Inteligencia emocional rasgo como amortiguador del estado de ánimo en doentes de educación infantil y primaria durante el impacto de la COVID-19 / Trait emotional intelligence as buffer of mood of in-service and pre-service teachers of preschool and elementary education during the impact of COVID-19

Antecedentes: La Inteligencia Emocional (IE) rasgo es una característica personal que puede actuar como factor protector contra circunstancias vitales desafiantes y ser un predictor del estado de ánimo en situaciones naturales como las derivadas del contexto social de la pandemia COVID-19. El objetivo general fue estudiar la relación entre IE rasgo y los estados anímicos docentes durante el confinamiento. Método: Se contó con 478 participantes, 316 docentes de Educación Infantil (EI) y Primaria (EP) de centros públicos de la Región de Murcia y 162 estudiantes de los Grados de EI y EP. Los instrumentos empleados fueron: para evaluar la IE rasgo, el TEIQue-SF; para evaluar los estados de ánimo vividos durante el impacto de la COVID-19 se utilizó una versión breve del POMS. Resultados: Los docentes con IE elevada se percibieron más enérgicos y considerados con los demás; así como menos nerviosos, malhumorados, tristes y cansados, justo el patrón contrario al de docentes con perfil de IE baja. Además, las maestras obtienen puntuaciones mayores en los estados emocionales negativos. Conclusiones: Si bien el estudio es correlacional, los resultados avalan la idea de la IE rasgo como factor protector frente al estrés, lo que refuerza su papel como promotor del bienestar docente.(AU)

Background: Trait Emotional Intelligence (EI) is a personal characteristic that can act as a buffer factor against vital challenging cir-cumstances and be a predictor of mood in a variety of natural situations such as those derived from the social context of the COVID-19 pandemic. The general aim of this research was to study the relationship between trait EI and teacher moods during confinement. Method: The study included 478 participants, 316 Preschool teachers and Elementary teachers from public centers in the Region of Murcia and 162 university students of Pre-school and Elementary education degrees. The instrument used to assess trait EI was the TEIQue-SF; to assess the moods experienced during the impact of COVID-19, a short version of the POMS was used.Results: Teachers with high trait EI were perceived to be more energized and kind-er, as well as less nervous, moody, sad and tired, just the opposite pattern of teachers with a low trait EI profile. In addition, female teachers ob-tained higher scores in negative mood states. Conclusions: Although the study is correlational, the results support the idea of trait EI as a protective factor against stress, which reinforces its role as a promoter of teacher well-being.(AU)

Práctica deportiva e Inteligencia Emocional en jóvenes. Revisión sistemática / Prática desportiva e Inteligência Emocional em Jovens. Revisão sistemática / Sports practice and Emotional Intelligence in young people. Systematic review

La práctica deportiva y la Inteligencia Emocional en jóvenes se están convirtiendo en constructos muy estudiados en los últimos años. La evidencia disponible revela que, tanto la práctica deportiva como la Inteligencia Emocional, producen beneficios físicos y psicológicos. No obstante, los estudios que analizan la relación entre Inteligencia Emocional y práctica deportiva aún siguen siendo escasos. El objetivo de este estudio se centró en verificar si existe algún tipo de relación entre ambas variables mediante la revisión del estado de la cuestión en este ámbito, permitiendo de esta manera abrir nuevas líneas de investigación sobre esta temática. Se seleccionaron tres bases de datos (WOS, Scopus y PubMed) para la extracción de documentos científicos, analizando los documentos obtenidos con la metodología PRISMA y un análisis de la calidad de la muestra final obtenida. Finalmente fueron revisados 38 artículos. Además, se llevó a cabo una evaluación del contenido de los artículos, realizando un análisis descriptivo de la información mediante el uso de tablas de contingencia y sus índices estadísticos. Los resultados, en concordancia con la literatura examinada, reflejaron la existencia de una asociación positiva entre la Inteligencia Emocional y la práctica deportiva. (AU)

The practice of sports and emotional intelligence in young people have become very much studied constructs in recent years. The aim of this study focused on verifying whether there is any kind of relationship between the two variables by reviewing the state of the art in this field, thus allowing new lines of research to be opened up on this subject. Three databases (WOS, Scopus, and PubMed) were selected for the extraction of scientific documents, analyzing the documents obtained with the PRISMA methodology and an analysis of the quality of the final sample obtained, finally 38 articles were selected. An analysis of the content of the articles was carried out and a descriptive analysis of the information was performed using comparative tables and their statistical indices. The results showed the existence of a positive association between emotional intelligence and sports practice. (AU)

