonal and stress management subscales of EQ. Based on age and gender, there was a statistically nonsignificant difference between the anxiety scores (MCDAS(f)) of the participants. A statistically notable variation was seen between the SEM scores for behavior of the 7-9 and 10-12 years age-groups. Statistically insignificant variation was noted between the SEM scores of both genders. How to cite this article: Agarwalla S, Chandra B, Kundu GK. Influence of Age and Gender on Emotional Intelligence, Intelligence Quotient, Anxiety, and Behavior of Children in a Dental Setup. Int J Clin Pediatr Dent 2024;17(5):518-523.

Teacher Emotion Inventory: validación en una muestra de profesorado español / Teacher Emotion Inventory: validation in a sample of Spanish teachers

Antecedentes: La escala Teacher Emotion Inventory (TEI) es un instrumento que evalúa emociones discretas experimentadas por el profesorado en el proceso de enseñanza-aprendizaje. El objetivo de este estudio es examinar las propiedades psicométricas de la versión breve española de la escala Teacher Emotion Inventory (TEI-BSV) en una muestra de 567 profesores (65.5% son mujeres), con edades comprendidas entre 25 y 65 años (M = 46.04; DT = 9.09). Método: Tras su adaptación mediante traducción inversa, el profesorado completó una batería que incluía el TEI-BSV, un cuestionario de inteligencia emocional, dos escalas de bienestar subjetivo, una escala sobre burnout y una escala sobre engagement. Resultados: Los resultados mostraron una consistencia interna adecuada de las subescalas del TEI-BSV. Los análisis factoriales (exploratorio y confirmatorio) proporcionaron pruebas de que el TEI-BSV tiene una estructura de cuatro factores con un buen ajuste, frente a la estructura de cinco factores original. Se han hallado evidencias de validez convergente, así como de validez criterial e incremental del TEI-BSV. Conclusiones: el TEI-BSV podría ser una herramienta útil para la evaluación ecológica de las emociones discretas del profesorado en su contexto laboral.(AU)

Background: The Teacher Emotion Inventory (TEI) scale is an instrument that evaluates discrete emotions experienced by teachers in the teaching-learning process. The aim of this study was to examine the psychometric properties of the brief Spanish version of the Teacher Emotion Inventory scale (TEI-BSV) using a sample of 567 teachers (65.5% women), aged between 25 and 65 years (M= 46.04; SD= 9.09). Methods: After adaptation through back-translation, the teachers com-pleted a battery of tests included in the TEI-BSV: an emotional intelli-gence questionnaire, two subjective well-being scales, a burnout scale and a scale on engagement. Results: The data revealed adequate internal consistency of the TEI-BSV subscales, and exploratory and confirma-tory factor analyses provided evidence that the TEI-BSV has a four-factor structure with good adjustment, as opposed to the original five-factor structure proposed. There was evidence of convergent validity of the TEI-BSV, as well as criterion and incremental validity. Conclusions: The TEI-BSV could be a useful instrument for the ecological assess-ment of teachers' discrete emotions in the context of their workplace.(AU)

The mediating role of perceived emotional intelligence: examining the impact of affective job satisfaction on organizational identification among Chinese technological workers.

Introduction: Breaking new ground in the exploration of workplace dynamics, this study pioneers an investigation into the mediating role of perceived emotional intelligence (PEI) in the relationship between affective job satisfaction and organizational identification among Chinese technological workers. This novel focus addresses a critical gap in existing research, particularly in understanding the psychological underpinnings within this specific cultural and professional context. Methods: Involving 392 workers aged 23 to 60, our research offers a comprehensive examination of how the three subdimensions of PEI - attention, clarity, and emotional repair - interact with job satisfaction to influence organizational identification. Through extensive questionnaires, we assessed these subdimensions alongside affective job satisfaction and the workers' identification with their organization. Results: Our findings reveal a significant, positive correlation between job satisfaction and all PEI subdimensions. Notably, while emotional clarity and emotional repair showed a positive relationship with organizational identity, attention did not. Further analysis highlighted the substantial direct impact of Affective Job Satisfaction on Organizational Identification, with emotional clarity and emotional repair playing critical mediating roles. Discussion: These insights illuminate the unique function of Perceived Emotional Intelligence as a mediator and enhancer in the relationship between job satisfaction and organizational commitment. The results underscore the necessity of integrating strategies to cultivate emotional intelligence in the workplace, potentially leading to stronger organizational ties and improved overall worker well-being. By shedding light on these complex psychological mechanisms, our study not only enriches the theoretical landscape but also offers practical guidance for fostering healthier, more productive work environments.

