Background: Clinical judgment (CJ) has recently become a priority in nursing, yet it is poorly understood and can be difficult to evaluate. Another thought process, emotional intelligence (EI) shares similar characteristics with CJ and is easily tested. However, the relationship between CJ and EI is poorly understood. Method: This literature review and correlational, quantitative, cross-sectional, descriptive study compared two instruments and evaluated the relationship between clinical judgment and emotional intelligence, as measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) (Mayer et al., 2004) and the Lasater Clinical Judgment Rubric (LCJR) (Lasater, 2007) during a simulation-based experience in 46 pre-licensure undergraduate nursing students. Results: Shared attributes in the literature between CJ and EI included retention, academic performance, licensure success, nursing values, care perceptions, general well-being, reduced stress, improved coping strategies, use of mindfulness, and social connections. No significant correlations were identified between total MSCEIT and LCJR scores, although branch scores indicated small to near-moderate correlations. CJ scores significantly improved after approximately three months of focused education and experience. Conclusion: The LCJR and MSCEIT did not measure decision making processes similarly. However, further analysis of branch scores demonstrated a link between each of the components of CJ and EI, which was confirmed through shared attributes in the literature. Based on these results, the optimal time to evaluate CJ is approximately three months after the start of a new semester, which provides enough time to determine if CJ is adequate and still be able to incorporate changes for improvement by the end of the semester. This study offers the potential to translate research outcomes into evidence-based educational practices for evaluating future innovative teaching and learning strategies, with direct implications for future nursing simulation education and research on CJ.

Syftet med studien var att utforska hur chefer värderar egenskaper relaterade till emotionell intelligens hos sina medarbetare och hur chefer upplever att dessa egenskaper kommer till uttryck hos deras medarbetare. Studien genomfördes med en kvalitativ forskningsansats och data samlades in genom semistrukturerade intervjuer. Urvalet i studien bestod av 11 chefer från så väl privat som offentlig sektor. Könsfördelningen hos deltagarna var åtta kvinnor samt tre män. Studien baseras på Salovey och Myers teoretiska ramverk och förmågsmodell. En induktiv tematisk analys användes för att analysera det insamlade materialet. Analysen resulterade i fyra övergripande huvudteman med tillhörande underteman. Studiens resultat visade att EI relaterade förmågor värderas högt av chefer, men att olika förmågor värderas i olika situationer.  Resultatet visade även att det finns en avsaknad av formalisering kring vikten av detta. Dessa förmågor kommer också huvudsakligen till uttryck i utmanande situationer eller vid bristande EI relaterade förmågor. Resultatet visade även att cheferna upplever att det finns potentiella individuella skillnader i EI relaterade förmågor hos medarbetare.

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / The aim of this thesis is an exploratory study into the role of emotional intelligence and executive derailment, and on whether the factors of derailment are predictable and surmountable. The study focuses on the role of emotional intelligence and whether the four constructs of emotional intelligence are predictors of derailment. This study also aims to establish whether it is possible to identify potential derailment candidates. The study will also try to establish whether the use of the Occupational Personality Questionnaire 32 Ipsative (OPQ32i), will enable organizations to identify possible derailment easier. This study is an attempt to describe the different components of emotional intelligence. The results of this study indicate that the OPQ32i-measurement instrument is an aid to organisations to proactively measure whether or not their executives are possible candidates for derailment. The results further reveal that the OPQ32i measures those competencies, if any, that may need some attention as to prevent the probability that a candidate may become derailed.