A prática do desporto e a inteligência emocional nos jovens tornaram-se trmas muito estudadas nos últimos anos. O objectivo deste estudo centrou-se em verificar se existe algum tipo de relação entre as duas variáveis através da revisão do estado da arte neste campo, permitindo assim a abertura de novas linhas de investigação sobre este assunto. Foram seleccionadas três bases de dados (WOS, Scopus e PubMed) para a extracção de documentos científicos, analisando os documentos obtidos com a metodologia PRISMA e uma análise da qualidade da amostra final obtida, onde foram incluidos 38 artigos. Foi realizada uma análise do conteúdo dos artigos e uma análise descritiva da informação, utilizando tabelas de comparação e os seus índices estatísticos. Os resultados mostraram a existência de uma associação positiva entre a inteligência emocional e a prática desportiva. (AU)

Exploring the relationship between burnout and emotional intelligence among academics and clinicians at King Saud University.

BACKGROUND: Academics and clinicians are exposed to significant workload pressures and are at a high risk of stress and burnout. OBJECTIVES: This study aimed to examine the relationship between burnout and emotional intelligence (EI) by comparing and corelating burnout and EI scores among academics and clinicians against several factors. METHODS: In this cross-sectional study, academics and clinicians at King Saud University and King Saud University Medical City and Affiliated Hospitals were invited to complete anonymous questionnaires: Maslach Burnout Inventory-Human Services Survey and the Trait Emotional Intelligence Questionnaire Short Form. The collected data were analyzed using the SPSS software for descriptive studies, group comparisons, regression analyses, and Pearson's (r) correlation tests. RESULTS: Study participants included 126 individuals (men = 65, 51.6%; women = 61, 48.4%). Of these, 65% were Saudi nationals and 35% were expatriates, and 76 were academics while 50 were clinicians. The mean (minimum to maximum) burnout total score was 55 ± 18.9 (8 to 97) and the global TEIQue-SF score ranged between 2.8 and 6.7 (5.04 ± 0.7). Burnout scores varied between departments and were higher among younger participants and non-Saudis. Age had a small direct correlation with self-control (r = .17, p = .05), and there was no statistically significant correlation with other EI factors. However, there was a moderate inverse correlation between age and emotional exhaustion (EE) (r = -0.33, p < 0.0001), and a small inverse correlation with depersonalization (DP) (r = -0.21, p = 0.02). T-tests demonstrated a statistically significant difference in EI factor "emotionality" among Saudis (5.2 ± .8) and non-Saudis (4.9 ± .8) (t124 = 2.2, p = 0.03), and for burnout subscales, there was a statistically significant difference in DP among Saudis (6.4 ± 4.8) and non-Saudis (8.5 ± 5.6), (p = 0.03). Moderate (r = -0.3, p = 0.01) and weak (r = -0.2, p = 0.05) negative correlations were found between EI factors and burnout subscales (EE, DP). CONCLUSION: This study confirmed an inverse relationship between burnout and EI scores among academics and clinicians. The findings suggest the need for introducing measures and implementing a system for early detection of burnout among staff and providing support to enhance EI and requisite care for those undergoing burnout episodes.

Relationship Between Resilience, Emotional Intelligence, and Age.

PURPOSE: To explore the relationship between resilience, emotional intelligence (EI), and age in students enrolled in health care professional programs. METHODS: Convenience sampling was used to recruit participants by posting a survey link in health care courses at a midsized southeastern public university in the United States. The survey included 5 demographic questions, the Schutte Self-Report Emotional Intelligence Test, and the Brief Resilience Scale. A multiple linear regression model was conducted to examine the relationship between age, EI, and resilience. RESULTS: A total of 199 students participated in the study, consisting of 178 females (89.4%) and 21 males (10.6%). The collective study findings indicated a significant predictive relationship among EI, age, and resilience. The multiple linear regression findings were significant (F 2,194 = 58.48, P < .001, and R 2 = 0.376), suggesting a predictive relationship among EI, age, and resilience. The coefficient of determination, R 2, indicated that approximately 37.6% of the variance in resilience was explained by EI and age. DISCUSSION: The shortage in the health care workforce combined with increasing reports of burnout and attrition among workers emphasizes the critical role of education programs in preparing future health care professionals. Understanding the effect of EI and age on levels of resilience might help educators develop collaborative interventions. Educators should consider incorporating EI skills development in the curriculum to influence positive retention and clinical experiences for health care students that translate to their careers in the health care profession. CONCLUSION: The significant predictive relationship of EI and age with resilience offers insight into the possible solution of increasing resilience skills by integrating EI in the curriculum.

