EEMOTIONAL INTELLIGENCE IN GAME ELEMENTS FOR FORMING HIGHER FEELINGS IN ACTIVE AND DEEPER LEARNING

EmoSocio: An open access sociometry-enriched Emotional Intelligence model

What is the secret of human happiness and fulfilment? Philosophers, prophets, and other sages have debated this questioned since ancient times without arriving at a satisfactory resolution. The advance of Psychology in the last century has raised the hope of a scientific answer. Systematic, empirical study of human success and failure will tell us how we should live. Recently Psychologists have proposed that understanding the emotions in oneself and others is the key to a satisfying life. Those people who are self aware and sensitive to others manage their affairs with wisdom and grace, even in adverse circumstances. On the other hand those who are emotionally illiterate blunder their way though lives marked by misunderstandings, frustrations and failed relationships. A scientific understanding of Emotional Intelligence allows us to train our emotional skills so that we can live more fulfilling and productive lives. El refers to the competency to identify and express emotions, understand emotions, assimilate emotions in thought, and regulate both negative and positive emotions in self and others. Although the concept first appeared in Psychological literature nearly two and a half decades ago, it is only in the past ten years or so that Emotional Intelligence has received widespread attention. The result is that today there are many models which explain Emotional Intelligence.Review of literature suggests there are five main models of Emotional Intelligence-Mayer, Salovey and Caruso Conceptualization, Bar-On's Model of Emotional Intelligence, Daniel Goleman's Model of Emotional Intelligence, The Four Cornerstone Model of Emotional Intelligence and the Six Seconds' Model of Emotional Intelligence. A brief discussion of these five models will be followed by a comparison among them.Mayer salovey caruso conceptualizationThe work of Mayer Salovey Caruso has been the most influential in scientific genesis. These researchers were the first to publish extensive accounts of El in peer reviewed psychological journals (Mayer, DiPaolo, & Salovey, 1990). These researchers suggest that their specific of the term stresses the concept of an intelligence that processes and benefits from emotions. From this perspective, El is composed of mental abilities, skills or capacities (Mayer, Salovey et al., 1997). A major assumption of the Mayer Salovey Caruso model is that El resembles other forms of ability in terms of concepts, assessment vehicle, developmental trajectories, lawful phenomena associated with patterns of interrelationships with other measures and further empirical instantiations. In this system, El represents an intelligent system for the processing of emotional information and thus it resembles central parts of well established intelligent systems. According to Mayer and Mitchell (1998), an intelligent system consists of a capacity for inputting information and a capacity for processing information, through both immediate manipulation of symbols and reference to expert knowledge. El cuts across the cognitive and emotional systems and is at one time unitary and multidimensional, being sub divisible into four branches.Perceiving Emotions (Branch 1)- The ability to perceive emotions in oneself and others, as well as in objects, art, stories, music and other stimuli.Facilitating Thought (Branch 2)- The ability to generate, use and feel emotion as necessary to communicate feelings or employ them in other cognitive processes.Understanding Emotions (Branch 3)- The ability to understand emotional information, how emotions combine and progress through relationship transitions and to appreciate such emotional meanings.Managing Emotions (Branch 4)- The ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understanding and growth.Multi-branch Emotional Intelligence Scale (MEIS, 1999) was developed for empirical testing of the model. …

Theorists have constructed emotional intelligence differently, based on which the literature reveals different diversified scales to measure emotional intelligence. These scales are quite lengthy to respond and have been criticized for producing varying results. The current paper projects the findings of 3 consecutive studies carried out to summarize and simplify the existing models of emotional intelligence and to produce a brief measure in this regard. Based on the review of the earlier models of emotional intelligence, emotional intelligence was comprehended as an "ability to express and regulate emotions for intrinsic and extrinsic emotional satisfaction". "Emotional Intelligence Scale (EIS)", comprising 12 items in English, was developed and validated through principal component analysis, exploratory factor analysis, and confirmatory factor analysis through a series of 3 consecutive studies which involved 1894 participants from Pakistan. The validity of EIS was tested step by step for its face, content, factorial, convergent, and discriminant validity. The reliability was measured through internal consistency and item-total and item-scale correlations. EIS was revealed to be a valid and reliable scale to measure emotional intelligence through 4 core factors, ie, emotional expression, emotional regulation, intrinsic emotional satisfaction, and extrinsic emotional satisfaction. The additional findings revealed significantly higher levels of emotional intelligence among men as compared to women; significantly positive correlation of emotional intelligence with social intelligence, positive emotional effects, age, and education; and a significantly inverse correlation between emotional intelligence and the negative emotional effects. The current paper reported the development and validation of a new scale on emotional intelligence by comprehending and summarizing the earlier models of emotional intelligence.

