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climate</title> <meta name="description" content="Search results for: emotional climate"> <meta name="keywords" content="emotional climate"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="emotional climate"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4369</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: emotional climate</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4369</span> The Role of Family’s Emotional Climate and Emotional Expression Style in Academic Well-Being of Students with Military Parent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ala%20Rakhshandeh">Ala Rakhshandeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Ashkar"> Zahra Ashkar</a>, <a href="https://publications.waset.org/abstracts/search?q=Solmaz%20Dehghani%20Dolatabadi"> Solmaz Dehghani Dolatabadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Bayat"> Hossein Bayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study has been conducted to investigate the role of family emotional climate and emotional expression style in the academic well-being of students with military parents. Children, including 280 female students of Shahriar police officers, were selected by random sampling method, and they have been investigated through Alfred B. Hillburn's family emotional climate questionnaire (1964), King and Ammon's emotional expression questionnaire (1990), and Pitrinen, Sweeney, and Falto's academic well-being questionnaire (2014). The data were analyzed using statistical methods of correlation coefficient and stepwise multiple regression under the SPSS23 program. The results reveal that the variables of family emotional climate and emotional expression can explain 36.4% of the variance in academic well-being. This finding reveals that with an increase of standard deviation on the scores of family emotional climate and emotional expression, 0.513 and 0.155 standard deviations are added to the scores of academic well-being, respectively. The emotional climate of the family has a superior distinctive role in predicting the educational well-being of female students. Thus, the emotional climate of the family and the style of emotional expression play a meaningful role in the academic well-being of students with the military parent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20climate" title="emotional climate">emotional climate</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20expression%20style" title=" emotional expression style"> emotional expression style</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20well-being" title=" academic well-being"> academic well-being</a> </p> <a href="https://publications.waset.org/abstracts/154692/the-role-of-familys-emotional-climate-and-emotional-expression-style-in-academic-well-being-of-students-with-military-parent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4368</span> Exploring Enabling Effects of Organizational Climate on Academicians’ Emotional Intelligence and Learning Outcomes: A Case from Chinese Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahid%20Shafait">Zahid Shafait</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiayu%20Huang"> Jiayu Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This study is based on a trait-based theory of emotional intelligence. This study intends to explore the enabling effect of organizational climate, i.e., affiliation, innovation, and fairness, on the emotional intelligence of teachers in Chinese higher education institutes. This study, additionally, intends to investigate the direct impact of teachers’ emotional intelligence on their learning outcomes, i.e., cognitive, social, self-growth outcomes and satisfaction with the university experience. Design/methodology/approach: This study utilized quantitative research techniques to scrutinize the data. Moreover, partial least squares structural equation modeling, i.e., PLS-SEM, was used to assess the hypothetical relationships to conclude their statistical significance. Findings: Results confirmed the supposed associations, i.e., the organizational climate has an enabling effect on emotional intelligence. Likewise, emotional intelligence was concluded to have a direct and positive association with learning outcomes in higher education. Practical implications: This study has investigated abandoned research that is enabling the effects of organizational climate on teachers’ emotional intelligence in Chinese higher education. Organizational climate enables emotionally intelligent teachers to learn efficiently and, at the same time, augments their satisfaction and productivity within an institution. Originality/value: This study investigated the enabling effects of organizational climate on teachers’ emotional intelligence in Chinese higher education that is original in investigated country and sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20climate" title="organizational climate">organizational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/171360/exploring-enabling-effects-of-organizational-climate-on-academicians-emotional-intelligence-and-learning-outcomes-a-case-from-chinese-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4367</span> Investigating the Impact of Job-Related and Organisational Factors on Employee Engagement: An Emotionally Relevant Approach Based on Psychological Climate and Organisational Emotional Intelligence (OEI)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuno%20Da%20Camara">Nuno Da Camara</a>, <a href="https://publications.waset.org/abstracts/search?q=Victor%20Dulewicz"> Victor Dulewicz</a>, <a href="https://publications.waset.org/abstracts/search?q=Malcolm%20Higgs"> Malcolm Higgs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Factors on employee engagement: In particular, although theorists have described the critical role of emotional cognition of the workplace environment as antecedents to employee engagement, empirical research on the impact of emotional cognition on employee engagement is limited. However, previous researchers have typically provided evidence of the link between emotional cognition of the workplace environment and workplace attitudes such as job satisfaction and organisational commitment. This study therefore aims to investigate the impact of emotional cognition of job, role, leader and organisation domains of the work environment – as represented by measures of psychological climate and organizational emotional intelligence (OEI) - on employee engagement. The research is based on a quantitative cross-sectional survey of employees in a UK charity organization (n=174). The research instruments applied include the psychological climate scale, the organisational emotional intelligence questionnaire (OEIQ) and the Utrecht Work Engagement Scale (UWES). The data were analysed using hierarchical regression and partial least squares (PLS) analytical techniques. The results of the study show that both psychological climate and OEI, which represent emotional cognition of job, role, leader and organisation domains in the workplace are significant drivers of employee engagement. In particular, the study found that a sense of contribution and challenge at work are the strongest drivers of vigour, dedication and absorption and highlights the importance of emotionally relevant approaches in furthering our understanding of workplace engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20engagement" title="employee engagement">employee engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20emotional%20intelligence" title=" organisational emotional intelligence"> organisational emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20climate" title=" psychological climate"> psychological climate</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20attitudes" title=" workplace attitudes"> workplace attitudes</a> </p> <a href="https://publications.waset.org/abstracts/23879/investigating-the-impact-of-job-related-and-organisational-factors-on-employee-engagement-an-emotionally-relevant-approach-based-on-psychological-climate-and-organisational-emotional-intelligence-oei" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">505</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4366</span> A Literature Review of Emotional Labor and Emotional Labor Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeong-Gyeong%20Choi">Yeong-Gyeong Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoung-Seok%20Kim"> Kyoung-Seok Kim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study, literature review research, intends to deal with the problem of conceptual ambiguity among research on emotional labor, and to look into the evolutionary trends and changing aspects of defining the concept of emotional labor. For this, it gropes for methods for reducing conceptual ambiguity. Further, it arranges the concept of emotional labor; and examines and reviews comparatively the currents of the existing studies and looks for the characteristics and correlations of their classification criteria. That is, this study intends to arrange systematically and examine theories on emotional labor suggested hitherto, and suggest a future direction of research on emotional labor on the basis thereof. In addition, it attempts to look for positive aspects of the results of emotional labor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20labor" title="emotion labor">emotion labor</a>, <a href="https://publications.waset.org/abstracts/search?q=dimensions%20of%20emotional%20labor" title=" dimensions of emotional labor"> dimensions of emotional labor</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20acting" title=" surface acting"> surface acting</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20acting" title=" deep acting"> deep acting</a> </p> <a href="https://publications.waset.org/abstracts/35129/a-literature-review-of-emotional-labor-and-emotional-labor-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4365</span> Analysis of Teachers' Self Efficacy in Terms of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ercan%20Yilmaz">Ercan Yilmaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Murat%20S%C3%BCnb%C3%BCl"> Ali Murat Sünbül</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to investigate teachers’ self-efficacy with regards to their emotional intelligence. The relational model was used in the study. The participant of the study included 194 teachers from secondary schools in Konya, Turkey. In order to assess teachers’ emotional intelligence, “Trait Emotional Intelligence Questionnaire-short Form was implemented. For teachers’ self-efficacy, “Teachers’ Sense of Self-Efficacy Scale” was used. As a result of the study, a significant relationship is available between teachers’ sense of self-efficacy and their emotional intelligence. Teachers’ emotional intelligence enucleates approximate eighteen percent of the variable in dimension named teachers’ self-efficacy for the students’ involvement. About nineteen percent of the variable in dimension “self-efficacy for teaching strategies is represented through emotional intelligence. Teachers’ emotional intelligence demonstrates about seventeen percent of variable aimed at classroom management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/43587/analysis-of-teachers-self-efficacy-in-terms-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43587.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4364</span> Narrative Constructs and Environmental Engagement: A Textual Analysis of Climate Fiction’s Role in Shaping Sustainability Consciousness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dean%20J.%20Hill">Dean J. Hill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper undertakes the task of conducting an in-depth textual analysis of the cli-fi genre. It examines how writing in the genre contributes to expressing and facilitating the articulation of environmental consciousness through the form of narrative. The paper begins by situating cli-fi within the literary continuum of ecological narratives and identifying the unique textual characteristics and thematic preoccupations of this area. The paper unfolds how cli-fi transforms the esoteric nature of climate science into credible narrative forms by drawing on language use, metaphorical constructs, and narrative framing. It also involves how descriptive and figurative language in the description of nature and disaster makes climate change so vivid and emotionally resonant. The work also points out the dialogic nature of cli-fi, whereby the characters and the narrators experience inner disputes in the novel regarding the ethical dilemma of environmental destruction, thus demanding the readers challenge and re-evaluate their standpoints on sustainability and ecological responsibilities. The paper proceeds with analysing the feature of narrative voice and its role in eliciting empathy, as well as reader involvement with the ecological material. In looking at how different narratorial perspectives contribute to the emotional and cognitive reaction of the reader to text, this study demonstrates the profound power of perspective in developing intimacy with the dominating concerns. Finally, the emotional arc of cli-fi narratives, running its course over themes of loss, hope, and resilience, is analysed in relation to how these elements function to marshal public feeling and discourse into action around climate change. Therefore, we can say that the complexity of the text in the cli-fi not only shows the hard edge of the reality of climate change but also influences public perception and behaviour toward a more sustainable future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cli-fi%20genre" title="cli-fi genre">cli-fi genre</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20narratives" title=" ecological narratives"> ecological narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20arc" title=" emotional arc"> emotional arc</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20voice" title=" narrative voice"> narrative voice</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20perception" title=" public perception"> public perception</a> </p> <a href="https://publications.waset.org/abstracts/185841/narrative-constructs-and-environmental-engagement-a-textual-analysis-of-climate-fictions-role-in-shaping-sustainability-consciousness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4363</span> Components of Emotional Intelligence in Iranian Entrepreneurs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzaneh%20Noori">Farzaneh Noori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurs face different sort of difficulties especially with customers, organizations and employees. Emotional intelligence which is the ability to understand and control the emotions is an important factor to help entrepreneurs end up challenges to the result they prefer. Thus, it is assumed that entrepreneurs especially those who have passed the first challenging years of starting a new business, have high emotional intelligence. In this study the Iranian established entrepreneurs have been surveyed. According to Iran Gem 2014 report the percentage of established entrepreneur in Iran is 10.92%. So by using Cochran sample formula (1%) 96 Iranian established entrepreneurs have been selected and Emotional intelligence appraisal questionnaire distributed to them. The SPSS19 result shows high emotional intelligence in Iranian established entrepreneurs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence%20appraisal%20questionnaire" title=" emotional intelligence appraisal questionnaire"> emotional intelligence appraisal questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurs" title=" entrepreneurs"> entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/31352/components-of-emotional-intelligence-in-iranian-entrepreneurs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4362</span> A Conceptual Analysis of Teams’ Climate Role in the Intrapreneurial Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgia%20C.