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)

Fostering emotional well-being in adolescents: the role of physical activity, emotional intelligence, and interpersonal forgiveness.

Introduction: Adolescence is considered a stress-sensitive developmental period, and the escalating and sustained pressure during this phase poses a significant threat to the mental and physical well-being of adolescents. Therefore, enhancing positive emotions in adolescents is crucial. This study aims to investigate the impact of physical activity on the emotional intelligence, interpersonal forgiveness, and positive emotions of adolescents. Methods: Using a cluster sampling method, data were collected from 500 adolescents in four schools across the Xiangxi Tujia and Miao Autonomous Prefecture of Hunan Province, China. A total of 428 valid questionnaires were collected and analyzed. The study employed AMOS v.23 to construct a structural equation model to validate the hypotheses. Results: The results indicate that physical activity significantly influences the emotional intelligence, interpersonal forgiveness, and positive emotions of adolescents. Furthermore, emotional intelligence and interpersonal forgiveness mediate the relationship between physical activity and positive emotions. Discussion: Based on these findings, collaborative efforts from government agencies, schools, and families are essential to provide robust support for adolescents' participation in physical activity, encouraging more adolescents to actively engage in sports.

Perceived importance of emotional intelligence for clinical pharmacy practice and suggested improvements: a focus group study of postgraduate pharmacists.

BACKGROUND: Emotional intelligence (EI) is a critical set of skills that impacts clinical pharmacists' well-being and positively influences high-level patient-centred care. Describing pharmacists' perceptions may support the integration of EI development approaches into their professional development continuum. AIM: The aim of this study was to analyse pharmacists' perceptions of the characteristics of emotionally intelligent clinical pharmacists, the importance of EI in clinical practice, and educational models and approaches to enhancing EI. METHOD: A qualitative study with a focus group methodology was conducted with pharmacy practitioners using a semi-structured guide grounded in the EI competency framework and existing qualitative research methodology practices. Purposive sampling was conducted until information and meaning saturation occurred. The focus group recordings were transcribed and independently coded by two researchers. The conventional content analysis of qualitative data was applied with the inductive thematic approach at its core. RESULTS: According to the 17 focus group participants, emotionally intelligent clinical pharmacists are perceived as self-confident communicators who control and manage emotions, work well under pressure, and handle every situation effectively. Emotional self-control, self-awareness, awareness of others, tolerance, understanding, and empathy have emerged as key EI competencies required for challenges in clinical practice. EI lectures with reflections from clinical applications, behaviour modelling, and behaviour-changing methods were perceived to be of particular importance for pharmacist education and development programmes. CONCLUSION: Postgraduate pharmacy practitioners perceived EI competencies as necessary for their professional success and high-quality patient-centred care. They suggested that EI competencies be a focal point in pharmacy professional development programmes.

Emotionally intelligent themes in medical leaders' decision-making during COVID-19.

BACKGROUND: The COVID-19 pandemic presented unprecedented challenges for leaders in healthcare requiring decision-making and crisis response that can often be tricky without the right level of trust. Trust is fostered and facilitated with emotional intelligence (EI); thus, a critical examination of medical leaders' reflections was essential to understand how leaders perceived their leadership responses during the initial response to COVID-19. This exploratory study used an EI lens to investigate leaders' perceptions of their decision-making during COVID-19. METHODS: A purposeful sample of seven leaders in medicine who experienced leading during COVID were invited to participate in semi-structured interviews. RESULTS: Four themes around leadership response during the uncertain times of the COVID-19 were identified. The themes included communication, interprofessional collaboration including decision-making and strategic planning, internal and external awareness, and finally, trust and psychological safety. CONCLUSIONS: Incorporating EI competencies into crisis leadership education for healthcare professionals could enhance medical leaders' preparedness to adapt, collaborate and communicate effectively in a crisis.

Emotional intelligence, spiritual intelligence, depression and anxiety, and satisfaction with life among emerging adults in Israel and India: the impact of gender and individualism/collectivism.