The Social Intelligence Self-care Conceptual Model.

Purpose Person-centered care focuses on the whole person as a unique individual whose perspective, as well as their family's perspective, is integrated into the provision of care. The purpose of this study was to describe the perspectives of patients regarding the influence of dental hygienist providers' Social Intelligence on self-care and to create a Social Intelligence Self-care Conceptual Model.Methods An investigator-designed questionnaire was administered to patients who received care at a dental hygiene program clinic following a minimum of one 15-minute self-care education session. Five open-ended items relating to patients' perspectives of the dental hygienist providers' Social Intelligence on self-care included: 1) commitment 2) partnering 3) responsibility, 4) positive social qualities and 5) negative social qualities. Responses were analyzed and themes developed for the first three items. Social Intelligence capabilities were used to analyze the last two items.Results A total of 103 participants responded to the questionnaire. Themes for the first three items were: 1) interactions promoting encouragement and that are educational and individualized, 2) personal and shared responsibility, and 3) helpful, collaborative, and negative partners. Analysis of the last two items regarding influential positive and negative qualities yielded adapted Social Intelligence capabilities definitions. A Social Intelligence Self-care Conceptual Model was created by combining the study's results, the concepts of the Client Self-care Commitment Model, and the philosophy of person-centered care.Conclusion Social Intelligence was apparent in participants' interpersonal interactions with dental hygiene care providers that were encouraging, educational, and individualized. Other influential interactions in relationship building were revealed in the themes of shared responsibility, helpful and collaborative partnerships and positive qualities demonstrated by dental hygienists. The Social Intelligence conceptual model may be valuable to implement into education and practice with the goal of improving person-centered care and the client's oral health.

The impact of emotional intelligence on operational effectiveness: The mediating role of organizational citizenship behavior and leadership.

PURPOSE: This article examines the influence of emotional intelligence on organizational citizenship behavior and transformational and transactional leadership, and the impact of these dimensions on operational effectiveness. DESIGN/METHODOLOGY: The analysis was based on 180 valid questionnaires from organizations in Colombia's manufacturing sector of the Valle del Cauca region. The variables were analyzed using structural equation modeling to identify the relationships among the studied constructs. FINDINGS: The results suggest that emotional intelligence positively affects organizational citizenship behavior. Nevertheless, emotional intelligence does not impact transformational leadership and only partially affects transactional leadership and operational effectiveness. Emotional intelligence has a strong and positive impact on operational effectiveness when mediated by organizational citizenship behavior, which does have a strong and positive predictive power on operational effectiveness. Hence, in the search for competitive advantage, leaders should seek to improve operational effectiveness by focusing on developing emotional intelligence and organizational citizenship behaviour skills. Interestingly, of the two leadership styles examined in this study, only transactional leadership impacts operational effectiveness, which is inconsistent with the current literature and indicates a need for further leadership training. ORIGINALITY/VALUE: The value of this paper lies in discerning the current capabilities and strategies that individuals in an organization must address for proper transactional and transformational leadership. However, before operational effectiveness and a sustainable competitive advantage can be achieved, the role of leaders should be managed through the appropriate application of the concepts of emotional intelligence and organizational leadership behavior.

Differential Magnitude of Resilience between Emotional Intelligence and Life Satisfaction in Mountain Sports Athletes.

The field of mountain sports has its own characteristics, different from other sports modalities. Emotional intelligence and resilience not only refer to the adaptive capacity that can be developed after an adverse experience, but can also be factors that positively affect sporting performance in extreme conditions. In this study, 4818 athletes from the Spanish Federation of Mountain Sports and Climbing participated; 2696 were men (67.1%) and 1322 were women (32.9%), with a mean age of 49.42 years (±11.9). The Resilience Scale (RS-14), Wong Law Emotional Intelligence Scale (WLEIS-S) and Satisfaction with Life Scale (SWLS) were used. The aim was to provide evidence for the potential for resilience (personal competence and acceptance of self and life) among EI and life satisfaction in mountain and climbing athletes. The results showed that the coefficients of determination of personal competence [(Q2 = 0.286); (R2 = 0.578)], acceptance of self [(Q2 = 0.310); (R2 = 0.554)] and life satisfaction [(Q2 = 0.299); (R2 = 0.421)] for the estimation of the measurement model indicated a good model fit. In the future, it would be necessary to carry out specific studies discriminating by sport modality and methods for this area, with a large number of athletes and disciplines, as well as evaluating its possible applications for the improvement of emotional factors.