%20Kosta">Georgia C. Kosta</a>, <a href="https://publications.waset.org/abstracts/search?q=Christos%20S.%20Nicolaidis"> Christos S. Nicolaidis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper discusses the role of teams’ climate in the intrapreneurial process. Intrapreneurship, which corresponds for entrepreneurship in existing organizations, puts special emphasis on climate as an influential factor of the intrapreneurial behavior. Although climate exists at every level and in every subgroup of the organizational structure, research focuses mainly on the study of climate that characterizes organization as a whole. However, the climate of a work team may differ radically from the organizational climate, and in fact it can be far more influential. The paper provides a conceptual analysis of organizational climate from the intrapreneurial point of view, and sheds light upon teams’ climate role in the intrapreneurial posture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=intrapreneurship" title=" intrapreneurship"> intrapreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20climate" title=" organizational climate"> organizational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%E2%80%99%20climate" title=" teams’ climate"> teams’ climate</a> </p> <a href="https://publications.waset.org/abstracts/78834/a-conceptual-analysis-of-teams-climate-role-in-the-intrapreneurial-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4361</span> Employee Aggression, Labeling and Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martin%20Popescu%20D.%20Dana%20Maria">Martin Popescu D. Dana Maria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aims of this research are to broaden the study on the relationship between emotional intelligence and counterproductive work behavior (CWB). The study sample consisted in 441 Romanian employees from companies all over the country. Data has been collected through web surveys and processed with SPSS. The results indicated an average correlation between the two constructs and their sub variables, employees with a high level of emotional intelligence tend to be less aggressive. In addition, labeling was considered an individual difference which has the power to influence the level of employee aggression. A regression model was used to underline the importance of emotional intelligence together with labeling as predictors of CWB. Results have shown that this regression model enforces the assumption that labeling and emotional intelligence, taken together, predict CWB. Employees, who label themselves as victims and have a low degree of emotional intelligence, have a higher level of CWB. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggression" title="aggression">aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=CWB" title=" CWB"> CWB</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=labeling" title=" labeling"> labeling</a> </p> <a href="https://publications.waset.org/abstracts/11785/employee-aggression-labeling-and-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4360</span> 'You Block Yourself from the Emotion': A Qualitative Inquiry into Teacher's Use of Discordant Emotional Labor Strategies in Student Aggression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michal%20Levy">Michal Levy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the emotional impact students' misbehavior and aggression has on teacher's emotional wellbeing, teachers frequently use suppressive strategies in the classroom, which maintain a discordance between felt and expressed emotions. The current study sought to gain a deeper insight into teachers' utilization of discordant emotional labor strategies (i.e., expressive suppression, surface acting and emotional dissonance) and their motives to using these strategies in student aggression. A qualitative study was conducted on 16 special education Jewish Israeli teachers. Thematic analysis of the in-depth semi-structured interviews revealed novice teachers were inclined to use expressive suppression, while experienced teachers used emotional dissonance. The teacher's motives for using discordant emotional labor strategies included both instrumental and hedonic goals. Implications for policymakers and professionals in practice are discussed to improve teachers' emotional wellbeing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discordant%20strategies" title="discordant strategies">discordant strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20labor" title=" emotional labor"> emotional labor</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20aggression" title=" student aggression"> student aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/138520/you-block-yourself-from-the-emotion-a-qualitative-inquiry-into-teachers-use-of-discordant-emotional-labor-strategies-in-student-aggression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4359</span> A Challenge of the 3ʳᵈ Millenium: The Emotional Intelligence Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Florentina%20Hahaianu">Florentina Hahaianu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mihaela%20Negrescu"> Mihaela Negrescu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The analysis of the positive and negative effects of technology use and abuse in Generation Z comes as a necessity in order to understand their ever-changing emotional development needs. The article quantitatively analyzes the findings of a sociological questionnaire on a group of students in social sciences. It aimed to identify the changes generated by the use of digital resources in the emotional intelligence development. Among the outcomes of our study we include a predilection for IT related activities – be they social, learning, entertainment, etc. which undermines the manifestation of emotional intelligence, especially the reluctance to face-to-face interaction. In this context, the issue of emotional intelligence development comes into focus as a solution to compensate for the undesirable effects that contact with technology has on this generation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20resources" title="digital resources">digital resources</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%20Z" title=" generation Z"> generation Z</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/92373/a-challenge-of-the-3-millenium-the-emotional-intelligence-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">206</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4358</span> The