Much research has focused on how emotional and spiritual intelligences promote well-being and help combat mental health issues. This comparative study, which was conducted in Israel and India with emerging adults enrolled in higher education, explored the relationship of emotional intelligence, spiritual intelligence, anxiety and depression, and satisfaction with life. The results in Israel showed a positive correlation of emotional intelligence with satisfaction with life, but in India, only spiritual intelligence correlated positively with satisfaction with life. In both groups, female participants scored higher on all variables than male participants. We offer initial explanations for these results.

[Factors Related to Emotional Leadership in Nurses Manager: Systematic Review and Meta-Analysis].

PURPOSE: This study aimed to identify research trends related to emotional leadership among nurse managers by conducting a systematic literature review and meta-analysis. This study sought to derive insights that could contribute to improving emotional leadership in nursing practice. METHODS: A systematic review and meta-analysis were conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and Meta-Analysis Of Observational Studies in Epidemiology (MOOSE) guidelines. Databases including PubMed, Cumulative Index to Nursing and Allied Health Literature, Scopus, Web of Science, Research Information Sharing Service, Koreanstudies Information Service System, Korean Medical Database, KoreaMed, ScienceON, and DBpia were searched to obtain papers published in English and Korean. Literature searches and screenings were conducted for the period December 1, 2023 to December 17, 2023. The effect size correlation (ESr) was calculated for each variable and the meta-analysis was performed using the statistical software SPSS 29.0, R 4.3.1. RESULTS: Twenty-five (four personal, six job, and fifteen organizational) relevant variables were identified through the systematic review. The results of the meta-analysis showed that the total overall effect size was ESr = .33. Job satisfaction (ESr = .40) and leader-member exchange (ESr = .75) had the largest effect size among the job and organizational-related factors. CONCLUSION: Emotional leadership helps promote positive changes within organizations, improves organizational effectiveness, and increases member engagement and satisfaction. Therefore, it is considered an important strategic factor in improving organizational performance.

Navigating academic performance: Unravelling the relationship between emotional intelligence, learning styles, and science and technology self-efficacy among preservice science teachers.

This research investigated the effects of emotional intelligence, learning styles, and science and technology self-efficacy on academic performance. Ninety-one preservice science teachers enrolled in the Bachelor of Science degree programs (Science) in education at the University of Ghana for the academic year 2020-2021 participated in this research. The researchers collected data using grade point averages, the Science and Technology Self-Efficacy scale, and the Schutte Self Report Emotional Intelligence Test scale. Data were analyzed using mean, standard deviation, independent samples t-test, Pearson product moment correlation, and hierarchical multiple regression. The key findings in this research were that the study underscores the pivotal role of STEM field self-efficacy, especially for males, emphasizes the significance of nurturing confidence within the STEM field, and reveals a relationship between emotional intelligence and academic performance among preservice science teachers. This study adds to the literature examining factors influencing preservice science teachers' academic performance.

Emotional Intelligence in Hemodialysis Patients: The Impact of an Intradialytic Exercise Training Program.

The current study aimed to investigate whether there is a relationship between emotional intelligence (EI), functional capacity, fatigue, cognitive function, and quality of life (QoL) in HD patients and to assess the effect of a 9-month intradialytic exercise training program on EI levels. Seventy-eight dialysis patients (50 M/28 F, 60.6 ± 17.2 years) participated in the cross-sectional study. Afterward, a subgroup of 18 patients (15 M/3 F, 56.7 ± 12.3 years) completed a 9-month supervised intradialytic exercise training program (three times weekly). EI was assessed by the Schutte Self Report Emotional Intelligence Test (SSEIT) and the Wong and Law Emotional Intelligence Scale (WLEIS). Functional capacity was assessed by a battery of tests. Sleep quality, depression levels, and daily sleepiness were assessed via validated questionnaires. All assessments were carried out before and after the intervention. A significant positive correlation was found between the WLEIS scores and the physical component summary of the QoL questionnaire. In contrast, the WLEIS scores were negatively associated with general and physical fatigue. The SSEIT scores were positively associated with cognitive function. After nine months of exercise training, only the group with low WLEIS scores improved their EI score significantly compared to the baseline values (98.7 ± 7.0 vs. 73.0 ± 4.0, p = 0.020), while no changes were observed in the medium or high EI groups. In conclusion, patients with higher levels of EI showed increased quality of life and lower levels of fatigue. Patients with low levels of EI are more likely to benefit from an exercise training program compared to their medium- and high-level counterparts.