Impact of emotional intelligence on academic burnout among master students in pedagogy of nursing sciences and health techniques in Morocco, 2019: A cross-sectional study.

BACKGROUND: Burnout is spreading to the student population and becoming a threat of global concern. The aim of our research is to determine the prevalence and socio-demographic factors associated with the academic burnout of master students in the Pedagogy of Nursing and Health Technology in Morocco and to discover the impact of these students' emotional intelligence on their academic burnout. MATERIALS AND METHOD: This is a descriptive, cross-sectional analytical study conducted among students in the Pedagogy of Nursing and Health Technology in Morocco out of a total of 108 students of different ages and genders. A questionnaire is used for the collection of data pertaining to students. For each dependent variable, a bivariate analysis was conducted, and the independent variables associated with it were included in a multivariate model. RESULTS: The prevalence of academic burnout is estimated at 36.1% among the studied populations (exhaustion 19.4%, cynicism 21.3%, and reduced efficacy 2.8%). 53.7% of students have a high level of emotional intelligence. Multivariate analysis showed that exhaustion is significantly associated with gender (aOR = 3.4, 95% CI = 1.0-11.7, P = 0.04), age (aOR = 0.2, 95% CI = 0.0-0.8, P = 0.02) and cynicism was associated with sports activity (aOR = 2.9, 95% CI = 1.0-8.1, P = 0.038). The emotional intelligence is independent predictor of exhaustion, but it has a positive impact on cynicism (aOR = 1.05, 95% CI = 1.0-1.09, P = 0,027) and a negative impact on reduced efficacy (aOR = 0.8, 95% CI = 0.6-0.9, P = 0.01). CONCLUSION: The results of this study uncover the prevalence of the phenomenon of burnout among students and the importance of integrating emotional education into health training.

The role of psychological factors on improving work engagement among nurses.

Background: Work engagement is affected by many psychological variables including emotional intelligence, psychological empowerment, and resilience that are not well-studied among nurses. Purpose: This study aims to examine the impact of emotional intelligence on the work engagement of critical care nurses, and the mediating role of resilience and psychological empowerment. Methods: A descriptive cross-sectional design was adopted in this study among 150 critical care nurses at one university hospital in Saudi Arabia. Independent t-test and correlational analysis were used to assess relationships between study variables. A multi-step regression model was used to assess the mediatory effect. Results: The results showed that a statistically significant positive association exists between each of the study variables (p < 0.01). The regression model showed that higher resilience (p < 0.001) and psychological empowerment (p < 0.001) predicted higher work engagement. The model predicted 33.3% of the changes in work engagement scores among critical care nurses. Conclusion: To enhance work performance and quality of care rendered at critical care units, higher emphasis should be placed on emotional intelligence and other significant psychological variables.

Nexus between organizational citizenship behavior and psychological wellbeing: emotional intelligence as a pathway.