Assessing trait emotional intelligence and its relationship with stress and health behaviour in the education sector: An empirical study from Uttarakhand, India.

BACKGROUND: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teacher, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies  The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence.  Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters.   Results:  Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress.  Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

Emotional intelligence among medical students in Sweden - a questionnaire study.

BACKGROUND: Emotional intelligence (EI), the ability to understand and regulate one's and other's emotions, has been linked to academic and clinical performance and stress management, making it an essential skill to develop during medical school. Nevertheless, uncertainty remains about the impact of medical education on EI, its association with sociodemographic factors, and the potential moderating role of gender. Therefore, this study aimed to explore levels of global EI among Swedish medical students based on their completed semesters while analyzing the potential moderator role of gender and identifying potential EI differences associated with age, gender, prior education, work experience, and previous experience working in a leadership position. METHODS: The participants were medical students in semesters 1, 3, 5, 7, 9, and 11 at a Swedish University. Participants answered the self-report Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF) and demographic questions. For each participant, the mean global trait EI was calculated (range 1-7), and differences were compared based on semesters and sociodemographic factors. In addition, we investigated the relationship between semester and EI scores with gender as a moderator. RESULTS: Of the 663 invited medical students, 429 (65%) responded, including 269 women (62.7%), 157 men (36.6%), and 3 identifying as others (0.7%). The participants had a mean global trait EI score of 5.33. Final-year students demonstrated significantly higher global trait EI scores than first-year students, and gender did not have a moderating effect across semesters. Furthermore, students in the age group 25-29 years showed higher EI scores compared to those in the age group 21-24 years, while there were no significant differences in EI scores for older students (≥ 30 years) compared to other age groups. Higher EI scores were also positively associated with previous work-and leadership experiences. Gender and previous education did not significantly impact EI scores. CONCLUSIONS: Our findings suggest that higher EI scores are associated with semesters of medical education, age, and previous work and leadership experience. Future longitudinal studies are needed to identify factors that could improve EI among medical students to design curricular activities aimed at supporting the EI of the next generation of physicians.

Emotional intelligence and professional identity formation in pharmacy education.

INTRODUCTION: Considering the various professional roles of pharmacists, pharmacy students and pharmacists have had difficulty identifying with a clear professional identity. Thereby there is a need for a professional identity formation (PIF) that conveys a consistent message about the role and value of pharmacists. Having a clear professional identity may also be a driver to advance the pharmacy profession. While achieving PIF is a challenging path, one element that conceivably contributes to PIF is emotional intelligence (EI). EI is acquired through life experiences and relates to personal and social awareness and the management of emotions and relationships. EI is critical for personal and professional success. PERSPECTIVE: Pharmacy students are exposed to different pharmacists' professional identities. This faces them with challenges as they try to incorporate their roles and expectations into practice. Integrating the core elements of EI into pharmacy education through a variety of teaching and learning methods is essential in the PIF of pharmacy students. PIF will enable pharmacy students to better associate with the profession by "thinking, acting, and feeling like a pharmacist." IMPLICATIONS: Both EI and PIF need to be integrated in pharmacy curricula. However, there is paucity of literature on how to best develop, integrate and assess EI and PIF. Therefore, a collaborative comprehensive approach by the pharmacy profession is necessary to that end.

Using palliative and end-of-life simulation to enhance pre-licensure nursing students' emotional intelligence, palliative care knowledge and reflective abilities: A single group, pretest-posttest study.

