CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: emotional synchrony</title> <meta name="description" content="Search results for: emotional synchrony"> <meta name="keywords" content="emotional synchrony"> <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 navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="emotional synchrony" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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 synchrony"> <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> 1663</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: emotional synchrony</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1663</span> The Effect of Realizing Emotional Synchrony with Teachers or Peers on Children’s Linguistic Proficiency: The Case Study of Uji Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a joint research project in which a researcher in applied linguistics and elementary school teachers in Japan explored new ways to realize emotional synchrony in a classroom in childhood education. The primary purpose of this project was to develop a cross-curriculum of the first language (L1) and second language (L2) based on the concept of plurilingualism. This concept is common in Europe, and can-do statements are used in forming the standard of linguistic proficiency in any language; these are attributed to the action-oriented approach in the Common European Framework of Reference for Languages (CEFR). CEFR has a basic tenet of language education: improving communicative competence. Can-do statements are classified into five categories based on the tenet: reading, writing, listening, speaking/ interaction, and speaking/ speech. The first approach of this research was to specify the linguistic proficiency of the children, who are still developing their L1. Elementary school teachers brainstormed and specified the linguistic proficiency of the children as the competency needed to synchronize with others – teachers or peers – physically and mentally. The teachers formed original can-do statements in language proficiency on the basis of the idea that emotional synchrony leads to understanding others in communication. The research objectives are to determine the effect of language education based on the newly developed curriculum and can-do statements. The participants of the experiment were 72 third-graders in Uji Elementary School, Japan. For the experiment, 17 items were developed from the can-do statements formed by the teachers and divided into the same five categories as those of CEFR. A can-do checklist consisting of the items was created. The experiment consisted of three steps: first, the students evaluated themselves using the can-do checklist at the beginning of the school year. Second, one year of instruction was given to the students in Japanese and English classes (six periods a week). Third, the students evaluated themselves using the same can-do checklist at the end of the school year. The results of statistical analysis showed an enhancement of linguistic proficiency of the students. The average results of the post-check exceeded that of the pre-check in 12 out of the 17 items. Moreover, significant differences were shown in four items, three of which belonged to the same category: speaking/ interaction. It is concluded that children can get to understand others’ minds through physical and emotional synchrony. In particular, emotional synchrony is what teachers should aim at in childhood education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20school%20education" title="elementary school education">elementary school education</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony" title=" emotional synchrony"> emotional synchrony</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=sympathy%20with%20others" title=" sympathy with others"> sympathy with others</a> </p> <a href="https://publications.waset.org/abstracts/82385/the-effect-of-realizing-emotional-synchrony-with-teachers-or-peers-on-childrens-linguistic-proficiency-the-case-study-of-uji-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82385.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">168</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">1662</span> Synchrony between Genetic Repressilators in Sister Cells in Different Temperatures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jerome%20G.%20Chandraseelan">Jerome G. Chandraseelan</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20M.%20D.%20Oliveira"> Samuel M. D. Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Antti%20H%C3%A4kkinen"> Antti Häkkinen</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Startceva"> Sofia Startceva</a>, <a href="https://publications.waset.org/abstracts/search?q=Andre%20S.%20Ribeiro"> Andre S. Ribeiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We used live E. coli containing synthetic genetic oscillators to study how the degree of synchrony between the genetic circuits of sister cells changes with temperature. We found that both the mean and the variability of the degree of synchrony between the fluorescence signals from sister cells are affected by temperature. Also, while most pairs of sister cells were found to be highly synchronous in each condition, the number of asynchronous pairs increased with increasing temperature, which was found to be due to disruptions in the oscillations. Finally we provide evidence that these disruptions tend to affect multiple generations as opposed to individual cells. These findings provide insight in how to design more robust synthetic circuits and in how cell division can affect their dynamics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repressilator" title="repressilator">repressilator</a>, <a href="https://publications.waset.org/abstracts/search?q=robustness" title=" robustness"> robustness</a>, <a href="https://publications.waset.org/abstracts/search?q=synchrony" title=" synchrony"> synchrony</a>, <a href="https://publications.waset.org/abstracts/search?q=synthetic%20biology" title=" synthetic biology"> synthetic biology</a> </p> <a href="https://publications.waset.org/abstracts/24590/synchrony-between-genetic-repressilators-in-sister-cells-in-different-temperatures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24590.