Aim/purpose: The aim of this study is to investigate the nexus between organizational citizenship behavior and psychological wellbeing and assess the moderating and mediating effects of emotional intelligence (EI) on the relationship betwem psychological wellbeing of IT-enabled Sector employees in Hyderabad. Design/methodology/approach: To measure the study variables of organizational citizenship behavior (OCB) and emotional intelligence (EI) on psychological wellbeing (PWB) data were gathered using a questionnaire. The mediating and moderating effects of emotional intelligence on the relationship between organizational citizenship behavior and psychological wellbeing was also assessed. The was reliable as indicated by the Cronbach's alpha coefficient statistic that between 0.79 to 0.91. Findings: Three hundred valid responses were considered for SEM analysis using AMOS, version 28. The model fit indices indicate excellent fit: CMIN/DF 2.788 CFI 0.935, IFI 0.937, TLI 0.921, NFI 0.923, RMSEA 0.054, SRMR 0.077 and PClose 0.092. The SEM analysis revealed that the impact of exogenous variables OCB and EI were statistically significant (p < 0.001) on endogenous variable psychological wellbeing of IT-enabled industry employees. Furthermore, EI partially mediates psychological wellbeing through the OCB of information technology employees. This empirical study also examined the moderating effects of EI on the psychological wellbeing of information technology-enabled employees through OCB. The slope analysis reveals that emotional intelligence strengthens the positive association between OCB and the PWB of IT-enabled sector employees. EI and OCB enhance PWB and employee performance. Research implications/limitations: The findings of this study have several important implications for organizations in the IT sector and can be used to develop strategies for promoting OCB and EI among employees. The structural relationships between PWB and OCB in the context of hotel employees and reported positive effects of OCB on hotel employees are well documented. The limitations are the data were collected from the Information Technology employees of Hyderabad Metro. There are some subjectivity and cultural issues which were elaborated at the end. Contribution/Originality: This empirical study helps to clarify the relationship between organizational citizenship behavior, psychological wellbeing, and the mediator and moderator variable emotional intelligence. The study also comprehends the available literature and adds value to the existing theoretical knowledge and behavioral studies. JEL classification: M10 M12, M19.

"Alexithymia, Cognitive Distortion and internet Addiction: Moderating Role of Emotional Intelligence".

Excessive engagement in online activities, also known as Internet addiction can have detrimental impacts on the mental, social, and physical well-being of individuals. This research work aims to contribute to the existing body of knowledge on internet addiction and alexithymia to provide insights that may inform the development of targeted interventions to support university students at risk of internet addiction. With emotional intelligence as the moderator and cognitive distortion as the mediator, the study investigated the effect of alexithymia on internet addiction. The approach of this cross-sectional design allowed researchers to investigate intricate interactions among several elements influencing internet addiction among university students in northern Indian areas. For data collection, the study created a thorough English 53-item questionnaire. Initially, 600 surveys were distributed, and 508 useable surveys were used. All the study hypotheses have received adequate support from empirical evidence, thus offering significant insights. This study supported a direct positive correlation between alexithymia and internet addiction. Also, the findings revealed a positive relationship between alexithymia and cognitive distortions which further leads to internet addiction. Moreover, moderation results show that emotional intelligence acts as a significant moderator in this relationship between alexithymia and internet addiction. The study has added a unique antecedent of cognitive distortion of internet addiction, which is currently under-researched in previous works. This research adds to the knowledge of alexithymia as not only a personality characteristic but also a variable that should be taken into account regarding constituent processes of the regulation of emotions.

A serial mediation model of Big 5 personality traits, emotional intelligence, and psychological capital as predictors of teachers' professional well-being.

