No description available.

Emotional intelligence (EI) in organisations has grown immensely over the past two decades. Considerable research regarding this concept and the advantages it poses for the individual as well as the organisation has been conducted; however, one aspect that has not been explored sufficiently is the extent to which EI can be viewed as a culturally relevant concept. The presumption that emotions can be explained in the same way across different culture cannot be made; therefore measuring EI across cultures becomes important and challenging. Language can be viewed as a vehicle of culture, and emotions are shaped by the language spoken in the specific culture. A quantitative research design was used in this study. The sample consisted of mid-level miners from the Gauteng and North West Province (N = 357). Stratified sampling was used to include the West-Germanic (English and Afrikaans; n = 158) and Sotho group (North Sotho, South Sotho, and Setswana; n = 199). Questionnaires were distributed amongst the participants from the different mines, were completed within a set time, and collected immediately afterwards. The first objective of the study was to determine whether the Greek Emotional Intelligence Scale (GEIS) is a reliable test when measuring West-Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho, and Setswana) languages. A four-factor model on the combined sample as well as the two language groups was tested. The four factor model of the West-Germanic group showed poor alphas. (Expression and Recognition of Emotions = 0.66; Caring and Empathy = 0.63; Control of Emotions = 0.80 and Use of Emotions to Facilitate Thinking = 0.62.) Several items from the expression and recognition scale cross-loaded on the other three factors, and it was decided to test a three-factor model. The three factor model indicated the best goodness-of-fit indices and showed acceptable alpha coefficients (Use of Emotion to Facilitate Thinking = 0.83; Caring and Empathy = 0.83 and Control of Emotions = 0.77). The second objective was to determine if the Greek Emotional Intelligence Scale is an equivalent measuring instrument when measuring the West-Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho, and Setswana) languages. Goodness-of-fit was tested on the total population as well as the two language family groups. The four factors are Expression and Recognition of Emotions, Caring and Empathy, Control of Emotions and Use of Emotions. The model indices (GFI, CFI and RMSEA) were satisfactory on the total population as well as the Sotho groups, but there were problems noted when testing the goodness-of-fit for the West- Germanic language group. It was therefore decided to test a three factor model (Use of Emotions, Caring and Empathy and Control of Emotions). These problems could possibly be explained by the cultural differences between the two language groups. The final research objective was to investigate whether the items of the Greek Emotional Intelligence Scale are unbiased when measuring West-Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho, and Setswana) languages. Firstly, ANOVAS were produced to determine the mean differences between the groups. There weren’t many differences, indicating none or little biasness between the groups. Then, the uniform and non-uniform biasness was tested by means of Ordinal Logistic Regression to asses Differential Item Functioning. The majority of the items did not have both uniform and non-uniform biasness. The few that did however, (41, 37, 36, 14 and 18) can be explained by the different ways in which cultures interpret emotions as proven in the literature. Recommendations were made for future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013

Emotional intelligence (EI) in organisations has grown immensely over the past two decades. Considerable research regarding this concept and the advantages it poses for the individual as well as the organisation has been conducted; however, one aspect that has not been explored sufficiently is the extent to which EI can be viewed as a culturally relevant concept. The presumption that emotions can be explained in the same way across different culture cannot be made; therefore measuring EI across cultures becomes important and challenging. Language can be viewed as a vehicle of culture, and emotions are shaped by the language spoken in the specific culture. A quantitative research design was used in this study. The sample consisted of mid-level miners from the Gauteng and North West Province (N = 357). Stratified sampling was used to include the West-Germanic (English and Afrikaans; n = 158) and Sotho group (North Sotho, South Sotho, and Setswana; n = 199). Questionnaires were distributed amongst the participants from the different mines, were completed within a set time, and collected immediately afterwards. The first objective of the study was to determine whether the Greek Emotional Intelligence Scale (GEIS) is a reliable test when measuring West-Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho, and Setswana) languages. A four-factor model on the combined sample as well as the two language groups was tested. The four factor model of the West-Germanic group showed poor alphas. (Expression and Recognition of Emotions = 0.66; Caring and Empathy = 0.63; Control of Emotions = 0.80 and Use of Emotions to Facilitate Thinking = 0.62.) Several items from the expression and recognition scale cross-loaded on the other three factors, and it was decided to test a three-factor model. The three factor model indicated the best goodness-of-fit indices and showed acceptable alpha coefficients (Use of Emotion to Facilitate Thinking = 0.83; Caring and Empathy = 0.83 and Control of Emotions = 0.77). The second objective was to determine if the Greek Emotional Intelligence Scale is an equivalent measuring instrument when measuring the West-Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho, and Setswana) languages. Goodness-of-fit was tested on the total population as well as the two language family groups. The four factors are Expression and Recognition of Emotions, Caring and Empathy, Control of Emotions and Use of Emotions. The model indices (GFI, CFI and RMSEA) were satisfactory on the total population as well as the Sotho groups, but there were problems noted when testing the goodness-of-fit for the West- Germanic language group. It was therefore decided to test a three factor model (Use of Emotions, Caring and Empathy and Control of Emotions). These problems could possibly be explained by the cultural differences between the two language groups. The final research objective was to investigate whether the items of the Greek Emotional Intelligence Scale are unbiased when measuring West-Germanic (English and Afrikaans) and Sotho (Northern Sotho, Southern Sotho, and Setswana) languages. Firstly, ANOVAS were produced to determine the mean differences between the groups. There weren’t many differences, indicating none or little biasness between the groups. Then, the uniform and non-uniform biasness was tested by means of Ordinal Logistic Regression to asses Differential Item Functioning. The majority of the items did not have both uniform and non-uniform biasness. The few that did however, (41, 37, 36, 14 and 18) can be explained by the different ways in which cultures interpret emotions as proven in the literature. Recommendations were made for future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013