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / It is known that heavy use of pesticides, especially herbicides and insecticides, associated with the improper management of irrigation water can result in pesticide runoff out the crops to the waters streams, rivers or ponds, since the cultivation of rice is preferably done in areas that have large volumes of water available. Considering the importance of water for nature and human health, the low uncontaminated water resources available today and a large scale production of rice, this study aimed to develop and validate a method for the determination of pesticides in water from irrigated rice crop. Pesticides were extracted from samples of river water using the method of solid phase extraction (SPE). The simultaneous determination of selected pesticides in this study was made by a GC-(EI)-MS/MS. For each analyte, two MRM transitions were optimized, one for quantification and one for confirmation, as predicted by international guidelines and legislations. In the method validation the results were satisfactory for validation requirements, and the analytical curves of r² values are greater than 0.99. The value of the method LOQ for all compounds was established at 0.2 μg L-1. Recoveries for real water samples showed values between 70 and 120% with RSD values lower than 20% for most compounds studied. The results indicate that the proposed method for the analysis of 32 pesticides, including a step of SPE extraction and quantification by GC- (EI)-MS/MS is efficient and selective, allowing the quantification of low levels of concentration appropriate for monitoring these compounds in water. In addition, the validation parameters meet the minimum requirements for the validation of chromatographic methods, which enables the application of the method. Keywords: pesticides; water; GC-(EI)-MS/MS / O uso intensivo de agrotóxicos, especialmente herbicidas e inseticidas, associados ao manejo inadequado da água de irrigação pode resultar no escoamento destes compostos para os rios e lagoas. Ressalta-se que, o cultivo de arroz é feito preferencialmente em áreas que possuem grandes volumes de água disponíveis. Considerando-se a importância da água para a natureza e para a saúde humana, bem como, a escassez dos recursos hídricos e a produção em larga escala de arroz indispensável como alimento para a população, este estudo tem como objetivo desenvolver e validar um método para a determinação de 62 agrotóxicos em água de lavoura de arroz irrigado. Num primeiro momento, os analitos foram extraídos das amostras utilizando o método de extração em fase sólida (SPE) e a determinação simultânea dos agrotóxicos selecionados foi realizada por um GC-(EI) - MS/MS. Em seguida, para cada composto, duas transições MRM foram monitoradas: uma para quantificação e outra para confirmação, como o previsto pelas diretrizes internacionais e legislações. Em continuidade, na validação do método, os resultados foram satisfatórios para os requisitos exigidos, sendo que os valores de r² para as curvas analíticas foram maiores que 0,99. O valor do LOQ do método para todos os compostos foi estabelecido em 0,2 μg L-1. As recuperações apresentaram valores entre 70 e 120% com RSD inferior a 20% para a maioria dos compostos estudados. Finalmente, os resultados indicam que o método proposto para a análise de 32 agrotóxicos - incluindo uma etapa de extração e quantificação por SPE-GC- (EI) -MS/MS - é eficiente e seletiva, permitindo a quantificação de baixos níveis de concentração. Esses índices tornam a técnica adequada para o monitoramento destes compostos em água de lavoura de arroz irrigado. Além disso, os parâmetros de validação atendem aos requisitos mínimos para a validação de métodos cromatográficos, resultado que permitiu a aplicação do método desenvolvido e validado.

This master thesis aims to describe the strategies, methods and forms of work which are effective to promote emotional intelligence in the primary classroom. The theoretical part defines terms related to the topic such as emotional intelligence and its key components. It also deals with the curricular education to emotional intelligence. The aim of the empirical part is based on qualitative method, in-depth interviews and it deals with the questions how teachers think about the concept of emotional intelligence, which methods do they use for developing it and with which problems are they faced with. The empirical part will also provide an insight into the foreign language material which focuses on development of emotional intelligence. Key words: Emotional intelligence, self-awareness, self-control, empathy, personal motivation, relationship skills.