BACKGROUND: Nursing students have reported that they lack skills and knowledge in palliative and end-of-life care, and as a result, they faced numerous challenges caring for patients and families receiving palliative and end-of-life care during clinical attachments. OBJECTIVES: To develop a palliative and end-of-life care simulation program and evaluate its effects on nursing students' emotional intelligence, palliative care knowledge and reflective abilities. DESIGN: A single group, pretest-posttest quasi-experimental study. SETTINGS: A simulation center in a Singapore university. PARTICIPANTS: A convenience sample of 135 third-year undergraduate nursing students. METHODS: Students attended a two-day simulation program consisting of four scenarios in total. Outcomes were measured before and after the study. Palliative care knowledge was measured using the Palliative Care Knowledge Test, emotional intelligence using the Trait Meta-Mood Scale-24, and reflective abilities using the Groningen Reflective Ability Scale. Outcome and demographic data were analyzed using descriptive and inferential statistics. RESULTS: Total Palliative Care Knowledge Test scores (p = 0.003) and total Trait Meta-Mood Scale-24 scores (p < 0.001) improved significantly, but there was no significant change in Groningen Reflective Ability Scale scores (p = 0.650). Demographic characteristics did not significantly influence most outcome variables. Students' highest education level and experience with caring for a person receiving palliative or end-of-life care significantly affected the posttest scores of the Palliative Care Knowledge Test. Students with prior experience in caring for a person receiving palliative or end-of-life care scored significantly better in the Palliative Care Knowledge Test post-simulation compared to those who did not (p = 0.011). CONCLUSIONS: The palliative and end-of-life simulation program significantly improved nursing students' emotional intelligence and palliative care knowledge. Further research is needed on developing a reliable tool to measure nursing students' palliative care knowledge. Future simulations should include structured and deliberate reflection features aside from debriefings to enhance reflective abilities, which is an important nursing competency. More research is needed on the effect of palliative and end-of-life care simulations on emotional intelligence and reflective abilities, and the influence of demographic variables on nursing students' outcomes.

Emotional Intelligence, Mental Health, and Job Search Behaviors during Unemployment: The Mediating Role of Resilient Coping / La inteligencia emocional, la salud mental y la búsqueda de empleo en desempleados: el papel mediador del afrontamiento resiliente

The scientific literature has shown interest in identifying psychological strengths that predict mental health and job search behaviors in the unemployed population. Emotional intelligence (EI) and resilience are key psychological resources, although there is a lack of understanding of underlying mechanisms involved during unemployment. In this study we aimed to examine whether resilient coping serves as a mediator between EI and depressive symptoms, happiness, and job search behaviors in unemployed. To prove whether resilient coping mediates this link, we recruited 401 unemployed through LinkedIn and asked them to complete self-report questionnaires. Correlational results showed significant relationships in the expected way. The results of the mediation analyses showed that resilient coping mediated the link between EI and job search behaviors, happiness, and depressive symptoms. The findings suggest that career counseling units should incorporate EI and resilience modules into their employability programs to promote the mental health and employability of the unemployed.(AU)

La literatura científica ha mostrado interés por identificar los recursos psicológicos que predicen la salud mental y los comportamientos de búsqueda de empleo en la población desempleada. La inteligencia emocional (IE) y la resiliencia son recursos psicológicos fundamentales, aunque existe una falta de comprensión de los mecanismos subyacentes en el desempleo. El objetivo del estudio ha sido examinar si el afrontamiento resiliente sirve como mediador entre la IE y los síntomas depresivos, la felicidad y la búsqueda de empleo en desempleados. Para probar si el afrontamiento resiliente media en este vínculo, reclutamos a 401 desempleados a través de LinkedIn y les pedimos que cumplimentaran cuestionarios de autoinforme. Las correlaciones indican relaciones significativas en la dirección esperada. Los resultados de los análisis de mediación mostraron que el afrontamiento resiliente mediaba el vínculo entre la IE y las conductas de búsqueda de empleo, la felicidad y los síntomas depresivos. Los resultados indican que las unidades de orientación profesional deberían incorporar módulos de IE y resiliencia en sus programas de empleabilidad para potenciar la salud mental y la empleabilidad de los desempleados.(AU)

COVID-19 victimization experience and university students' smartphone addiction: the mediating role of emotional intelligence.