Several years ago, a characteristic of leadership was the intelligence index, but in recent years this has changed, and emotional intelligence is considered an important parameter for a leader. A leader who shows a high index of emotional intelligence can activate his/her human potential and subsequently others. There is a large body of literature on “what” great leaders should do, but more emphasis needs to be placed on “how” to develop such leaders by focusing on detailed individual behavior change and self-development. The current article aims to investigate the concept of emotional intelligence and describe the levels of the emotional intelligence pyramid model and how these are reflected in the role of leadership. The theoretical model is complemented by a set of metacognitive and metaemotional strategies while emphasizing the role of technologies to provide fertile ground for the implementation of emotional intelligence skills in leadership. The strategies framework provides a training paradigm for implementation in education and working environments. The results of this article provide a new theoretical framework of the emotional skills a leader must possess, and they also provide a useful framework for cultivating them, which will promote long-term human capital development and help everyone achieve educational and professional success. The pyramid model of emotional intelligence and its strategies can have practical applications in any form of leadership, as research has shown a positive correlation between these two concepts.

The article reflects the history of the development of the phenomenon of "emotional intelligence", analyzes the different views of foreign psychologists on the corresponding issue. The prerequisites for the emergence and formation of this scientific concept are shown. It was found that the problem of emotional intelligence is relatively new in psychological science. It appeared in the works of American researchers in the context of developing the problem of social intelligence. The innovative theory of G. Gardner about the plurality of intelligence, which led to the appearance of numerous studies of emotional intelligence, had a significant impact on the formation of the concept. The first theoretical concept of emotional intelligence is associated with the names of the American scientists J. Mayer and P. Salovey, who first used this term and described the structure of this concept. As for today, in modern psychological science the following models of emotional intelligence have become the most widespread: the model of emotional-intellectual abilities by J. Mayer, P. Selovey and D. Caruso; emotional competence model of D Goleman; non-cognitive model of R. Bar-On. Despite the differences in the definition of the concept and its content structure, all scientists are inclined to the opinion that emotional intelligence is an important integral personal formation of an individual, which is realized in their abilities to understand their own and other people's emotions and, thanks to the received information, to effectively interact with the surrounding people and achieve success in personal and professional spheres of life. Also, the researchers, through experimental work, proved the possibility of forming and developing this personality trait. The results of a short analytical review of foreign psychological research are valuable, as they form a scientific basis for researching the emotional intelligence of future primary school teachers as an individually personal and professionally significant quality, which is determined by the requirements of the profession. The article outlines the prospects for further investigations focused on studying the theoretical and empirical foundations of emotional intelligence of future primary school specialists at the stage of their professional formation.

This study aims to, know, first, the level of emotional intelligence in learning Arabic in MTs N Bantul Kota. Second, know the aspects of emotional intelligence is not optimal emotional intelligence when learning Arabic. Third, determine the effectiveness of the learning model quantum learning to improve emotional intelligence as applied by the practice of learning Arabic in MTs N Bantul Kota. The results of data analysis showed that emotional intelligence of students MTs N Bantul Kota at the time of follow Arabic lessons in control class and experimental class that is well categorized and there was no significant difference between the experimental class and control class. It can be seen also from the data if the pretest scores that get Fhit = 0.020 with probability = 0887 or the acquisition of P > 0.05. Aspects of emotional intelligence are not optimal emotional intelligence after getting treatment learning model of quantum learning when learning Arabic is an aspect of self-regulation and motivation. Categorization on these two aspects are qualitatively the same, either in pre test and at post test, but quantitatively there is an increase but has not been able to change the categorization. The application of methods quantum learning in learning can improve students’ higher emotional intelligence than usual method significantly. From the results of the count get Fhit = 8226 with probability = 0.005. Acquisition p ≤ 0:05 indicates significant. This explains there are significant differences in emotional intelligence of students of the experimental class than control after implementation of methods quantum learning in the experimental class. Emotional intelligence of students in the experimental group x> = 134.18, higher than control x> = 128.16. Based on these results concluded the application of method quantum learning can improve the emotional intelligence of students during the learning of Arabic in MTs N Bantul Kota Academic Year 2014 / 2015.

