Conflict and abusive workplace behaviors

Organizations need to reconsider their work after the pandemic considering new working practices and other disruptions. Talent retention and employee engagement have been elevated to the top of leaders' and HR managers' priorities. There is a dearth of studies that examined the effect of emotional (EI) and social intelligence on employee engagement and retention. This study looked at the impact of social and emotional intelligence on employee engagement and retention in the ICT industry. This study also examined the mediating role of employee engagement. This quantitative study gathered data from 170 employees in Malaysia's ICT industry via a self-administered questionnaire and the convenience sampling method. SmartPls and SPSS were utilized to analyze the data and display the findings. The findings demonstrated that employee engagement was significantly impacted by social and emotional intelligence (EI). EI strongly influenced employee engagement. The best indicator of employee retention was employee engagement. Employee engagement was a full mediator between EI and retention. Employee engagement was also a full mediator between social intelligence and retention. The findings imply that organizational leaders and HR managers should concentrate on increasing retention through employee engagement. EI and social intelligence can increase employee engagement. Employee engagement is the key to retaining and keeping employees on board. The study's findings shed new light on the critical role that emotional intelligence (EI) and Social Intelligence play in raising engagement levels and the enormous impact that employee engagement has on retention.

<p style="text-align: justify;">The present study aims at identifying the relationship between social competence and the level of emotional intelligence among teachers of resource rooms for learning disabilities in Amman. The study population consisted of various educational directorates within the capital Amman governorate. They were 212 teachers – 31 males and 181 females. The sample of the study consisted of randomly chosen 60 teachers – 15 males and 45 females. They were tested first with Bar-On Model of Social and Emotional Intelligence, which is a sixty-paragraph self-assessment scale consisting of six aspects: social competence, personal competence, adaptability, stress management, general mood and positive impression. A researcher-designed social competence scale was also employed for teachers of resource rooms with learning disabilities in regular schools, which consisted of six aspects of social skills: expression of emotions, non-verbal communication, conversation, friendship, listening and participation. It has been found that there is a statistically significant positive relationship between the level of emotional intelligence and social competence in the sample of the study. In addition, there is a statistically significant relationship between the level of emotional intelligence and social competence among members of the sample due to the sex variable in favour of females.</p>

The purpose of the present research is to investigate the role of emotional intelligence in counterproductive work behavior in the Local Government Organizations. The relationship between counterproductive work behavior, emotional intelligence and job satisfaction is also explored. A quantitative empirical survey was conducted in the public sector and especially in the Municipality of Chalkida, in Greece. The research findings have shown that job satisfaction has a negative correlation with counterproductive work behavior and positive correlation with emotional intelligence. Additionally, counterproductive work behavior & emotional intelligence are influenced by age. Emotional intelligence has high score among the employees of the Municipality of Chalkida and this indicates a low tendency to exhibit counterproductive work behavior. The generalisation of the findings are potential limited by the fact that the sample consisted only of employees within a particular local government. Ebracing such surveys by local governments will be of use to resources management strategies and plans so as to improve human resources performance and create a work environment that is as optimal as possible. Additionally, they will improve citizens service and that will lead to a better reputation and value of the public organisations. The present study contributes to the literature on emotional intelligence and counterproductive work behavior in the work place by investigating the relationship between them.

Present age is called knowledge economy age. Hence, many organizations think about using tools like knowledge management for their survival. Human activities such as knowledge sharing among organizational members are the basis of knowledge management process in organizations. In many scientific articles, the impact of human traits such as intelligent on knowledge is discussed. Present study is a descriptive survey - type. It aims at studying the impact of employees' intelligent components on knowledge sharing behavior. Data collection method is a three - part questionnaire and the sample size includes 105 employees of an organizations. Content validity was supported by elites and the reliability of the questionnaire was proved by Chronbach's alpha ratio. All data were analyzed by correlation test and multivariate regression. Likewise, intelligent components were studied by Boyatzis' model. Research findings indicate that social intelligence and emotional intelligence impact on knowledge sharing behavior positively and significantly. Also, the relationship between the aspects of emotional intelligence (self - management, self - awareness) and the aspects of social intelligence (social awareness and relations management) with knowledge sharing behavior was supported.