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.

Psychosocial Training Program for Lifeguards: A Pilot Study.

Research has highlighted the need for training lifeguards in psychosocial skills. Therefore, this study aims to analyze the effectiveness of a short 10-h training program encompassing dimensions associated with emotional management, focus of attention, interpersonal relationships, and lifeguard behavior, and its effects on their psychosocial skills. A total of 64 lifeguards with experience ranging from 1 to 25 years (M = 5.93, SD = 6.07), randomly divided into experimental and control groups, participated in this study. The d2 Test of Attention, the Social Intelligence Test of O'Sullivan and Guilford, and the MSCEIT Emotional Intelligence Test were used to assess psychosocial skills. A multivariate analysis of variance for repeated measures (2 × 3 (Group × Time) MANOVA) was performed to analyze the effects of the training program on psychosocial skills. The results revealed that the experimental group showed statistically significant improvements in focus of attention and emotional intelligence compared to the control group. However, it is worth noting that no statistically significant group interactions were observed for measures of social intelligence. Taken together, these results seem to highlight the importance of including psychosocial content in the general training of lifeguards.

Relationship Between Emotional Intelligence and Self-Esteem among Nursing Students.

Introduction: Nursing students must be able to detect the standpoints and demands of various sorts of individuals, as well as be competent in taking into account individual emotional reactions, self-confidence, stress management, and social role promotion. Objective: The purpose of this study was to assess the relationship between emotional intelligence and self-esteem among fourth-year nursing students. Methods: The study was a cross-sectional study. Data were collected from 225 nursing students through a convenience sampling method in spring 2023 at Arab American University. The instruments of the study included "Schutte Self Report Emotional Intelligence Test" and the "Rosenberg self-esteem scale." Results: The analysis indicated that the emotional intelligence mean was 151.3 ± 1.9 (ranging from 33 to 165), which is high. Also, the analysis indicated that the self-esteem of the nursing students was high 24.3 ± 3.5 (ranging from 0 to 30). Furthermore, the analysis showed that there was a moderately positive relationship between nurses' emotional intelligence and self-esteem. Conclusion: The emotional intelligence and self-esteem among fourth-year nursing students were high. Also, self-esteem was found to have a moderately positive relationship with emotional intelligence and utilizing emotions.

Supportive care needs and anxious-depressive symptoms in cancer patients: An interaction effect between emotional competence and the COVID-19 pandemic?

The main objective was to assess the link between emotional competence (EC) and adjustment outcomes such as supportive care needs (SCN) and anxious-depressive symptoms in cancer patients starting chemotherapy. The second objective was to assess the interaction effect between EC and the COVID-19 pandemic (i.e. patients included before or during the pandemic) on these outcomes. At the beginning of care, 255 patients with digestive or hematological cancer, recruited before the pandemic began (n = 156, 61.2%) or during the pandemic (n = 99, 38.8%), completed the Short Profile of Emotional Competence, the Hospital Anxiety and Depression Scale, and the Supportive Care Needs Survey Short Form. Partial correlations and multiple regressions were used. Intrapersonal EC showed negative significant correlations with psychological unmet SCN (r = -.32, p < .001), anxiety (r = -.37, p < .001), and depression (r = -.46, p < .001). Interpersonal EC showed only significant interaction effects (p < .05): it was only associated with fewer unmet physical and daily SCN (p < .002) and fewer depressive symptoms (p < .004) during pandemic. Results show significant associations between intrapersonal EC and better adjustment of cancer patients from the early stage of care. Interpersonal EC seems to be a significant resource to deal with illness only in difficult contexts such as the COVID-19 pandemic.