Role of Emotional Intelligence on Job Performance and Job Satisfaction: An Empirical Investigation of the Jordanian Universities </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfalah%20Tasneem">Alfalah Tasneem</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdallah%20Bataineh"> Abdallah Bataineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Falah%20Jannat"> Falah Jannat</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfalah%20Salsabeel"> Alfalah Salsabeel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term emotional intelligence has been unnoticed by a number of scholars in the early 1990s, which was then a major factor that many business managers became interested in understanding its meaning, functions and how it could be integrated in their business life, emotional intelligence is very important for the top managers, to operate in emotionally intelligence way to meet the needs of their employees. Speaking of emotional intelligence success is influenced by personal qualities such as self-awareness, motivation, empathy and relationship skills. The aim of this research is to critically evaluate the potential contribution of emotional intelligence for the Jordanian universities on the level of job satisfaction and the performance of faculty as well as its positive impact on the educational standards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/48079/the-role-of-emotional-intelligence-on-job-performance-and-job-satisfaction-an-empirical-investigation-of-the-jordanian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4357</span> Affectness of Emotional Intelligence on Employee Profesionalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanisa%20Damayanti%20Yuningsih">Vanisa Damayanti Yuningsih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employee professionalism is certainly the hope for every company to create a good working environment. Emotional intelligence is one of the factors that determine the success of professionalism, for, in emotional intelligence, an employee can control his ego and can understand and understand his coworkers and thus create a dynamic environment in which to work. Each employee is encouraged to have professionalism in order to optimize his resources. This professionalism is shown by employees being able to do their work and taking responsibility in their profession by involving controlled feelings and emotions. The problem which is drawn from this research is how emotional intelligence can affect the professional attitudes of employees. The purpose of this research is to find out how far emotional intelligence goes in the professional manner of employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professionalism" title="professionalism">professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20environment" title=" work environment"> work environment</a>, <a href="https://publications.waset.org/abstracts/search?q=company" title=" company"> company</a> </p> <a href="https://publications.waset.org/abstracts/145394/affectness-of-emotional-intelligence-on-employee-profesionalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4356</span> Impact of Perceived Stress on Psychological Well-Being, Aggression and Emotional Regulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nishtha%20Batra">Nishtha Batra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to identify the effect of perceived stress on emotional regulation, aggression and psychological well-being. Analysis was conducted using correlational and regression models to examine the relationships between perceived stress (independent variable) and psychological factors containing emotional intelligence, psychological well-being and aggression. Subjects N=100, Male students 50 and Female students 50. The data was collected using Cohen's Perceived Stress Scale, Gross’s Emotional Regulation Questionnaire (ERQ), Ryff’s Psychological Well-being scale and Orispina’s aggression scale. Correlation and regression (SPSS version 22) Emotional regulation and psychological well-being had a significant relationship with Perceived stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20stress" title="perceived stress">perceived stress</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=aggression" title=" aggression"> aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/191017/impact-of-perceived-stress-on-psychological-well-being-aggression-and-emotional-regulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4355</span> Reimagining Writing as a Healing Art: A Case Study on Emotional Intelligence </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shawnrece%20Campbell">Shawnrece Campbell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional intelligence as an essential job skill is growing in popularity among human resource professionals and hiring managers. Companies value those who have high emotional intelligence because of their personal competences (self-awareness, self-regulation, motivation) and social competences (empathy, social skills). In implementing any training system to teach emotional intelligence, the best methodologies for acquiring and/or improving these competences should be taken into consideration. This study focuses on how students perceived the art of writing as a tool for self-improvement. During this session, participants will engage in a brief activity designed to help students develop emotional intelligence. As a part of the discussion, participants will learn the results of a junior-level literary seminar conducted to better understand students’ thoughts and views about the effectiveness of writing as a tool for emotional healing. An analysis of qualitative textual data is presented. The outcomes indicated that students found using writing as a tool for emotional intelligence development as highly effective. The findings also revealed that students have positive perceptions of using writing as a self-healing art that leads to increased emotional intelligence and believe that writing courses of this nature enhance students’ appreciation of the value of the liberal arts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence%20quotient" title="emotional intelligence quotient">emotional intelligence quotient</a>, <a href="https://publications.waset.org/abstracts/search?q=healing" title=" healing"> healing</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/90204/reimagining-writing-as-a-healing-art-a-case-study-on-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4354</span> Implicit and Explicit Mechanisms of Emotional Contagion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andres%20Pinilla%20Palacios">Andres Pinilla Palacios</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Tamayo"> Ricardo Tamayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional contagion is characterized as an automatic tendency to synchronize behaviors that facilitate emotional convergence among humans. It might thus play a pivotal role to understand the dynamics of key social interactions. However, a few research has investigated its potential mechanisms. We suggest two complementary but independent processes that may underlie emotional contagion. The efficient contagion hypothesis, based on fast and implicit bottom-up processes, modulated by familiarity and spread of activation in the emotional associative networks of memory. Secondly, the emotional contrast hypothesis, based on slow and explicit