This study explored the mechanisms underlying the relationship between social anxiety, emotional intelligence, and general self-efficacy among university students. The study participants were 461 first- to fourth-year undergraduate students from Guangxi Minzu University. Three validated questionnaires were administered: the Interaction Anxiousness Scale (IAS), the Wong and Law Emotional Intelligence Scale (WLEIS), and the General Self-Efficacy Scale (GSES). After collecting 505 questionnaires, 461 valid responses were retained for analysis. Differences and correlations in social anxiety, emotional intelligence, and general self-efficacy were analyzed in terms of sex, grade level, and ethnicity. Additionally, a mediation analysis was conducted using bootstrapping procedures to examine the relationships among emotional intelligence, social anxiety, and general self-efficacy. The results indicated that: 1) Significant differences were found in social anxiety and general self-efficacy between sexes, while no significant differences were observed across grade level and ethnicity. 2) Emotional intelligence was significantly and negatively correlated with social anxiety. 3) General self-efficacy was significantly and negatively correlated with social anxiety. 4) General self-efficacy was significantly and positively correlated with emotional intelligence. 5) Crucially, general self-efficacy played a significant mediating role in the relationship between social anxiety and emotional intelligence. These findings suggest that interventions targeting general self-efficacy may be a promising avenue for mitigating the negative impact of social anxiety on college students’ emotional intelligence. Keywords: social anxiety; emotional intelligence; self-efficacy; mediating effect

Cyberbullying Victimization, Counterproductive Work Behaviours and Emotional Intelligence at Workplace

Social support and emotional intelligence as predictors of subjective well-being

PurposeAs a counterproductive interpersonal work behavior, knowledge hiding inhibits team creativity, hampers collaboration and ultimately has a detrimental impact on organizational performance. Drawing upon the impression management perspective. This study aims to investigate how and when employees’ political skill affects their knowledge-hiding behavior in real work contexts.Design/methodology/approachThe authors tested the hypotheses using data gathered from 266 employees in China using a time-lagged research design.FindingsThe results indicate that political skill positively influences knowledge hiding through the supplication strategy. Moreover, the positive effect of political skill on this strategy is stronger under higher levels of competition.Research limitations/implicationsA cross-sectional design and the use of self-report questionnaires are the limitations of this study.Originality/valueThe authors contribute to the literature on the emergence of knowledge hiding by identifying an impression management perspective. The authors also contribute to the literature on political skill by exploring the potential negative effects of political skill in the interpersonal interaction. Moreover, the authors enrich the understanding of the literature in competitive climate by introducing the impression management theory and exploring its influence on knowledge floating.

The definition of «Emotional Intelligence» today is not just a modern concept in pedagogy and psychology. In today's realities, the idea of emotional intelligence is rapidly gaining popularity, because it is the subject of scientific research and observations. However, people have not always perceived emotional intelligence in a modern interpretation. Scientific sources indicate that reflections on the connection between emotions and reason date back to antiquity and, having gone through a certain path of evolution, have reached the modern understanding of emotional intelligence. The modern system of higher education in Ukraine sets itself the task not only of transferring academic knowledge, but also of forming a personality ready for self-realization and competitiveness in the labor market. This requires the development of not only «hard» (skills), but also «soft» (soft skills). Among the key «soft» (soft skills) skills necessary for higher education applicants include emotional and social intelligence, empathy, motivation, sociability, flexibility, etc. The purpose of the article is to study the evolution of scientific approaches to the study of emotional intelligence, which will allow us to trace its formation as an important scientific concept. The definition of the concept of «emotional intelligence» was carried out through the analysis and synthesis of scientific sources, which made it possible to systematize existing approaches. The historical method helped to trace the evolution of ideas, and the logical method - to reveal their current state and internal connections. In addition, the comparative-typological method allowed to identify common features and differences between different concepts. In the scientific article, the author traces the stages of evolution of scientific approaches to the study of emotional intelligence. Also, it is considered how emotions and intelligence were related in different historical periods. Analysis of the works of philosophers and scientists of different eras, from Aristotle to Daniel Goleman, demonstrates that the idea of the connection between emotions and intelligence has deep historical roots. It is proven that the study of emotional intelligence is a relevant vector for modern education and professional activity, since its formation has a positive impact on mental health, interpersonal relationships, self-development and success. The results of this research demonstrate the history of the emergence of the concept of emotional intelligence, what I understand by emotional intelligence, and also that emotional intelligence is critically important for success in almost all areas of life. It has a positive impact on: mental health, interpersonal relationships, professional activities, etc. Emotional intelligence is a relevant vector for modern education and professional development. Studying this topic allows better understandment of yourself, your emotions and the emotions of others, which opens the way to personal growth and greater success in life.

Social and emotional intelligence moderate the relationship between psychopathy traits and social perception

Emotional and social intelligence competencies are related to the understanding and management of the self and of interpersonal relationships. This chapter explores the definitions and classifications of these competencies, as well as how they can be developed in an effective and sustainable way. It analyzes the importance of emotional and social competencies by providing a classification of different behaviors correlated with effectiveness. The chapter presents the Intentional Change Theory by describing its neurological underpinning and examining in depth each of the phases of this process. It describes what emotional and social intelligence competencies are and why they are important in enhancing cognitive readiness and ultimately performance. Social intelligence competencies involve understanding others and managing relationships with other people. Extensive empirical evidence has demonstrated that the Intentional Change Process has been successfully applied to the development of emotional and social competencies in different contexts.