OBJECTIVES: During the post-COVID-19 era, everyone has the risk of contracting the virus and becoming the victims of COVID-19. Examining the relationship between the COVID-19 victimization experience and its effects is more urgent. The aim of present study is to propose a mediation model to investigate the association between COVID-19 victimization experience and smartphone addiction, and the mediating role of emotional intelligence. METHODS: A online questionnaire including the COVID-19 Victimization Experience Scale, the Smartphone Addiction Scale, and the Emotional Intelligence Scale among Chinese university students, were employed in this study. Finally, 1154 valid questionnaires were collected. The reliability and confirmatory factor analysis results showed that all three scales had good reliability and validity. RESULTS: Structural Equation Model (SEM) demonstrated that COVID-19 victimization experience significantly predicted smartphone addiction in university students, and emotional intelligence partially mediated the association between COVID-19 victimization experience and smartphone addiction. Bootstrap results furthermore tested the rigor of the mediating effect. CONCLUSION: COVID-19 victimization experience was a important variables in predicting university students's martphone addiction, and emotional intelligence was a protective factor in decreasing the negative effect of COVID-19 victimization experience on addictive behaviors. It is suggested that instructors should integrate emotional intelligence training programs into mental health courses so as to improve students' emotional intelligence ability.

EMOTIONAL INTELLIGENCE AS A FACTOR IN STRENGTHENING THE STUDENTS' MENTAL HEALTH DURING THE COVID-19 PANDEMIC.

OBJECTIVE: The aim of the article is to reveal the potential of Emotional Intelligence (EI) as a factor in strengthening the students' mental health (MH) during and after the COVID-19 pandemic. PATIENTS AND METHODS: Materials and methods: The experimental work was carried out in four stages: 1) preparation - substantiation of its scientific and theoretical principles; 2) ascertaining - development of prognostic tools, conducting an on-line survey of students, an analysis of its results; 3) formative - training with the experimental group participants following the author's methodology; 4) control - survey of experimental group members, determination of experimental results. About 230 students of Ukraine took part in the survey. The statistical processing of the survey results was performed by formal mathematical calculations and calculating Student's t-criterion in order to verify the equality of the mean dependent values in different samples. RESULTS: Results: The presented results of the research and experiment prove that Emotional Intelligence, in particular its four identified components (іnformation, аdaptivebehaviour, self-control, empathy), can be an effective factor not only in maintaining university students' mental health during the COVID-19 pandemic, but also in their adaptation to other adverse conditions. A comparison of the results of our research with similar sociological research shows the similarity of problems and changes in the students' mental health all over the world during the pandemic. The materials tested during the development of prognostic tools and training methods can be taken into account for the organization of such research and training activities. CONCLUSION: Conclusions: The presented results of the research and experiment prove that EI, in particular its four identified components, can be an effective factor not only in maintaining university students' MH during the COVID-19 pandemic, but also in their adaptation to other adverse conditions. A comparison of the results of our research with similar sociological research shows the similarity of problems and changes in the students' MH all over the world during the pandemic. The materials tested during the development of prognostic tools and training methods are publicly available on the Internet, so they can be taken into account for the organization of such research and training activities. At the same time, we insist that the pandemic should not only intensify the study of changes in MH, but also stimulate the search for effective means to strengthen it. Sir Winston Churchill's eloquent appeal "Never let a good crisis go to waste" should be a guideline in solving this problem.

The emotional intelligence of today's parents - influences on parenting style and parental competence.

The emotional intelligence of parents and parental competence become two premises of effective parenting. This study contributes to the understanding of how parents' emotional intelligence exerts its effect on both their parenting style and parenting competence. The present research also sought to identify the factors that determine the level of parental competence. The research method used is the questionnaire-based survey. The research sample, represented by 610 respondents, was determined by the sampling strategy based on convenience, respectively by the snowball method. The results indicated that the emotional intelligence of parents is associated with an increased level of parental competence (r = 0.24, p < 0.001), and 15% of the variability of parental competence is determined by the level of parental emotional intelligence (R = 0.38, p < 0.00, R2 = 0.15). It was demonstrated that 6% of the variability of parental competence is determined by the level of parents' self-esteem (R = 0.24, p < 0.001, R2 = 0.06). The emotional intelligence and self-esteem of the parents contribute to the development of a high level of parental competence, while the level of education of the respondents according to this research partially influences the development of parental competence. Despite the fact that a high educational level of parents is assumed to give them access to quality information, the Barnum effect is experienced regardless of educational level. According to the field of parenting, the Barnum effect refers to consulting non-scientifically validated sources and trusting information that responds to parents' wishes, but not to children's educational needs.These results highlight the role of parents' emotional intelligence on the growth and education of children, but also the usefulness of training programs in the field of parenting with the aim of training parents in the necessary skills for effective parenting.