This study aimed to explore the relationship among the Big Five personality traits, emotional intelligence (EIQ), psychological capital (PsyCap), and teacher well-being (TPWB) within the context of higher education. The objective was to predict TPWB in university teachers by utilizing the Big Five personality traits and PsyCap while considering EI as a mediator. Data were collected from 708 teachers in Ethiopian higher education institutions. Participants completed the Emotional Intelligence Scale (EIS-16), Big Five Personality Inventory (BFI-10), Psychological Capital Questionnaire (PCQ-12), and Teacher Professional Well-Being Scale (TPWBS). The analysis included reliability tests, correlation analysis, validity assessment, measurement invariance, and serial mediation testing. The findings unveil a significant direct positive effect of Big Five personality traits on EIQ, PsyCap, and TPWB. Furthermore, PsyCap demonstrates a direct positive effect on TPWB. PsyCap fully mediates the relationship between the Big Five personality traits, EIQ, and TPWB, while EIQ partially mediates the relationships between the Big Five personality traits and PsyCap/TPWB, accentuating a serial mediation effect. Moreover, the personality trait of openness to experience positively predicts EIQ, PsyCap, and TPWB. Conscientiousness and agreeableness also positively predict EIQ, while extraversion directly influences PsyCap in a positive manner. However, neuroticism exerts a negative direct impact on EIQ, PsyCap, and TPWB. Additionally, emotional intelligence partially mediates the relationship between the five dimensions of the Big Five personality (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) and TPWB. In conclusion, PsyCap fully mediates the relationship between the Big Five personality traits, EIQ, and TPWB, while EIQ partially mediates the relationships between the Big Five personality traits and PsyCap/TPWB. These findings hold significant implications for enhancing well-being among teachers.

Editorial: Bearing the standard - Prosocial expert leadership is essential for mental healthcare service reform and renewal.

There are many identified challenges for mental healthcare services in Australia and New Zealand including design, infrastructure and workforce shortfalls. In the 2024 RANZCP Workforce Report over 75% of trainees and psychiatrists endorsed symptoms of burnout, and over 80% reported that workforce shortages contributed. There is a need for effective leadership to reform and renew healthcare services. Clinical expertise is necessary, but not sufficient for leadership of mental healthcare services through substantial cultural and organisational renewal. Expertise and prosocial skills are needed for effective cultural leadership, based upon expressed generosity and kindness that leads to a corresponding reputation that empowers cooperation. Leaders will need such skills to effect change and improve mental healthcare delivery and patient experiences.

Proactive Personality and Caring Behavior of Clinical Nurses: A Moderated Mediation Model of Emotional Intelligence and Disgust Sensitivity.

The aims of the research were to investigate the mediating effect of emotional intelligence and the moderating effect of disgust sensitivity on the relationship between proactive personality and caring behavior among clinical nurses. A cross-sectional design while adhering to STROBE guidelines was used for this study. Three hundred ninety-three purposely selected nurses from three tertiary general hospitals completed an online survey. Measures included proactive personality, emotional intelligence, disgust sensitivity, and caring behavior. The findings showed that proactive personality positively predicted nurses' caring behavior, and that emotional intelligence played a mediating role in the relationship between proactive personality and caring behavior. Disgust sensitivity indirectly and negatively moderated the impact of proactive personality on nurses' caring behavior mainly in the second half of this moderated relationship. The findings underscore that the nursing managers may consider incorporating emotional intelligence topic in practical nursing skills training and improving nurses' ability to control their disgust sensitivity can improve their professional behavior, thus to provide patients with high-quality nursing services.

Psychological well-being and emotional intelligence in undergraduate nursing students as predictors of academic success.

BACKGROUND: Academic performance is influenced by a complex interplay of multiple factors whose relationships often do not follow straightforward patterns. Despite extensive research, understanding of these dynamics remains inconclusive. In particular, several studies highlight that higher emotional intelligence is associated with better academic outcomes and that people with elevated levels of psychological well-being also tend to achieve higher grades. OBJECTIVE: This study examines the associations between emotional intelligence, psychological well-being and academic performance among undergraduate nursing students. Specifically, it seeks to deepen our understanding of how emotional intelligence affects academic achievement, with psychological well-being potentially serving as a mediator. DESIGN: A cross-sectional correlational design was employed. SETTINGS: The study involved a convenience sample of undergraduate nursing students from various degree programmes affiliated with the primary author. PARTICIPANTS: 394 undergraduate nursing students participated in the study, 249 identified as female and 145 as male. METHODS: Participants completed a quantitative survey during class hours, providing data on demographics, academic average scores and self-report measures of perceived emotional intelligence and psychological well-being. Data were evaluated using Pearson's correlations and serial multiple mediation analyses. RESULTS: The findings revealed significant positive relationships between emotional intelligence, psychological well-being and academic performance. Serial mediation assessments indicated that dimensions of emotional intelligence influence academic performance both directly and indirectly through psychological well-being. Specifically, flourishing partially mediated the relationship between emotional intelligence and academic performance, directly influencing academic outcomes. CONCLUSIONS: This study underscores the critical role of emotional management skills in academic performance, with psychological well-being acting as a partial mediator in this relationship. Consequently, undergraduate nursing students with enhanced emotional management abilities and higher levels of psychological well-being are likely to achieve better academic outcomes.