The aim of this study is to examine the effect of social emotional learning and emotional intelligence (EI) on self-esteem in students. The study was conducted with a sample group of 236 voluntary participants from university students. The data were collected with the Social Emotional Learning Scale (SELS), Rosenberg Self-Esteem Scale (RSE) and Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF). Mean, standard deviation, minimum-maximum-median, Mann-Whitney U, Spearman correlation analysis and linear regression analysis were used to analyze the data. According to the results obtained, students' social emotional learning, emotional intelligence and self-esteem differ according to age variable. In all three measures, the scores of students aged 21 and over were significantly higher than those of students aged 20 and under. In addition, a moderate relationship was found between social emotional learning and self-esteem, and between social emotional learning and emotional intelligence. There is a strong relationship between self-esteem and emotional intelligence. The model established in the study explains approximately 51% of students' self-esteem. Although age and social emotional learning were found to be a factor affecting self-esteem in univariate analysis, they lost their significance in multivariate analysis. However, emotional intelligence continues to maintain its effect.

This study aims to analyze the effect of knowing and analyzing the effect of Emotional Intelligence on Counterproductive Work Behavior, to find out and analyze the influence of Emotional Intelligence on Job Stress and to determine and analyze the effect of Job Stress on Counterproductive Work Behavior on Civil Servants in Mataram City. The population in this study were echelon IV civil servants in the city of Mataram as many as 734 people. The number of samples is 90 people. Data collection techniques were conducted using questionnaires, documentation, and interviews, while the data collection tools used questionnaires. The analytical tool used is PLS (Partial Least Square) with the help of the SmartPLS 3.0 program. The results showed that Emotional Intelligence had a negative and insignificant effect on Counterproductive Work Behavior, Emotional Intelligence had a negative and significant effect on work stress, Job Stress had a positive and significant effect on Counterproductive Work Behavior and Emotional Intelligence had a negative and significant effect on Counterproductive Work Behavior mediated by work stress.

Emotional Styles and Social Intelligence are significant factors in maintaining a healthy well-being and good interpersonal relationships, which contribute to one’s mental health. Due to the changing circumstances, a decline in students’ mental health was evident. This study delves into the correlation between Emotional Styles and the Social Intelligence of university students, providing insights into how emotional well-being influences social relationships. A total of 375 university students participated, providing a diverse sample for a comprehensive investigation into these variables. The analyzed data revealed that the level of Emotional Styles is moderately evident among university students, emphasizing social intuition as the highest. On the other hand, there is a slightly high level of Social Intelligence, particularly the social information processing dimension. Pearson r analysis showed a positive correlation between the variables (p= <0.001; r=0.472). Furthermore, linear regression analysis highlights social intuition (p=0.041; t=2.049) and sensitivity to context (p=0.003; t=2.953) as significant predictors of Social Intelligence, emphasizing the importance of understanding nonverbal cues and contextual sensitivity in interpersonal interactions. With these results, the research recommends exploring additional factors, such as empathy and self-regulation, on the dimensions of Emotional Styles that could significantly influence Social Intelligence. Moreover, this research might consider increasing the sample size to include more diverse representations from the LGBTQ+ community in their demographic profile.

In recent times the concepts of “social intelligence”, “emotional intelligence”, “interpersonal intelligence” and their evaluation as a symbol of success in various fields have caused quite a stir. A number of authors emphasize the role of different forms of intelligence in the formation and continuation of interpersonal relations. In the article we have attempted to clarify the essence, content and character of the relationship between social intelligence and attraction, as well as the position and role of social intelligence in the structure of attraction. Some researchers who study the concepts of “social intelligence”, “emotional intelligence”, “interpersonal intelligence” and their influence on success in various fields put forward the idea that the reason for the success of the heads of large transnational corporations is 85% related to emotional intelligence. Since we are interested in the position and role of social intelligence in the structure of interpersonal relations, we will try to clarify the issue from this perspective. More precisely, here we will attempt to clarify the essence, content and character of the relationship between social intelligence and attraction, as well as the position and role of social intelligence in the structure of attraction. However, clarifying the mentioned issue requires overcoming certain difficulties. That is, on the one hand, the complex nature of interpersonal attraction itself and on the other hand, the controversial aspects regarding the essence of the concepts of intelligence, social intelligence and emotional intelligence and in most cases the existence of opinions and views that contradict each other, create difficulties in carrying out research in the specified direction. This is not accidental. Because both attraction and social intelligence, as well as emotional intelligence are partly based on hypothetical ideas and with some exceptions are not grounded in serious research or in statistically processed results of obtained research materials. As becomes clear, even among the researchers studying social intelligence, there is no unanimous opinion about its content and essence. This is not accidental either, since on the one hand the concept of intelligence itself is multidimensional, and on the other hand, when defining social intelligence, some authors refer to its functions, others to its forms of manifestation, while some point to the role it plays in solving one or another issue. Another interesting point here is related to clarifying what similar and different features social intelligence and emotional intelligence, which is close to it and sometimes used as a synonym, possess.