The Influence of Gifted Children's Stress Management on Parental Stress Levels.

This study explores the associations between gifted children's stress management and parental stress level. A sample of 78 primary school children and their 76 parents took part in this study. Children were screened for intelligence and emotional quotients, while parents were tested for stress levels. Results show that the more children are aware of their stress-management skills, the less parents are stressed out. Moreover, the intelligence quotient is not significant in mediating this association, supporting the idea that it is not an a priori protective factor from a developmental perspective. The study findings suggest that when a child is equipped with the skills to handle stress by harnessing their emotional intelligence, it can have a beneficial effect on the entire family's well-being. Given that these skills can be developed, and the significant positive influence they have on a child's growth and adaptation, it is essential to offer specialized educational programs to gifted children. These programs should aim to enhance their emotional skills, which, in turn, can indirectly bolster the psychological health of the family unit as a whole.

The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender.

BACKGROUND: The role of emotional intelligence and learning motivation in shaping university students' academic outcomes has received greater attention, especially during the modernization era. Thus, this study investigates the mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes while examining the gender-conditional indirect effect. MATERIALS AND METHODS: A cross-sectional study was conducted in four randomly chosen cities in Saudi Arabia (Riyadh, Jeddah, Hail, and Yanbu), where 400 health science students were conveniently selected using equal allocation (100 students/campus). A digital survey was used for data collection (April-May 2022) containing three sections: Personal Characteristics and Academic Outcomes, Modified Schutte Self-Report Inventory, and Academic Motivation Scale. RESULTS: Emotional intelligence positively correlated with learning motivation (r = 0.525, P < 0.001) and academic outcomes (r = 0.153, P < 0.001), where academic outcomes had a weak positive correlation with learning motivation (r = 0.115, P = 0.014). Mediation analysis confirmed that emotional intelligence fully mediates the relationship between learning motivation and academic outcomes with an insignificant direct effect of learning motivation on academic outcomes [(ß =0.049, P = 0.573), 95% CI (-0.059, 0.144)]. The conditional indirect effect of gender significantly moderated 16.1% of the mediating effect of emotional intelligence [(ß =0.161, P = 0.005), 95% CI (0.035, 0.273)]. The significant indirect effect was proved for the male gender only [(ß = 0.157, P = 0.004), 95% CI (0.072, 0.240)]. No significant gender differences concerning emotional intelligence (P = 0.534) and academic outcomes (P = 0.466) were detected. However, male students had significantly higher learning motivation than female students (P < 0.001). CONCLUSION: Emotional intelligence completely mediates the relationship between learning motivation and outcomes with a stronger mediating effect for male students. Thus, policymakers must focus on improving the students' emotional intelligence skills to boost their learning motivation and academic outcomes.

Advancing empathy and emotional intelligence among pharmacy students: A comparative mixed-methods study with peer role-play simulation intervention.

INTRODUCTION: Due to the significance of interpersonal empathy and emotional intelligence in pharmaceutical practices, it has become essential to emphasize its importance in pharmacy education. The aim of this study is to provide pharmacy students, who require proper communication skills throughout their professional careers, with a simulation-based intervention focusing on empathy and emotional intelligence, and to evaluate the influence of this educational intervention on emotional intelligence and empathy levels. METHODS: The methodological approach adopted in this study aims to integrate both qualitative and quantitative data for a comprehensive analysis, that is, the mixed method, and to provide in-depth answers to the research questions. RESULTS: There was a difference observed in the change in empathy and emotional intelligence scores between the control and intervention groups. When the pre-test and mid-test results with the intervention group were analyzed, there was a difference in the values for emotional intelligence when only education was offered. Conversely, no difference was found in empathy scores under the same conditions. In the intervention group, after the implementation of both training and simulation practice resulted in a difference in the scores for emotional intelligence and empathy when comparing the results before and after the test. Gender and the interaction between gender and group had small effect sizes on both empathy and emotional intelligence. The comprehensive data collected from these interviews enabled a rigorous thematic analysis, culminating in the identification of three primary themes accompanied by respective categories: the contribution of theoretical education to simulation, perceptions of simulation practice, the significance of debriefing sessions. Students highlighted the development of various communication skills, such as improving patient-provider relationships, conveying empathy to patients, being aware of and managing their emotions, and building self-confidence through simulated encounters and debriefing sessions. CONCLUSION: Based on these findings, it is recommended that simulation methods be made mandatory in pharmacy school curricula and be disseminated nationwide.