The relationship between emotional intelligence (EI) and psychological well–being has been empirically and theoretically elaborated. This suggests that highly emotional intelligent individuals are likely to experience higher psychological well–being if compared to individuals with lower EI (Gallagher & Vella–Brodrick, 2008; Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008; Mavroveli, Petrides, Rieffe, & Baker,2007; Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007; Zeidner, Matthews, & Roberts, 2009). On the other hand, the role of gender has been found to be influential as well as contradictory in both EI and psychological well–being. Gender has been shown to differentially influence both emotional intelligence and psychological well–being (Castro–Schilo & Kee, 2010; McIntryre, 2010; Schutte, Malouf, Simunek, McKenly & Holland, 2002;Thomsen, Mehlesen, Viidik, Sommerlund & Zachariae, 2005). Therefore, the aim of this study was to explore the role of gender as moderator in the relationship between emotional intelligence and aspects of psychological well–being (positive affect, negative affect and satisfaction with life). EI was measured with the Emotional Intelligence Scale (Schutte et al., 1998) while psychological well–being was measured with the Satisfaction With Life Scale (Diener, Emmons, Larsen & Griffen (1985) and the Affectometer 2 (Kamman & Flett, 1983). A cross–sectional survey design based on the study by Williams, Wissing, Rothmann and Temane (2009) was implemented after informed consent had been obtained. A sample of 459 participants consisting of both males (n= 59.5%) and females (n=32.9%) with an average age between 25 to 44 years. A 2–step hierarchical regression analysis was conducted to determine, in the first place, the influence of EI on psychological well–being, followed by the interaction between gender and EI. The findings indicate that gender moderated only the relationship between EI and negative affect. The influence of EI on the two dependent variables, namely positive affect and satisfaction with life, was not moderated by gender. The conclusion is thus made that gender’s role as a moderator between EI and psychological well–being is evaluated only between EI’s ability to reduce the perception and experience of negative components on one’s life. Limitations of the study include the use of a cross–sectional design that lacks continuous monitoring of variables across time. The use of self–report measures indicating only subjective self–report by the participants themselves without other triangulating or collateral information is another limitation. As well as the lack of control for other moderator variables such as age, urban–rural context, and educational attainment that may play a role, but have not been taken into account. Future research can investigate other possible predicting variables (e.g. interpersonal relationships, social skills, coping and social support) on gender as moderator. These predicting variables can possibly explain additional variance in psychological well–being. The outcomes of the moderating role of gender in the relationship between EI and psychological well–being can be investigated by means of alternative measures that would explore the different levels of functioning along the mental health continuum for males and females alike. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

The relationship between emotional intelligence (EI) and psychological well–being has been empirically and theoretically elaborated. This suggests that highly emotional intelligent individuals are likely to experience higher psychological well–being if compared to individuals with lower EI (Gallagher & Vella–Brodrick, 2008; Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008; Mavroveli, Petrides, Rieffe, & Baker,2007; Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007; Zeidner, Matthews, & Roberts, 2009). On the other hand, the role of gender has been found to be influential as well as contradictory in both EI and psychological well–being. Gender has been shown to differentially influence both emotional intelligence and psychological well–being (Castro–Schilo & Kee, 2010; McIntryre, 2010; Schutte, Malouf, Simunek, McKenly & Holland, 2002;Thomsen, Mehlesen, Viidik, Sommerlund & Zachariae, 2005). Therefore, the aim of this study was to explore the role of gender as moderator in the relationship between emotional intelligence and aspects of psychological well–being (positive affect, negative affect and satisfaction with life). EI was measured with the Emotional Intelligence Scale (Schutte et al., 1998) while psychological well–being was measured with the Satisfaction With Life Scale (Diener, Emmons, Larsen & Griffen (1985) and the Affectometer 2 (Kamman & Flett, 1983). A cross–sectional survey design based on the study by Williams, Wissing, Rothmann and Temane (2009) was implemented after informed consent had been obtained. A sample of 459 participants consisting of both males (n= 59.5%) and females (n=32.9%) with an average age between 25 to 44 years. A 2–step hierarchical regression analysis was conducted to determine, in the first place, the influence of EI on