Evaluación de la inteligencia emocional percibida en estudiantes de Grado en Enfermería / Evaluation of the emotional intelligence perceived in Nursing Degree students

Objetivo: analizar la inteligencia emocional percibida en estudiantes de Grado en Enfermería de primer y cuarto curso.Método: se realizó un estudio transversal en estudiantes de primero y cuarto de Grado en Enfermería de la Universidad Pontificia Comillas (Madrid, España). Se utilizó la Escala Rasgo de Metaconocimiento Emocional TMMS-24. Se usó una plataforma online de la propia universidad. Se realizó análisis descriptivo y univariante.Resultados: Participaron 140 estudiantes (70 por curso). El 77,9% (n= 109) fue mujer. El 80% (n= 112) tenía entre 18-25 años. Se encontraron diferencias significativas en la comprensión de las emociones entre los estudiantes de primer y cuarto curso (p< 0,05), teniendo mayor claridad emocional los estudiantes de cuarto. Se registraron diferencias significativas en la variable atención entre hombres y mujeres (p= 0,012), siendo la atención mayor en mujeres. En la variable claridad se observaron diferencias significativas entre hombres y mujeres (p= 0,015), siendo en este caso mayor la comprensión de las emociones por el grupo de hombres.Conclusiones: los estudiantes de Grado en Enfermería necesitan mejorar las capacidades definidas por la inteligencia emocional para alcanzar un buen ajuste psicológico. Las habilidades emocionales son similares en los alumnos de primero y cuarto, excepto en la comprensión emocional. La atención a las emociones es mayor en mujeres que en hombres, mientras que la claridad es mayor en hombres que en mujeres. A pesar de estas diferencias significativas en las variables atención y claridad no se observan hallazgos importantes en la reparación emocional entre hombres y mujeres.(AU)

Objective: to analyse the emotional intelligence perceived in Nursing Degree students in their first and fourth years.Method: a cross-sectional study was conducted with students in the first and fourth year of their Nursing Degree at the Universidad Pontificia Comillas (Madrid, Spain). The Trait-Meta Mood Scale (TMMS-24) was used. The University online platform was used; descriptive and univariate analysis was conducted.Results: the study included 140 students (70 per year); 77.9% (n= 109) were female and 80% (n= 112) were between 18 and 25 years old. Significant differences were found in Emotion Understanding between students in their first and fourth year (p< 0.05), with higher Emotional Clarity in fourth-year students. Significant differences were registered in the Attention variable between men and women (p= 0.012), with higher attention among women. In the Clarity variable, significant differences were observed between men and women (p= 0.015), and in this case, Emotion Understanding was higher in the male group.Conclusions: Nursing Degree students need to improve the skills defined by emotional intelligence in order to reach a good psychological adjustment. Emotional skills were similar between first and fourth year students, except in terms of Emotional Understanding. Emotional Attention was higher in women than in men, while Clarity was higher in men than in women. Regardless of these significant differences in the Attention and Clarity variables, there were no major findings in Emotional Repair between men and women.(AU)

Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review.

BACKGROUND: Emotional intelligence (EI) is a predictive factor of academic success in undergraduate Doctor of Medicine (MD) programs. Although some research suggests a positive association between EI and academic success in MD programs, other research reports neither an association nor a negative correlation between the two variables. The current study aimed to resolve these contradictory findings by conducting a systematic review and a meta-analysis using research from 2005 to 2022. METHODS: Data were analyzed using a multilevel modeling approach to (a) estimate the overall relationship between EI and academic success in MD programs and (b) determine whether the mean effect size varies according to country (United States vs. non-United States countries), age, EI test, EI task nature (ability-based vs. trait-based), EI subscales, and academic performance criteria (grade point average vs. examinations). RESULTS: Findings from 20 studies (m = 105; N = 4,227) indicated a positive correlation between EI and academic success (r = .13, 95% CI [.08, - .27], p < .01). Moderator analyses indicated that the mean effect size significantly varied according to EI tests and EI subscales. Moreover, three-level multiple regression analyses showed that between-study variance explained 29.5% of the variability in the mean effect size, whereas within-study variance explained 33.5% of the variability in the mean effect. CONCLUSIONS: Overall, the current findings show that EI is significantly, albeit weakly, related to academic success in MD programs. Medical researchers and practitioners can therefore focus on integrating EI-related skills into the MD curriculum or target them through professional development training and programs.

Emotional intelligence as a mediator between spiritual care-giving competency and core competencies in Chinese nursing interns: a cross-sectional study.