The mediating role of trait emotional intelligence in the relationship between parental neglect and cognitive emotion regulation strategies.

BACKGROUND: Examining children's abilities to recognize and regulate their emotions in the context of parental neglect is of significant importance in order to comprehend the dynamics of and to support the development of emotional skills of children, particularly those at risk of neglect. From this point of view, the aim of the study was to examine the mediating role of trait emotional intelligence (trait EI) in the relationship between parental neglect and cognitive emotion regulation strategies (CERS) in children. METHOD: The study group consisted of 265 children (135 girls and 130 boys) who were attending two separate primary schools in the city center of Antalya, Turkey. The mean age of the children was 10.27 ± 0.45. As the data gathering instruments, an "Individual Information Form" was administered to assess the socio-demographic information of the children, while the "Multidimensional Neglectful Behavior Scale-Child Report was administered to examine the level of neglect of children by the parents, the "Trait Emotional Intelligence Questionnaire-Child Form" was administered to assess the trait emotional intelligence level, and the "Cognitive Emotion Regulation Strategies for Children Scale" was administered to assess the CERS of the children. RESULT: It was found that trait EI played a full mediator role in the relationship between CERS and both maternal and paternal neglect (p < .05), except for the relationship between paternal neglect and maladaptive CERS (p > .05). CONCLUSIONS: The results may suggest that neglected children use all emotion regulation skills, including both adaptive and maladaptive, to cope with their negative emotional experience, but may use adaptive CERS more if their trait EI is higher.

The predicting factors of chronic pain among nursing students: a national study in Iran.

BACKGROUND: Nursing students are faced with a variety of challenges that demand effective cognitive and emotional resources. The physical and psychological well-being of the students plays a key part in the public health of the community. Despite the special lifestyle of nursing students, few studies have addressed chronic pain in this population. Accordingly, the present study aims to identify the predictors of chronic pain among nursing students. METHODS: This cross-sectional study was conducted on 1,719 nursing students aged 18-42 years, between February and November 2019. Sampling was carried out in several stages. Data were collected using seven instruments, namely a demographics survey, the characteristics of chronic pain form, Spielberger State-Trait Anxiety Inventory (STAI), the Patient Health Questionnaire-9 (PHQ-9), the Bar-on Emotional Quotient Inventory, Academic Satisfaction Scale, and Procidano and Heller Social Support Scale. Descriptive statistics, multinomial logistic regression, and regression models were used to describe the characteristics of the pain and its predictive factors. RESULTS: The average age of the participants was 22.4 ± 2.96 years. The results of univariate analysis showed that gender (P = 0.506), mother's education (P = 0.056, P = 0.278, P = 0.278), father's education (P = 0.817, P = 0.597, P = 0.41), place of residence (P = 0.215), depression (P = 0.501), grade point average (P = 0.488), academic satisfaction (P = 0.183) and chronic pain weren't significantly correlated with chronic pain in nursing students. The results of the multiple logistic regression models showed that chronic pain was positively correlated with age, social support, state anxiety, and trait anxiety (OR = 1.07, 95% CI: 1.02-1.12; OR = 0.95, 95% CI: 0.93-0.97; OR = 1.03, 95% CI: 1.02-1.05; and OR = 1.97, 95% CI: 0.95-1.99; respectively). CONCLUSION: The prevalence of chronic pain was relatively high in these students. In addition, age, social support, and anxiety could be important factors in the development or persistence of chronic pain in nursing students. The results also provided basic and essential information about the contributing factors in this area. However, consideration of factors such as referral for treatment, home medications for pain relief, and outcomes of chronic pain are suggested in future longitudinal studies.