psychological well–being, followed by the interaction between gender and EI. The findings indicate that gender moderated only the relationship between EI and negative affect. The influence of EI on the two dependent variables, namely positive affect and satisfaction with life, was not moderated by gender. The conclusion is thus made that gender’s role as a moderator between EI and psychological well–being is evaluated only between EI’s ability to reduce the perception and experience of negative components on one’s life. Limitations of the study include the use of a cross–sectional design that lacks continuous monitoring of variables across time. The use of self–report measures indicating only subjective self–report by the participants themselves without other triangulating or collateral information is another limitation. As well as the lack of control for other moderator variables such as age, urban–rural context, and educational attainment that may play a role, but have not been taken into account. Future research can investigate other possible predicting variables (e.g. interpersonal relationships, social skills, coping and social support) on gender as moderator. These predicting variables can possibly explain additional variance in psychological well–being. The outcomes of the moderating role of gender in the relationship between EI and psychological well–being can be investigated by means of alternative measures that would explore the different levels of functioning along the mental health continuum for males and females alike. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

Emotionell intelligens har studerats under flertalet år, i olika länder, och har definierats på olika sätt. Egenskapen emotionell intelligens består av fyra dimensioner; emotionality, self-control, well-being och sociability, och mäts genom mätinstrumentet TEIQue-SF. TEIQue-SF har uppnått god validitet som mätverktyg på olika språk, och valideras för första gången på svenska genom denna studie. Tidigare forskning har uppvisat flertalet samband mellan egenskapen emotionell intelligens (EI), personlighet och arbetsprestation. Dessa tillsammans har dock inte undersökts i Sverige. Syftet med att genomföra denna studie var att undersöka sambanden mellan Trait Emotional Intelligence Questionnaire Short Form (TEIQ-SF), Mini-International Personality Inventory Pool-6 (Mini-IPIP6), Short Dark Triad (SD3) och Individual Work Performance Questionnaire (IWPQ) ytterligare, samt att ta reda på vilka personlighetsdrag och dimensioner inom självupplevd individuell arbetsprestation som bäst förklarar variansen inom TEIQue-SFs dimensioner. Studien genomfördes som en tvärsnittsstudie med 228 svenska deltagare (M = 34 år, SD = 12.6, range 16-71 år, 66% kvinnor) med genomsnittlig arbetslivserfarenhet på 14 år (SD = 11.5). Förväntat resultat var att neuroticism skulle korrelera negativt med TEIQue-SF fyra dimensioner, vilket uppnåddes även i denna studie. Positiva samband med Task performance och Contextual performance fanns mellan samtliga dimensioner av EI. Regressionsanalyser visade även att neuroticism hade negativt samband vid förklaring av varians i samtliga dimensioner tillhörande TEIQue-SF. En preliminär slutsats är att TEIQue-SF visat på teoretiskt och empiriskt rimliga samband med relevanta variabler, och kan anses vara validerat bland yngre personer med relativt hög utbildningsnivå. / Emotional intelligence has been defined differently throughout studies for many years in several countries. The trait emotional intelligence consists of four dimensions; emotionality, self-control, well-being and sociability, and is measured by the TEIQue-SF measuring instrument. TEIQue-SF has achieved good validity as a measurement tool in different languages and is now validated in Swedish through this study. Previous research has shown liaisons between the emotional intelligence (EI), personality and work performance. However, these together have not been investigated in Sweden. The purpose of this study was to investigate correlations between Trait Emotional Intelligence Questionnaire Short Form (TEIQ-SF), Mini-International Personality nventory Pool-6 (Mini-IPIP6), Short Dark Triad (SD3) and Individual Work Performance Questionnaire (IWPQ), and to find out which personality traits and dimensions within self-perceived individual work performance best explain the variance within TEIQue-SF dimensions. The study was conducted as a cross-sectional study with 228 Swedish participants (M = 34 years, SD = 12.6, range 16-71 years, 66% women) with an average work experience of 14 years (SD = 11.5). Expected result was that neuroticism would correlate negatively with TEIQue-SF four dimensions, which was also achieved in this study. Positive correlation with Task Performance and Contextual Performance was found between all dimensions of EI. Regression analysis also showed that neuroticism had a negative relation to explanation of variance in all imensions of TEIQue-SF. A preliminary conclusion is that TEIQue-SF has shown theoretical and empirically reasonable relation to relevant variables and can be considered validated among younger people with relatively high educational levels.