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">483</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">1661</span> How Children Synchronize with Their Teacher: Evidence from a Real-World Elementary School Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement%20in%20a%20class" title="engagement in a class">engagement in a class</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language%20%28EFL%29%20learning" title=" English as a foreign language (EFL) learning"> English as a foreign language (EFL) learning</a>, <a href="https://publications.waset.org/abstracts/search?q=interactional%20synchrony" title=" interactional synchrony"> interactional synchrony</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20emotions" title=" social emotions"> social emotions</a> </p> <a href="https://publications.waset.org/abstracts/101358/how-children-synchronize-with-their-teacher-evidence-from-a-real-world-elementary-school-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101358.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">142</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">1660</span> The Influence of Neural Synchrony on Auditory Middle Latency and Late Latency Responses and Its Correlation with Audiological Profile in Individuals with Auditory Neuropathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Renjitha">P. Renjitha</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Hari%20Prakash"> P. Hari Prakash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Auditory neuropathy spectrum disorder (ANSD) is an auditory disorder with normal cochlear outer hair cell function and disrupted auditory nerve function. It results in unique clinical characteristic with absent auditory brainstem response (ABR), absent acoustic reflex and the presence of otoacoustic emissions (OAE) and cochlear microphonics. The lesion site could be at cochlear inner hair cells, the synapse between the inner hair cells and type I auditory nerve fibers, and/or the auditory nerve itself. But the literatures on synchrony at higher auditory system are sporadic and are less understood. It might be interesting to see if there is a recovery of neural synchrony at higher auditory centers. Also, does the level at which the auditory system recovers with adequate synchrony to the extent of observable evoke response potentials (ERPs) can predict speech perception? In the current study, eight ANSD participants and healthy controls underwent detailed audiological assessment including ABR, auditory middle latency response (AMLR), and auditory late latency response (ALLR). AMLR was recorded for clicks and ALLR was evoked using 500Hz and 2 kHz tone bursts. Analysis revealed that the participant could be categorized into three groups. Group I (2/8) where ALLR was present only for 2kHz tone burst. Group II (4/8), where AMLR was absent and ALLR was seen for both the stimuli. Group III (2/8) consisted individuals with identifiable AMLR and ALLR for all the stimuli. The highest speech identification sore observed in ANSD group was 30% and hence considered having poor speech perception. Overall test result indicates that the site of neural synchrony recovery could be varying across individuals with ANSD. Some individuals show recovery of neural synchrony at the thalamocortical level while others show the same only at the cortical level. Within ALLR itself there could be variation across stimuli again could be related to neural synchrony. Nevertheless, none of these patterns could possible explain the speech perception ability of the individuals. Hence, it could be concluded that neural synchrony as measured by evoked potentials could not be a good clinical predictor speech perception. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20late%20latency%20response" title="auditory late latency response">auditory late latency response</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20middle%20latency%20response" title=" auditory middle latency response"> auditory middle latency response</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20neuropathy%20spectrum%20disorder" title=" auditory neuropathy spectrum disorder"> auditory neuropathy spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation%20with%20speech%20identification%20score" title=" correlation with speech identification score"> correlation with speech identification score</a> </p> <a href="https://publications.waset.org/abstracts/93772/the-influence-of-neural-synchrony-on-auditory-middle-latency-and-late-latency-responses-and-its-correlation-with-audiological-profile-in-individuals-with-auditory-neuropathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93772.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">149</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">1659</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">1658</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">1657</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">1656</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">1655</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">1654</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">260</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">1653</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">1652</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">355</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">1651</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">162</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">1650</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">26</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">1649</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">1648</span> Dynamic EEG Desynchronization in Response to Vicarious Pain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Justin%20Durham">Justin Durham</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanda%20Rooney"> Chanda Rooney</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Mather"> Robert Mather</a>, <a href="https://publications.waset.org/abstracts/search?q=Mickie%20Vanhoy"> Mickie Vanhoy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The psychological construct of empathy is to understand a person’s cognitive perspective and experience the other person’s emotional state. Deciphering emotional states is conducive for interpreting vicarious pain. Observing others' physical pain activates neural networks related to the actual experience of pain itself. The study addresses empathy as a nonlinear dynamic process of simulation for individuals to understand the mental states of others and