Navigating the Research Landscape of Emotional and Social Intelligence Among Young Adults: A Bibliometric Perspective.

This bibliometric analysis examines the research landscape on emotional and social intelligence in young adults, highlighting its impact on both personal and professional spheres, including overall wellness and happiness. Understanding the current research status in this area is crucial for identifying existing knowledge gaps, emerging trends, and possible future research and application directions. Utilizing bibliometric techniques, the study evaluates numerous scholarly articles from the Scopus database, employing tools like VOSviewer and Biblioshiny for data analysis. The research scope covers articles published from 1990 to 2023 across multiple disciplines such as psychology, education, sociology, and management, focusing on key bibliometric indicators like publication trends, citation patterns, prominent institutions and authors, and thematic clusters. The findings indicate a growing interest among youth in emotional and social intelligence over the past three decades, as demonstrated by the increasing volume of literature. This growing interest underscores the significance of this topic in modern research. By mapping the academic network and collaborative efforts in the field, the study identifies leading contributors whose work has significantly advanced understanding in this area. The insights gained could help shape future research endeavors, inform policy-making, and aid educators in incorporating emotional and social intelligence into educational programs to support the holistic development and well-being of young people. The research also identifies key authors, key journals, key institutions, and possible collaboration and publication opportunities. Using thematic mapping and keyword patterns, some emerging trends are brought to light with the prime objective of guiding future studies and initiatives.

Ability-Related Emotional Intelligence: An Introduction.

Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional intelligence (EI) can be favored to self-report tests, in part because the resulting scores cannot be equated with personality traits. However, there are questions surrounding measurement as well as predictive value. Experts in the field were encouraged to chart new directions, with the idea that these new directions could reinvigorate EI scholarship. Special Issue papers speak to theory, mechanism, measurement, and training. In addition, these papers seek to forge links with research traditions focused on interpersonal perception, emotional awareness, and emotion regulation. As a result of these efforts, new insights into what EI is and how it works can be anticipated in upcoming years.

Emotional Intelligence and Occupational Stress Among Nursing Professionals in Tertiary Care Hospitals of Bangalore: A Multicentric, Cross-Sectional Study.

Background: Nursing profession requires strength and resilience not just physically, but emotionally as well which requires them to adapt in stressful situations that they are often exposed to in their work environment. Objective: To determine the prevalence and associated factors of emotional intelligence (EI) and occupational stress (OS) among the nursing professionals from selected tertiary care hospitals in Bangalore, India. Methods: This was a multi-centric, cross-sectional study done among nurses with more than 1year of work experience and they were randomly selected from four tertiary care hospitals in Bangalore. The EI and OS were assessed using the Emotional intelligence scale (EIS) and Occupational Stress Index (OSI). Data was collected, both online and offline, owing to the ongoing COVID-19 pandemic. The data was analyzed using SPSS v21.0 to calculate the mean, associations, and regression. Results: Out of the total 294, the mean age of the study participants was 27±4.92years. A total of 75 (25.5%) nurses had poor EI and 245 (83.3%) had moderate OSI. None of the participants had high OSI. There was a significant association between the severity grades of EI and OSI (P = 0.010) and a binary logistic regression showed that those staff with high EI had a lesser odd (OR 0.531, 95% CI 0.282-0.999) of developing occupational stress as compared to those with low EI. Conclusion: EI plays a significant role in reversing the effect of one's occupational stress. Thereby, the training curriculum should include skills and measures of resilience to facilitate their EI improvement.