Emotional factors and self-efficacy in the psychological well-being of trainee teachers.

Introduction: The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life. Methods: Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor's degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree. Results: The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples. Discussion: Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.

Reframing Social and Emotional Development of the Gifted.

This essay questions the framing of socioemotional development as a separate concomitant of cognitive development in gifted individuals. Rather, it argues, first, that socioemotional development of the gifted is not separate from giftedness. Second, socioemotional development is not even cleanly and clearly separable from cognitive development. Third, giftedness and even intelligence do not reside inside the person-they are not personal properties but rather interactions of persons with tasks and situations. In sum, giftedness needs to be viewed in a holistic context that encompasses integrated cognitive, socio-emotional, task, and situational contextual elements.

The Relationship between Family Functioning, Emotional Intelligence, Loneliness, Social Support, and Depressive Symptoms among Undergraduate Students.

The transition from adolescence to college is a significant developmental stage marked by challenges such as high academic pressure, changes in living environments, and social support systems. These challenges can lead to increased rates of depression among college students. This study investigates the relationships between family functioning, emotional intelligence, loneliness, social support, and depressive symptoms in Chinese college students. A cross-sectional design was employed, with data collected via questionnaires from undergraduate students at Xi'an Jiaotong University. Variables such as family functioning, emotional intelligence, loneliness, social support, and depressive symptoms were assessed. Statistical analyses, including correlation and hierarchical regression, were conducted to explore these relationships. The study found a diverse distribution of depressive symptoms among students, with significant gender differences indicating higher depression rates in females. No significant differences were observed across academic disciplines, grades, or between only children and non-only children. Family functioning, emotional intelligence, and social support were negatively correlated with depressive symptoms, while loneliness was positively correlated. Hierarchical regression analysis confirmed that social support significantly moderated the relationship between family functioning and depressive symptoms. Mediation analysis showed that emotional intelligence and loneliness mediated this relationship. The findings highlight the complex interplay between family dynamics, emotional capabilities, social connectedness, and mental health. Enhancing family functioning, emotional intelligence, and social support can effectively reduce depressive symptoms among college students. These results underscore the need for holistic interventions that address multiple aspects of students' social and emotional lives.

Speaking accuracy and fluency among EFL learners: The role of creative thinking, emotional intelligence, and academic enthusiasm.

This study examines the associations between speaking accuracy and fluency among English as a Foreign Language (EFL) learners and emotional intelligence (EI), creative thinking (CT), and academic enthusiasm (AE). Quantitative data was used in a thorough analysis that was carried out utilizing a cross-sectional design. Three hundred and twenty EFL learners were chosen as a sample using a multi-stage cluster sampling technique. The creativity questionnaire by Abedi, the EI questionnaire by Schutte et al. and the AE questionnaire by Fredricks et al. were all completed by the participants. Quantitative data analysis was conducted using SPSS 25.0 and AMOS 24.0. The results showed a strong positive association between better speaking accuracy and fluency and greater levels of CT, EI, and AE. More precisely, learners with greater EI were able to control their emotions better, which improved their ability to speak clearly and fluently. Speaking performance was improved by those with higher CT because they showed improved problem-solving abilities and linguistic originality. High AE was also associated with better language practice and competence due to higher desire and involvement. These findings imply that encouraging CT, EI, and AE in language learning settings can greatly improve learners' speaking ability. To better understand the impact of other elements on speaking proficiency, future research should look into motivation, self-esteem, and learning methodologies.