The issue of communication apprehension has been a major obstacle to the professional incorporation of non-native English-speaking (NNES) students in management, frequently halting the process of adapting to international leadership. Whereas the conventional language training focuses on accuracy in languages, often overlook the psychological affective filter that constitutes an impediment to the performance of the language. To overcome these barriers, this study hypothesizes a multidisciplinary model of intervention that combines the Emotional Intelligence (EI) and Cognitive Behavioral Models (CBM) interventions. Based on a mixed-methods quasi-experimental design, the study selected N=120 management students who took an eight-week Integrated Communication Resilience Program (ICRP), a self-regulation and cognitive restructuring program. The findings reveal a statistically significant change in the student performance, with the most significant change evident in the 29.5% decrease in the total score of the communication apprehension scores (p <.001) after the intervention. The qualitative analysis also indicates that emotional mastery based on EI and thought restructuring based on CBM enabled students to change their professional role as language learners into global managers. The paper concludes with the idea that sustainable human capital development in higher education needs a shift toward a Sustainable Pedagogy, which focuses on the development of psychological resilience as well as technical skills. The results provide a feasible approach for business schools to meet the Sustainable Development Goals (SDG 4 and 8) to provide inclusive and equal access to professional opportunities to diverse student groups.

Background: The development of industry and technology will continue to advance rapidly, students as the next generation are required to have self-preparation in facing career challenges including the world of work in this case career adaptability is very necessary for students. Career transition in students occurs from the world of students (education) to the world of work (work), students who have mature emotional intelligence can display career adaptability as future planning. Emotional intelligence is the ability to manage and recognize the feelings of others, so emotional intelligence is needed to face future career challenges. Objective: This research was conducted with the aim of seeing the relationship between emotional intelligence and career adaptability in students. Method: Quantitative is the method used in this study which was carried out by distributing questionnaires, the sample was taken using purposive sampling techniques with certain criteria, 118 respondents were obtained at Faculty X, University Y who were doing an internship using a correlation test. Result: The r result of 0.708 means that there is a relationship between emotional intelligence and students career adaptability. Conclusion: High emotional intelligence in students increases career adaptability.

This study investigates the influence of emotional intelligence competencies on students’ GPAs and overall academic performance. A structured questionnaire was developed using Daniel Goleman’s model of emotional Intelligence (Self-awareness, Emotion Management, Self-motivation, Empathy & Social Skills). Data were collected using a convenience sampling method from 114 students in the Faculty of Business Studies at Arab Open University, Oman, where around 700 full-time students have been enrolled for the academic year 2022. The study's hypotheses were examined and validated using descriptive and inferential statistical tools such as the "t"-test, ANOVA, and Multiple Regression. The results indicate that, out of the five emotional intelligence skills, the “Social Skill” has the most decisive influence on students' academic performance. Additionally, a significant correlation has been found between students' emotional Intelligence, GPA, and overall academic performance. This study further offers suggestions for improving students' emotional intelligence abilities to improve students’ overall academic performance.

In this chapter, we bridge work on positive organizational scholarship (POS) and emotional intelligence by focusing on their common element—an emphasis on how people navigate social interactions and relationships. We put forth a synthesis—social-emotional intelligence—based on two assumptions: (a) a useful integration of POS and emotional intelligence needs to describe the social context in order to understand when and why people apply their emotional intelligence skills; and (b) a useful model of emotional intelligence needs to be based on agreed upon conceptions of how the mind works—namely, by defining the interaction between intuitive (automatic) and deliberative (controlled) processes that underlie emotional intelligence abilities (e.g., emotional recognition and control). Our synthesis adds flexibility and adaptability to the emotional intelligence process and takes into account how it interacts with the presence or absence of positive organizational environments.

The major objectives of this paper were to understand the impact of Line Managers’ Emotional Intelligence on their employee motivation and to understand the importance of Emotional Intelligence in the professional life of employees of SMEs. In this paper, Daniel Goleman’s emotional intelligence model was introduced and same has been comprehensively used in the questionnaire. Over 30 studies were reviewed to support the research gap identified. Relevant primary data were obtained by using questionnaire and secondary data were collected from books, journals, magazines, and other published sources. The analysis revealed that respondents overall perceived the emotional intelligence of their respective leaders in all the parameters above average. Their perceived behaviour in sharing information and assigning value to their respective leaders was the highest, on the contrary it was the lowest while recognizing the situations that trigger their own emotions and expression of feelings. This might be due to the leaders’ contextual behaviour at workplace. One of the interesting findings revealed that there was no significant difference between the average importance level to the variable, as suggested by the respondents, for all the emotional intelligence components. This can be due to the gender difference in the communication pattern at workplace since this research was carried out for SME’s where the gender biasness is more prevalent. There is good scope in conducting further research on the topic by identifying different sectors and zones. *