top-down processes guided by deliberated appraisal and hypothesis-testing. In order to assess these two hypotheses, an experiment with 39 participants was conducted. In the first phase, participants were induced (between-groups) to an emotional state (positive, neutral or negative) using a standardized video taken from the FilmStim database. In the second phase, participants classified and rated (within-subject) the emotional state of 15 faces (5 for each emotional state) taken from the POFA database. In the third phase, all participants were returned to a baseline emotional state using the same neutral video used in the first phase. In a fourth phase, participants classified and rated a new set of 15 faces. The accuracy in the identification and rating of emotions was partially explained by the efficient contagion hypothesis, but the speed with which these judgments were made was partially explained by the emotional contrast hypothesis. However, results are ambiguous, so a follow-up experiment is proposed in which emotional expressions and activation of the sympathetic system will be measured using EMG and EDA respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electromyography" title="electromyography">electromyography</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20contagion" title=" emotional contagion"> emotional contagion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20valence" title=" emotional valence"> emotional valence</a>, <a href="https://publications.waset.org/abstracts/search?q=identification%20of%20emotions" title=" identification of emotions"> identification of emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=imitation" title=" imitation"> imitation</a> </p> <a href="https://publications.waset.org/abstracts/66671/implicit-and-explicit-mechanisms-of-emotional-contagion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66671.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4353</span> The Role of Context in Interpreting Emotional Body Language in Robots</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jekaterina%20Novikova">Jekaterina Novikova</a>, <a href="https://publications.waset.org/abstracts/search?q=Leon%20Watts"> Leon Watts</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the emerging world of human-robot interaction, people and robots will interact socially in real-world situations. This paper presents the results of an experimental study probing the interaction between situational context and emotional body language in robots. 34 people rated video clips of robots performing expressive behaviours in different situational contexts both for emotional expressivity on Valence-Arousal-Dominance dimensions and by selecting a specific emotional term from a list of suggestions. Results showed that a contextual information enhanced a recognition of emotional body language of a robot, although it did not override emotional signals provided by robot expressions. Results are discussed in terms of design guidelines on how an emotional body language of a robot can be used by roboticists developing social robots. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20robotics" title="social robotics">social robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20communication" title=" non-verbal communication"> non-verbal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=situational%20context" title=" situational context"> situational context</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20emotions" title=" artificial emotions"> artificial emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20language" title=" body language"> body language</a> </p> <a href="https://publications.waset.org/abstracts/20696/the-role-of-context-in-interpreting-emotional-body-language-in-robots" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20696.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4352</span> Emotional Security in Relation to Students' Emotional Efficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibtisam%20Mahmoud%20Mohammed%20Sultan">Ibtisam Mahmoud Mohammed Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research aimed to identify the level of both emotional and emotional competence among students in Tikrit University aimed to know the assumptions in statistical significance for both variables as gender variables (m-f) and specialty (scientific-humanistic), as research to learn what Relationship between emotional safety and efficiency alanfaalet Tikrit University students. The researcher built emotional security measure (54) as built measure emotional competence (46), as the researcher extract full alsaykomtrih characteristics of both scales. The research sample consisted of (600) students selected by the random way and applying the scales on a basic search sample and processed statistical data using a variety of methods, including statistical test (test T.) and Pearson correlation coefficient, the researcher found a set of results. The following: 1. that the Tikrit University students possess a high level of emotional security. 2. to safely enjoy passionate males more than females. 3. that there is no difference between students of scientific and humanitarian specialization in variable emotional security. 4. that the Tikrit University students enjoy a high level of emotional competence. 5. the female-male outperforming in emotional competence level. 6. the humanitarian specialization students Excel in emotional competence for those of specialty. 7. the existence of a positive correlation between variables. Through search results, the researcher has developed a set of conclusions, proposals, and recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=relation" title="relation">relation</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20security" title=" emotional security"> emotional security</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a> </p> <a href="https://publications.waset.org/abstracts/144874/emotional-security-in-relation-to-students-emotional-efficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4351</span> Optimism and Entrepreneurial Intentions: The Mediating Role of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neta%20Kela%20Madar">Neta Kela Madar</a>, <a href="https://publications.waset.org/abstracts/search?q=Tali%20Teeni-Harari"> Tali Teeni-Harari</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamar%20Icekson"> Tamar Icekson</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaron%20Sela"> Yaron Sela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes and empirically tests a theoretical model positing relationships between dispositional optimism, emotional intelligence, and entrepreneurial intention. To author's best knowledge, this study examined for the first time the role of dispositional optimism together with emotional intelligence as predictors of entrepreneurial intentions. The study findings suggest that optimism may increase entrepreneurial intentions indirectly by enhancing emotional intelligence/ model formulation is based on a random survey of students (N= 227). Model parameter estimation was supported by Structural Equation Modeling (SEM). Results indicate that students’ optimism and emotional intelligence are associated with increased levels of entrepreneurial intention. Additionally, the present study argues that emotional intelligence mediates the positive relationship between optimism and entrepreneurial intention. Theoretical and practical implications of this model