Beyond the Screen: A Comprehensive Analysis of Emotional Skills and Social Networking in French Young Adults.

(1) Background: This study investigates the influence of social networks on young adults, focusing on both positive and negative impacts. It considers problematic social networking site use (PSNSU), emotional intelligence, empathy, and the phenomenon of Fear of Missing Out (FoMO). (2) Methods: A comprehensive online survey was conducted with 442 participants aged 18 to 30 years that used various psychometric tools to assess emotional intelligence, empathy, internet and social media use, and FoMO. (3) Results: The study revealed that young adults display low competencies in emotional intelligence and empathy, with a tendency towards problematic internet and social media use. High FoMO scores were observed, correlating with negative internet use outcomes. Gender differences in these aspects were also explored. (4) Conclusions: The findings suggest a complex interaction between social network use, emotional skills, and FoMO that impacts young adults' mental health and social behaviors. This study highlights the need for a nuanced understanding of these relationships and their implications for well-being and social interaction in the digital age.

Breastfeeding self-efficacy in mothers: The body image and emotional intelligence perspective.

BACKGROUND: Breastfeeding is a dynamic and complex process. Due to its complex nature, many reasons affect one another. Recent studies have focused on breastfeeding rates and factors that affect the early termination of breastfeeding. However, studies evaluating the relationship of body image and emotional intelligence concepts with breastfeeding self-efficacy have remained limited to date, resulting in a significant gap in the literature. AIM: The present study was carried out to determine the relationship between breastfeeding self-efficacy, body image, and emotional intelligence of postpartum mothers. METHODS: The descriptive and cross-sectional study was conducted with 400 mothers. The data were collected using the Descriptive Information Form, the Body Image Scale (BIS), Schutte Emotional Intelligence Scale (SEIS), and the Breastfeeding Self-Efficacy Scale (BSES). The data were evaluated with the SPSS program, using percentages, mean values, independent t-test,One-Way ANOVA, and Pearson's correlation and regression. RESULTS: The mothers' mean age was 29.99±5.46 years. The mean total scores that mothers obtained from the scales were found to be 123.47±23.45 for the BIS, 144.46±13.11 for the SEIS, 51.81±9.46 for the BSES-SF. In the correlation analysis results, there was no correlation between the BSES-SF and SEIS. A statistically significant positive correlation was determined between the BIS and BSES-SF. Considering the regression analysis, it is seen that 7.4% of the change in mothers' breastfeeding self-efficacy is explained by body image (R^2 = 0.074) CONCLUSION: The study found that positive body image increases breastfeeding self-efficacy. There is a need for additional longitudinal research examining the body image and emotional intelligence perspective of breastfeeding self-efficacy.

The Role of Physical Fitness in Emotional Well-Being and Distress during Pregnancy: The GESTAFIT Project.

Pregnancy involves various physiological, physical, and social changes that can impact the mental health of the woman, causing her to have a stressful experience. Physical fitness (PF) is postulated as a powerful marker of health in this population. Therefore, this longitudinal study examined the association of PF with maternal emotional well-being and ill-being outcomes at 16th and 34th gestational weeks (g.w.) in a sample of 158 pregnant women (32.9 ± 4.7 years old). Self-reported PF was assessed with the valid and feasible International Fitness Scale [i.e., overall PF, cardiorespiratory fitness (CRF), muscular strength, speed-agility, and flexibility]; positive and negative affect, emotional intelligence, and resilience were measured using validated questionnaires specifically designed for this purpose. The results showed that women with greater overall PF and its components showed higher positive affect and lower negative affect (all, p < 0.05); greater emotional intelligence (all, p < 0.05); and greater resilience (all, p < 0.05), with similar results both in the 16th and the 34th g.w. These findings underscore the pivotal role of PF in promoting emotional health and resilience during pregnancy, thereby highlighting the need for integrating PF enhancement strategies in prenatal care programs.