Introduction: Leadership has been a core issue of organizations for decades, if not for centuries. However, the previously so strong confidence in leadership rationality begins to weaken and instead, it is increasingly becoming a picture of the dualism that leadership often involves. The view has changed, leaders no longer apply a rational and economically computational mindset, but in fact they have to a large extent an irrational, socially oriented and emotional mindset. The emotional aspect of leadership is on the rise and, in that sense, Emotional Intelligence (EI) will become increasingly important, especially as the leader's EI capability is considered crucial to how the organization will work. Nevertheless, there is not enough research that discusses the popularized concept of EI in relation to leadership, in addition, the discussion is almost non-existent in Sweden. Purpose: The aim of the study is to contribute to a deeper understanding of the Emotional Intelligence (EI) importance in organizational context from a leadership perspective by contributing knowledge about Emotional Intelligence (EI) impact on leadership within an organization. Method: The study has been conducted with a qualitative research method with an abductive research effort. The empirical material consists of eleven interviews from business leaders in the Swedish business community. To analyze the material, theories that describe leadership, communication, motivation and leadership styles are used in connection with EI. Conclusion: The study concludes that business leaders' understanding and interpretation of the EI concept has an influence on the leadership they exercise. The study also comes up to the fact that business leaders' views on leadership affect their application of EI. / Inledning: Ledarskap har varit en kärnfråga av organisationer i årtionden, om inte i århundraden. Men den tidigare så starka tilltron till ledarskapets rationalitet börjar försvagas och fram träder istället allt mer en bild av den dualism som ledarskapet ofta innefattar. Synen på att ledare inte längre tillämpar ett rationellt och ekonomiskt kalkylerande tankesätt, utan att de i själva verket i stor utsträckning har ett irrationellt, socialt inriktat och känslopräglat tankesätt. Den känslomässiga aspekten i ledarskap är på uppgång och i den meningen kommer den Emotionella Intelligensen (EI) bli allt viktigare, speciellt då ledarens EI förmåga anses vara avgörande för hur organisationen kommer att fungera. Trots det finns det inte tillräcklig forskning som diskuterar det populäriserade begreppet EI i relation till ledarskap, dessutom är diskussionen näst intil obefintlig i Sverige. Syfte: Studien syftar till att bidra till en djupare förståelse for den Emotionella Intelligensens (EI) betydelse i organisationskontext från ett ledarskapsperspektiv genom att bidra med kunskap om Emotionella intelligensens (EI) inverkan på ledarskap inom en organisation. Metod: Studien har utförts med en kvalitativ forskningsmetod med en abduktiv forskningsansats. Det empiriska materialet består av elva intervjuer från företagsledare inom det svenska näringslivet. För att analysera materialet används teorier som beskriver ledarskap, kommunikation, motivation och ledarskapstilar med koppling till EI. Slutsats: Studiens kommer fram till att företagsledares förståelse och tolkning av EI begreppet har en påverkan på ledarskapet de utövar. Studien kommer även fram till att företagsledarnas syn på ledarskap påverkar deras tillämpning av EI.

AFRIKAANS: Die primêre doel van my studie was om die onderhandeling van swart identiteit binne ‘n wit skoolkonteks te ondersoek, en die toepaslikheid van emosionele intelligensie in terapeutiese intervensie met ‘n swart adolessent binne ‘n wit skoolkonteks krities te evalueer. Die studie is uitgevoer deur middel van ‘n gevalstudie waar ‘n swart adolessent wat ‘n wit skool bywoon se emosionele intelligensie met behulp van die BarOn EQ-i:YVTM-vraelys gemeet is. Die bevindinge is by die terapiesessies geïntegreer en laasgenoemde is kwalitatief geïnterpreteer. Die studie is gemotiveer deur vorige navorsing wat bevind het dat emosionele intelligensie ‘n belangrike rol in ‘n individu se optimale funksionering speel. Emosionele intelligensie sluit die individu se vermoë in om sy/haar eie emosies te verstaan en uitdrukking daaraan te gee, om ander se emosies te verstaan, om beheer oor emosies uit te oefen, om probleemoplossingsvaardighede in verhoudings te toon en om selfmotiverend te wees. ENGLISH: The primary goal of my study was to investigate the negotiation of black identity within a white school context, and to critically evaluate the application of emotional intelligence as a means of therapeutic intervention to a black adolescent within a white school context. The study was conducted by means of a case study in which the emotional intelligence of a black adolescent attending a white school was measured by the administration of the BarOn EQ-i:YV™. The findings were integrated into the therapy sessions. The study was motivated by previous research results showing that emotional intelligence contributes significantly to the optimal functioning of an individual. Emotional intelligence includes an individual’s ability to understand and express one’s own emotions, to understand the emotions of others, to exercise control over one’s emotions, to apply problem-solving skills in relationships and to be self-motivated. / Dissertation (MEd (Educational Psycholgy))--University of Pretoria, 2008. / Educational Psychology / unrestricted