are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intentions" title="entrepreneurial intentions">entrepreneurial intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=optimism" title=" optimism"> optimism</a>, <a href="https://publications.waset.org/abstracts/search?q=dispositional%20optimism" title=" dispositional optimism"> dispositional optimism</a> </p> <a href="https://publications.waset.org/abstracts/104018/optimism-and-entrepreneurial-intentions-the-mediating-role-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4350</span> Turkish College Students’ Attitudes towards Emotional Abuse in Romantic Relationships from a Gender Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Uhde%20Serenay%20Sunay">Uhde Serenay Sunay</a>, <a href="https://publications.waset.org/abstracts/search?q=Alev%20Yal%C3%A7%C4%B1nkaya"> Alev Yalçınkaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional abuse is one of the most challenging forms of violence to define, and many individuals often unknowingly experience emotional abuse. Existing literature has found that individuals who have experienced psychological abuse tend to suffer from depression, low self-esteem, a decreased sense of autonomy, fear, and an increased risk of suicide. Current research indicates that physical abuse in romantic relationships is often accompanied by emotional abuse, supporting the idea that identifying emotional abuse is an essential factor in romantic relationships. On the other hand, studies on emotional abuse between partners in romantic relationships are limited. This study investigated attitudes towards emotional abuse among Turkish university students. Gender differences were investigated.Additionally, the study examined whether the degree of emotional abuse was related to attitudes towards emotional abuse. A total of 243 university students participated in the research, with 156 female and 87 male participants. Participants' attitudes toward emotional abuse were measured using the Turkish adaptation of Follingstad Psychological Aggression Scale and hypothetical scenarios created by the researchers. The results revealed that attitudes of women and men vary significantly in attack looks/sexuality, fidelity, gender roles, and jealousy subscales of Follingstad Psychological Aggression Scale. Furthermore, attitudes towards moderate-level and severe-level emotional abuse exhibit statistically significant variability by gender, while attitudes towards mild-level emotional abuse do not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20abuse" title="emotional abuse">emotional abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkish%20culture" title=" Turkish culture"> Turkish culture</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/173738/turkish-college-students-attitudes-towards-emotional-abuse-in-romantic-relationships-from-a-gender-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4349</span> A Study of Emotional Intelligence and Perceived Stress among First and Second Year Medical Students in South India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nitin%20Joseph">Nitin Joseph</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: This study was done to assess emotional intelligence levels and to find out its association with socio demographic variables and perceived stress among medical students. Material and Methods: This study was done among first and second year medical students. Data was collected using a self-administered questionnaire. Results: Emotional intelligence scores was found to significantly increase with age of the participants (F=2.377, P < 0.05). Perceived stress was found to be significantly more among first year (t=1.997, P=0.05). Perceived stress was found to significantly decrease with increasing emotional intelligence scores (r = – 0.226, P < 0.001). Conclusion: First year students were found to be more vulnerable to stress than their seniors probably due to lesser emotional intelligence. As both these parameters are related, ample measures to improve emotional intelligence needs to be supported in the training curriculum of beginners so as to make them more stress free during early student life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20stress" title=" perceived stress"> perceived stress</a>, <a href="https://publications.waset.org/abstracts/search?q=socio%20demographic%20variables" title=" socio demographic variables"> socio demographic variables</a> </p> <a href="https://publications.waset.org/abstracts/4102/a-study-of-emotional-intelligence-and-perceived-stress-among-first-and-second-year-medical-students-in-south-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4348</span> Positive Psychology and the Social Emotional Ability Instrument (SEAI)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20William%20Harris">Victor William Harris</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is a validation study of the Social Emotional Ability Inventory (SEAI), a multi-dimensional self-report instrument informed by positive psychology, emotional intelligence, social intelligence, and sociocultural learning theory. Designed for use in tandem with the Social Emotional Development (SEAD) theoretical model, the SEAI provides diagnostic-level guidance for professionals and individuals interested in investigating, identifying, and understanding social, emotional strengths, as well as remediating specific social competency deficiencies. The SEAI was shown to be psychometrically sound, exhibited strong internal reliability, and supported the a priori hypotheses of the SEAD. Additionally, confirmatory factor analysis provided evidence of goodness of fit, convergent and divergent validity, and supported a theoretical model that reflected SEAD expectations. The SEAI and SEAD hold potentially far-reaching and important practical implications for theoretical guidance and diagnostic-level measurement of social, emotional competency across a wide range of domains. Strategies researchers, practitioners, educators, and individuals might use to deploy SEAI in order to improve quality of life outcomes are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion" title="emotion">emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20ability" title=" emotional ability"> emotional ability</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology-social%20emotional%20ability" title=" positive psychology-social emotional ability"> positive psychology-social emotional ability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20emotional%20ability" title=" social emotional ability"> social emotional ability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20emotional%20ability%20instrument" title=" social emotional ability instrument"> social emotional ability instrument</a> </p> <a href="https://publications.waset.org/abstracts/140622/positive-psychology-and-the-social-emotional-ability-instrument-seai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4347</span> The Relationship between Emotional Intelligence and Leadership Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Al%20Ali">Omar Al Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study was aimed to explore the relationships between emotional intelligence, cognitive ability, and leader's performance. Data were collected from 260 senior managers from UAE. The results showed that there are significant relationships between emotional intelligence and leadership performance as measured by the annual internal evaluations of each participant (r = .42, p < .01). Data from regression analysis revealed that both variables namely emotional intelligence (beta = .31, p < .01), and cognitive ability (beta = .29, p < .01), predicted leadership competencies, and together explained 26% of its variance. Data suggests that EI and cognitive ability are significantly correlated with leadership performance. In depth implications of the present findings for human resource development theory and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title=" cognitive ability"> cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/37605/the-relationship-between-emotional-intelligence-and-leadership-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4346</span> Gender Differences in Emotional Adjustment of Fresh Students in Kwara State University Malete, Kwara State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usman%20Tunde%20Saadu">Usman Tunde Saadu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined gender differences in emotional adjustment of fresh students in Kwara State University, Malete. The descriptive survey design was adopted for the study, and 300 fresh students were randomly selected across the six colleges in the University. An adapted Questionnaire from Nadia (2012) was used to collect data from respondents on emotional adjustment. One research question was answered with a descriptive statistic of frequency count and percentage, and one hypothesis was tested with t-test statistical analysis at 0.05 level of significance. Findings of the study revealed that fresh students have a low level of emotional adjustment, and male students were found to have more emotional adjustment than female. Based on these findings, the researcher, therefore, concluded that fresh students have a low level of emotional adjustment. Based on these findings, the researcher recommended among others that emotional adjustment skills should be introduced into the secondary school curriculum to give students the opportunity to learn about these skills before they are being admitted into University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20adjustment" title="emotional adjustment">emotional adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=fresh%20students" title=" fresh students"> fresh students</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/113453/gender-differences-in-emotional-adjustment-of-fresh-students-in-kwara-state-university-malete-kwara-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4345</span> The Impact of Climate Change on Cropland Ecosystem in Tibet Plateau</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Weishou%20Shen">Weishou Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chunyan%20Yang"> Chunyan Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhongliang%20Li"> Zhongliang Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The crop climate productivity and the distribution of cropland reflect long-term adaption of agriculture to climate. In order to fully understand the impact of climate change on cropland ecosystem in Tibet, the spatiotemporal changes of crop climate productivity and cropland distribution were analyzed with the help of GIS and RS software. Results indicated that the climate change to the direction of wet and warm in Tibet in the recent 30 years, with a rate of 0.79℃/10 yr and 23.28 mm/10yr respectively. Correspondingly, the climate productivity increased gradually, with a rate of 346.3kg/(hm2•10a), of which, the fastest-growing rate of the crop climate productivity is in Southern Tibet Mountain- plain-valley. During the study period, the total cropland area increased from 32.54 million ha to 37.13 million ha, and cropland has expanded to higher altitude area and northward. Overall, increased cropland area and crop climate productivity due to climate change plays a positive role for agriculture in Tibet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title="climate change">climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=cropland%20area" title=" cropland area"> cropland area</a>, <a href="https://publications.waset.org/abstracts/search?q=Tibet%20plateau" title=" Tibet plateau"> Tibet plateau</a> </p> <a href="https://publications.waset.org/abstracts/7569/the-impact-of-climate-change-on-cropland-ecosystem-in-tibet-plateau" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4344</span> Impact of Emotional Intelligence on Job Satisfaction and Organizational Commitment: A Study on Young Doctors of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aisha%20Khalid">Aisha Khalid</a>, <a href="https://publications.waset.org/abstracts/search?q=Talha%20Aftab"> Talha Aftab</a>, <a href="https://publications.waset.org/abstracts/search?q=Fareeha%20Zafar"> Fareeha Zafar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the impact of emotional intelligence on job satisfaction and organizational commitment at workplace in the doctors; age ranging from 25 to 32 years. Job satisfaction and organizational commitment have been considered as important issue in terms of high quality services and superior performance. This paper presents a field survey conducted in 9 different public sector hospitals which operate in Punjab, Pakistan. 250 questionnaires were distributed out of which 180 returned back were showing 72% response rate, confirming the significant positive relationship between emotional intelligence and job satisfaction and emotional intelligence and organizational commitment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20doctors" title=" young doctors"> young doctors</a> </p> <a href="https://publications.waset.org/abstracts/5669/impact-of-emotional-intelligence-on-job-satisfaction-and-organizational-commitment-a-study-on-young-doctors-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5669.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">573</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4343</span> Gender Differences in Emotional Intelligence in a Middle Eastern Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20S.%20Aldhafri">Said S. Aldhafri</a>, <a href="https://publications.waset.org/abstracts/search?q=Marwa%20N.%20Alrajhi"> Marwa N. Alrajhi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines gender differences in emotional intelligence levels in the Sultanate of Oman, an Arabic country in the Middle East. As a collective culture, the Omani culture rears children differently based on the Islamic beliefs and the Arabic culture. Gender differences across the different dimensions of emotional intelligence are possible within this collective culture. Emotional intelligences reflect the ability to understand and act upon one’s and others’ emotions. The sample of the study consisted of 338 (50.6% were females) adults from different regions in Oman. The participants completed a 25-item emotional intelligence scale, using 5-point Likert type responses. The results showed that the total scores of the scale as well as the scores from the five dimensions (self management, self motivation, social skills, empathy, and self-awareness) all have good reliability coefficients. Using independent sample t-tests, the findings show that female adults scored higher than male adults. The differences were all statistically significant across the five dimensions of emotional intelligence. The findings are discussed from a cultural perspective and applications for the development of emotional intelligence skills are outlined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Arab" title=" Arab"> Arab</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/26999/gender-differences-in-emotional-intelligence-in-a-middle-eastern-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26999.