The Moderating Effect of Sex on Autistic Trait Emotional Intelligence, Alexithymia, and Empathy.

Autism spectrum disorder (ASD) is associated with differences in social communication, and these differences are related to trait emotional intelligence (TEI), alexithymia, and empathy. Autism is known to present differently in males and females, but research on sex differences in TEI, alexithymia, and empathy is largely relegated to non-autistic people. Therefore, the current research sought to explore individual relationships between autistic characteristics and TEI, alexithymia, and empathy, as well as the possible influence of sex in these relationships. In the current study, autistic and non-autistic adults reported on their autistic characteristics, TEI, alexithymia, and empathy. Based on previous research, it was hypothesized that more autistic characteristics would be associated with less TEI, more alexithymia, and less empathy, and that these relationships would be more prominent amongst males. More autistic characteristics were associated with greater challenges across the three areas of interest. However, only the relationship between TEI and autistic characteristics was moderated by sex, such that males demonstrated higher support needs related to TEI than females. Results from this analysis indicate that adults with more autistic characteristics, regardless of diagnostic status, demonstrate differences in TEI, alexithymia, and empathy. The current analysis may offer additional context to the evolving understanding of empathy and autism by suggesting that TEI and alexithymia could account for differences in empathy. Moreover, sex seems to play a role in the relationship between autistic characteristics and TEI such that differences are especially prominent for males.

The effect of applying emotional intelligence components on coping strategies in adolescents with beta-thalassemia major: a randomized clinical trial.

BACKGROUND: Thalassemia is one of the most common genetic disorders. Patients with beta-thalassemia major confront serious clinical and psychosocial challenges in their all lives, which require coping strategies. It appears that psychological interventions are necessary to improve their coping skills. The aim of this study was to determine the effect of applying emotional intelligence components on coping strategies in adolescents with beta- thalassemia major. METHODS: This randomized clinical trial study involved 60 teenagers with beta- thalassemia major who were divided equally into intervention and control groups. The experimental group participated in 9 sessions of an emotional intelligence program consisting of 90 min, held both virtually and in person, two sessions per week. We investigated problem-focused and emotion-focused (including positive emotion-focused and negative emotion-focused) coping strategies of both groups of adolescents using the Billings and Moos questionnaire before the intervention, immediately after the intervention, and one month after the intervention. Data were analyzed using SPSS 21. Then, according to the research objectives, independent t-tests, Chi-square, Mann-Whitney, repeated measures Analysis of Variance (ANOVA) and Bonferroni test were used. RESULTS: In experimental group, the mean score of problem-focused (problem-solving, cognitive evaluation) and positive emotion-focused (social support) coping increased from (14.2 ± 2.6) and (5.0 ± 0.5) before the intervention to (29.6 ± 3.1) and (10.9 ± 1.3) one month after the intervention, respectively (P < 0.001). However, the mean score of emotional inhibition and somatic inhibition (negative emotion-focused) decreased from (13.8 ± 1.7) and (6.7 ± 1.5) before the intervention to (8.6 ± 2.0) and (3.8 ± 1.8) one month after the intervention, respectively (P < 0.001). While the mean score of problem-focused and emotion-focused coping strategies before and one month after the intervention remained stable in the control group. CONCLUSIONS: Adolescents with beta-thalassemia suffer from psychosocial disorders and they also cope maladaptive with their illness. Applying emotional intelligence has improved their coping strategies. Caregivers should be encouraged to assess coping skills in teenagers with beta-thalassemia major and use methods such as emotional intelligence to improve them. Therefore, it can help these adolescents to deal effectively with stress and complications of the disease. TRIAL REGISTRATION NUMBER: IRCT20210521051356N1 (17/06/2021).