BACKGROUND: The development of nursing interns' fundamental competencies should be a top focus because they represent an essential reserve for nursing professionals. The objective of this study is to investigate the relationship between spiritual care-giving competency (SCG) and nursing core competencies (NCC) among Chinese nursing interns, adopting a competency-based education (CBE) perspective, additionally, the study aims to examine how emotional intelligence (EI) serves as a mediator in this relationship. METHODS: A nationwide online survey was completed by 1811 Chinese nursing interns at vocational colleges between June and July 2022 as part of a multi-site, cross-sectional, web-based study. Participants completed a demographic questionnaire and competencies inventory for the registered nurse questionnaire (CIRN), the Chinese version of the spiritual care-giving scale questionnaire (C-SCGS), and the Chinese version of the Wong and Law EI scale questionnaire (WLEIS-C). Means, standard deviations, t-tests, one-way ANOVA analysis, and Pearson's production correlation coefficients were calculated using IBM SPSS25.0 software. Mediated effect tests and studies utilizing the process plug-in SPSS developed by Hayes. RESULTS: The NCCs of college nursing interns were related to whether working as student leaders, whether have a better self-learning evaluation level, whether a college nursing intern with good interpersonal relationship, and whether they intend to engage in the nursing profession in the future. The scores of NCC, EI, and SCG were (156.43±23.14), (61.55±9.10), and (167.64±20.52) respectively. There were positive correlations among SCG (r = 0.402), EI (r = 0.506), and NCC. The partial mediating effect of EI between SCG and NCC was 0.127, accounting for 36.29% of the total results. CONCLUSION: The average levels of Chinese college nursing interns' NCC and SCG were at a moderate level. EI is mediating between SCG and NCC in Chinese nursing interns. This new perspective shows that developing and improving SCG and EI may improve NCC. We suggest modifying the nurse curriculum and instruction to strengthen NCC and integrating SCG and EI management into the nursing curriculum.

Reevaluating Core Elements of Emotional Intelligence in Professional Identity Formation for Inclusion in Pharmacy Education.

OBJECTIVES: The objectives of this review are to (1) analyze the core concepts of emotional intelligence self-perception, self-expression, interpersonal relationships, decision-making skills, and stress management and their role in professional identity formation, and (2) investigate the methods and strategies to incorporate emotional intelligence in pharmacy education. FINDINGS: A literature review of emotional intelligence in health care education was conducted by searching the electronic databases PubMed, Google Scholar, ProQuest, and ERIC. The following search terms were included: emotional intelligence, emotional quotient, in association with professional identity formation, pharmacy curriculum, pharmacy cocurriculum, entrustable professional activities, medicine, and nursing. Only full-length, free-access, English-text articles were included. Twenty articles addressed the inclusion and/or assessment of core elements of emotional intelligence in pharmacy education. Commonly taught, cultivated, and assessed core elements include self-awareness, empathy, and interdisciplinary relationships. Assessment tools used to evaluate emotional intelligence in pharmacy education are subjective, qualitative, and semiquantitative, and may include pre and postcourse surveys, event surveys, and questionnaires. SUMMARY: The pharmacy literature is scarce on how best to analyze emotional intelligence and the role it plays in the pharmacist's education and practice. A comprehensive integration of emotional intelligence into the pharmacy curriculum is a challenging task and requires additional in-depth discussions on how best to incorporate it in the pharmacist's professional identity formation. The Academy will benefit from re-engaging its constituents in addressing the gaps of emotional intelligence in the professional curriculum in preparation for the Accreditation Council for Pharmacy Education 2025 standards.

Associating Growth Mindset with Emotional Intelligence and Why It's Needed for Professional Identity Formation.

Nurturing professional identity formation (PIF) is incumbent for the future of a pharmacist. The process of PIF incorporates norms, roles, and expectations of the profession into existing identities. This process can be particularly challenging when there are conflicting identities that provoke strong emotional experiences. Emotions are driven by beliefs and thoughts which serve as the catalyst for our reactions and behavior. Dealing with strong emotions can be uncomfortable, requiring proper regulation and management. Emotional intelligence and a growth mindset are fundamental traits that significantly influence a learner's ability to navigate the emotional complexities and thoughts associated with PIF. Although there is some evidence in the literature on the benefits of cultivating emotionally intelligent pharmacists there is a paucity of information on its association with growth mindset and PIF. Emotional intelligence and growth mindset are not mutually exclusive traits and development of both is needed for a learner's professional identity.