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4342</span> Emotional Intelligence as Predictor of Academic Success among Third Year College Students of PIT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College students are expected to engage in an on-the-job training or internship for completion of a course requirement prior to graduation. In this scenario, they are exposed to the real world of work outside their training institution. To find out their readiness both emotionally and academically, this study has been conducted. A descriptive-correlational research design was employed and random sampling technique method was utilized among 265 randomly selected third year college students of PIT, SY 2014-15. A questionnaire on Emotional Intelligence (bearing the four components namely; emotional literacy, emotional quotient competence, values and beliefs and emotional quotient outcomes) was fielded to the respondents and GWA was extracted from the school automate. Data collected were statistically treated using percentage, weighted mean and Pearson-r for correlation. Results revealed that respondents’ emotional intelligence level is moderately high while their academic performance is good. A high significant relationship was found between the EI component; Emotional Literacy and their academic performance while only significant relationship was found between Emotional Quotient Outcomes and their academic performance. Therefore, if EI influences academic performance significantly when correlated, a possibility that their OJT performance can also be affected either positively or negatively. Thus, EI can be considered predictor of their academic and academic-related performance. Based on the result, it is then recommended that the institution would try to look deeply into the consideration of embedding emotional intelligence as part of the (especially on Emotional Literacy and Emotional Quotient Outcomes of the students) college curriculum. It can be done if the school shall have an effective Emotional Intelligence framework or program manned by qualified and competent teachers, guidance counselors in different colleges in its implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title=" academic success"> academic success</a> </p> <a href="https://publications.waset.org/abstracts/29579/emotional-intelligence-as-predictor-of-academic-success-among-third-year-college-students-of-pit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29579.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4341</span> Manifestation of Behavioral and Emotional Disturbances in News Reporters Covering Traumatic Events</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Misbah%20Shahzadi">Misbah Shahzadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was conducted to identify the emotional and behavioral disturbances among the News Reporters covering Traumatic events. In the present study, a sample of 50 News Reporters belonging to the national and the local news agencies were selected from Rawalpindi and Islamabad who had covered any traumatic event in the past one year. Rotter’s Incomplete Sentence Blank (RISB) and Impact of Event Scale interpretations were used to assess a variety of emotional and behavioral patterns of News Reporters. Results showed that some of the frequent emotional and behavioral reactions exhibited by individuals like withdrawal, anxiety\depression, aggression, hyperarousal and avoidance behavior whereas gender-based comparisons indicated that there is no significant gender difference in the News Reporters in manifestations of behavioral and emotional disturbances. It is concluded that significant negative emotional and behavioral reactions are exhibited by the News Reporters who cover traumatic events. The study identifies the negative emotional and behavioral reactions/disturbances after trauma, which can be helpful for identifying problematic areas for counseling and therapeutic interventions for these News Reporters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioural%20disturbance" title="behavioural disturbance">behavioural disturbance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20disturbance" title=" emotional disturbance"> emotional disturbance</a>, <a href="https://publications.waset.org/abstracts/search?q=news%20reporters" title=" news reporters"> news reporters</a>, <a href="https://publications.waset.org/abstracts/search?q=traumatic%20events" title=" traumatic events"> traumatic events</a> </p> <a href="https://publications.waset.org/abstracts/32975/manifestation-of-behavioral-and-emotional-disturbances-in-news-reporters-covering-traumatic-events" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32975.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4340</span> The Developmental Model of Self-Efficacy Emotional Intelligence and Social Maturity among High School Boys and Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shrikant%20Chavan">Shrikant Chavan</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikas%20Minchekar"> Vikas Minchekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examined the self-efficacy, emotional intelligence and social maturity of High school boys and girls. Furthermore, study aimed at to foster the self-efficacy, emotional intelligence and social maturity of high school students. The study was conducted on 100 high school students, out of which 50 boys and 50 girls were selected through simple random sampling method from the Sangli city of Maharashtra state, India. The age range of the sample is 14 to 16 years. Self-efficacy scale developed by Jesusalem Schwarzer, Emotional intelligence scale developed by Hyde, Pethe and Dhar and social maturity scale developed by Rao were administered to the sample. Data was analyzed using mean, SD and ‘t’ test further Karl Pearson’s product moment, correlation of coefficient was used to know the correlation between emotional intelligence, self-efficacy, and social maturity. Results revealed that boys and girls did not differ significantly in their self-efficacy and social maturity. Further, the analysis revealed that girls are having high emotional intelligence compared to boys, which is significant at 0.01 level. It is also found that there is a significant and positive correlation between self-efficacy and emotional intelligence, self-efficacy and social maturity and emotional intelligence and social maturity. Some developmental strategies to strengthen the self-efficacy, emotional intelligence and social maturity of high school students are suggested in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20maturity" title=" social maturity"> social maturity</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20model%20and%20high%20school%20students" title=" developmental model and high school students"> developmental model and high school students</a> </p> <a href="https://publications.waset.org/abstracts/60787/the-developmental-model-of-self-efficacy-emotional-intelligence-and-social-maturity-among-high-school-boys-and-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20climate&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20climate&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20climate&page=4">4</a></li> <li class="page-item"><a class="page-link" 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