experience vicarious pain, exhibiting self-organized criticality. Such criticality follows from a combination of neural networks with an excitatory feedback loop generating bistability to resonate permutated empathy. Cortical networks exhibit diverse patterns of activity, including oscillations, synchrony and waves, however, the temporal dynamics of neurophysiological activities underlying empathic processes remain poorly understood. Mu rhythms are EEG oscillations with dominant frequencies of 8-13 Hz becoming synchronized when the body is relaxed with eyes open and when the sensorimotor system is in idle, thus, mu rhythm synchrony is expected to be highest in baseline conditions. When the sensorimotor system is activated either by performing or simulating action, mu rhythms become suppressed or desynchronize, thus, should be suppressed while observing video clips of painful injuries if previous research on mirror system activation holds. Twelve undergraduates contributed EEG data and survey responses to empathy and psychopathy scales in addition to watching consecutive video clips of sports injuries. Participants watched a blank, black image on a computer monitor before and after observing a video of consecutive sports injuries incidents. Each video condition lasted five-minutes long. A BIOPAC MP150 recorded EEG signals from sensorimotor and thalamocortical regions related to a complex neural network called the ‘pain matrix’. Physical and social pain are activated in this network to resonate vicarious pain responses to processing empathy. Five EEG single electrode locations were applied to regions measuring sensorimotor electrical activity in microvolts (μV) to monitor mu rhythms. EEG signals were sampled at a rate of 200 Hz. Mu rhythm desynchronization was measured via 8-13 Hz at electrode sites (F3 & F4). Data for each participant’s mu rhythms were analyzed via Fast Fourier Transformation (FFT) and multifractal time series analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=desynchronization" title="desynchronization">desynchronization</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamical%20systems%20theory" title=" dynamical systems theory"> dynamical systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=electroencephalography%20%28EEG%29" title=" electroencephalography (EEG)"> electroencephalography (EEG)</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=multifractal%20time%20series%20analysis" title=" multifractal time series analysis"> multifractal time series analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=mu%20waveform" title=" mu waveform"> mu waveform</a>, <a href="https://publications.waset.org/abstracts/search?q=neurophysiology" title=" neurophysiology"> neurophysiology</a>, <a href="https://publications.waset.org/abstracts/search?q=pain%20simulation" title=" pain simulation"> pain simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a> </p> <a href="https://publications.waset.org/abstracts/53524/dynamic-eeg-desynchronization-in-response-to-vicarious-pain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53524.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">1647</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">1646</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">1645</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">1644</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">1643</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">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">1642</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">451</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">1641</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">255</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">1640</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">1639</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">1638</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">1637</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">1636</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">1635</span> Interactions on Silent Mode: Parental Smartphone Distractions on Infant Mental Health</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terry%20Gomez">Terry Gomez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This interpretive phenomenological qualitative study explored potential risks related to infant mental health with parental smartphone use while caring for infants. Data were collected through nine online interviews of first-time parents with infants under one-year-old. All parents reported using their smartphone during child-bonding activities such as playtime, feeding, and sleep-time. Results indicated that smartphone distractions appear to influence the synchrony of parent-child interactions. Infants displayed physical, verbal, or emotional reactions to parents’ smartphone distractions, indicating that smartphone use influences infants’ behaviors. Parents shared information on how smartphones helped them with their transition into parenthood. The findings of this study provide insights helpful to inform infant mental health professionals and parents about potential developmental consequences associated with parental technoference and absent presence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absent%20presence" title="absent presence">absent presence</a>, <a href="https://publications.waset.org/abstracts/search?q=infant%20mental%20health" title=" infant mental health"> infant mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20distractions" title=" parental distractions"> parental distractions</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphones" title=" smartphones"> smartphones</a>, <a href="https://publications.waset.org/abstracts/search?q=technoference" title=" technoference"> technoference</a> </p> <a href="https://publications.waset.org/abstracts/117397/interactions-on-silent-mode-parental-smartphone-distractions-on-infant-mental-health" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117397.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">129</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">1634</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">430</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%20synchrony&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=55">55</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=56">56</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>