Researchers have found that transformational leadership is related to positive outcomes in educational institutions. Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in assessment and selection procedures. Several studies in non-educational settings have found that emotional intelligence is a useful predictor of transformational leadership, but these studies have generally lacked methodological rigor and contextual relevance. This project, set in Australian educational institutions, employed a more rigorous methodology to answer the question: to what extent is the Mayer and Salovey (1997) model of emotional intelligence a useful predictor of leadership style and perceived leadership outcomes? The project was designed to move research in the field forward by using valid and reliable instruments, controlling for other predictors, obtaining an adequately sized sample of current leaders and collecting multiple ratings of their leadership behaviours. The study ( N = 144 leaders and 432 raters) results indicated that emotional intelligence was not a useful predictor of leadership style and perceived leadership outcomes. In contrast, several of the other predictors in the study were found to predict leadership style.

Parental involvement and emotional intelligence are widely recognized as important influences on academic success, yet their roles may vary across cultural and educational contexts. In Ethiopia, limited empirical work has examined how family engagement and emotional intelligence shape secondary school students’ performance. This study investigates the contributions of parental involvement and emotional intelligence to academic achievement at Woldia Millennium Secondary School, while also exploring potential gender differences. Using a quantitative correlational design, data were collected from 300 students through validated self-report questionnaires and academic records. Pearson correlation and hierarchical regression analyses examined the relationships and predictive contributions of parental involvement and emotional intelligence. The findings indicate that parental involvement is a strong positive predictor of academic achievement, emphasizing the importance of active family engagement. Emotional intelligence showed a negative association with achievement, while gender differences emerged: girls demonstrated higher academic performance and parental engagement, and boys scored higher in emotional intelligence. These findings underscore the central role of parents in supporting students’ learning and highlight the need for culturally sensitive emotional intelligence initiatives and gender-responsive educational strategies. They provide actionable guidance for teachers, school leaders, parents, and policymakers to enhance student outcomes in secondary education. • Parental involvement is a strong positive predictor of academic achievement among secondary school students in Ethiopia. • Emotional intelligence shows a context-dependent negative association with academic performance. • Female students exhibit higher academic achievement and parental engagement, while males score higher in emotional intelligence. • Combined parental support and emotional intelligence explain 23.9% of the variance in academic achievement. • Findings offer actionable guidance for teachers, parents, and policymakers on gender-responsive, culturally sensitive educational strategies.

Objective The current study explored whether the three-factor structure of an emotional intelligence measure (attention to emotions, clarity in understanding emotions, and emotion regulation) developed in a sample of college students would replicate in a sample of older adults with chronic pain. Method Confirmatory and exploratory factor analyses were conducted to examine the factor structure of the 30-item Trait Meta-Mood Scale among 340 older adults with knee osteoarthritis. Results Confirmatory factor analyses indicated that the original three-factor model of emotional intelligence did not fit well with the data for older adults. Exploratory factor analyses revealed a four-factor model of emotional intelligence: (1) confusion, (2) acceptance, (3) rejection, and (4) insight. Correlations between the original and new subscales were explored. Conclusion While the newly derived emotional intelligence scales resembled the original conceptualization of emotional intelligence proposed by Salovey, Mayer, Goldman, Turvey, and Palfai (1995), the current study highlights the differences in emotional intelligence likely representative of older adults with chronic pain.

The uncertainty of the concept of emotional intelligence creates a difficult dilemma for researchers to choose model options and diagnostic tools. For this reason, there is a significant increase in interest in classical models of emotional intelligence. It should be clarified that a significant part of the components available in them are repeated in researchers. The variety of created models of emotional intelligence inspires the need for their systematization. Ability models and mixed models are most worthy of consideration. The analysis of psychological and pedagogical literature on this problem is carried out, approaches to explaining the nature of emotional intelligence are described. The novelty of the research is that scientific ideas about the variety of models of emotional intelligence, about the regulation of emotions and their management are expanding. Practical significance: this study complements the existing literature, demonstrating the role of classical models of emotional intelligence in terms of their potential significance for theory and practice, as well as the integration of research on emotional intelligence with well-known models of cognitive abilities.