This research aimed to investigate the contributions of emotions and Emotional Intelligence (EI) to social work practice with children and families in Malaysia. A mixture of methods within an ethnographic approach was used. The Assessing Emotions Scale (AES) (Schutte et al., 2007) was completed by 105 child social workers. The levels of EI and differences in EI according to certain demographic characteristics were identified. Individual interviews with 25 child social workers were conducted to explore their perceptions concerning emotions and EI in the workplace. Observations were carried out over a period of three months to investigate how emotions were expressed in terms of behaviour. The quantitative results showed that levels of EI were high (mean=131.69, SD=12.483). The workers were reported to be emotionally intelligent in perceiving emotions, dealing with their own and others’ emotions and utilising emotions in their professional conduct. There were no significant differences by gender (p-value=0.367 > 0.05), marital status (p-value=0.694 > 0.05), age group F (d=3, 101), P > .05=1.468) or length of service F (d=4,100), P > .05=0.331), but there was a difference with regard to educational level F (d=3,101), P < .05=6.878). The qualitative research findings seemed to show that skills in empathising, expressing and regulating one’s and others’ emotional experiences, as well as religious practice factors, contributed to EI. The qualitative research findings also revealed the strength of religious beliefs in Malaysian social workers, which facilitate the qualities of EI. The present study implies that the spiritual and religious dimension of practice should not be ignored in social work education and training.

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-27T13:20:37Z No. of bitstreams: 1 DissLRMR.pdf: 1329688 bytes, checksum: 7a2dfe3d33c0554febb527378b98690a (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:13:25Z (GMT) No. of bitstreams: 1 DissLRMR.pdf: 1329688 bytes, checksum: 7a2dfe3d33c0554febb527378b98690a (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:14:18Z (GMT) No. of bitstreams: 1 DissLRMR.pdf: 1329688 bytes, checksum: 7a2dfe3d33c0554febb527378b98690a (MD5) / Made available in DSpace on 2016-10-04T18:15:02Z (GMT). No. of bitstreams: 1 DissLRMR.pdf: 1329688 bytes, checksum: 7a2dfe3d33c0554febb527378b98690a (MD5) Previous issue date: 2015-12-04 / Não recebi financiamento / The education of disabled people has been addressed by several public policies arising from important legislative advances over the past few years, which, according to the Higher Education Census data (2001 - 2013), increased the number of enrollments in this type of education, in both public and private spheres. The Decree nº 5626 from 2005 sets outs considerations on bilingual education for deaf people and foresees the possibility of evaluation through alternative mechanisms. Considering this context and focusing on video-recorded entrance examinations in Libras (Brazilian Sign Language), we look for possible answers to the guiding question of this study: what are the impressions of deaf candidates and managers of the entrance examination in Libras, concerning the accessibility barriers (linguistic, cultural and pedagogical) in the admission of students for federal universities? This study aimed to investigate how deaf people who took the video-recorded entrance examination in Libras for two federal universities could comprehend the service addressed to meet their language needs, besides the impressions of the examinations managers. We carried out a qualitative research, exploratory and descriptive, with a semi-structured interview. We translated all the interviews and categorized the data, identifying divergences and convergences within the statements. Authors like Vygotsky (1984, 1989, 1991, 2008), Luria (1980, 1990), Lacerda (1996, 1998, 2000, 2006, 2009, 2012, 2013), Fernandes (2004, 2006, 2008, 2011) and others was adopted as theoretical basis. For methodological design, we used Lacerda (2003), Spink (2000), Costa (2015) and other studies. The results show that deaf people were satisfied with the entrance examination in Libras for both universities since they claim that their linguistic and cultural needs are met. However, accessibility was not enough for everyone to be approved in the examination since there is a deficit in the construction of academic knowledge in the service offered to deaf people in basic education, what needs to be overcome by the realization of high quality education in Brazilian schools. The interviewee also pointed out some technical problems related to the video-recording, which, if taken into account, can guide future actions for the elaboration of entrance examinations in Libras, with a view to expand and improve this service. / A educação das pessoas com deficiências, ao longo dos últimos anos, vem sendo contemplada com diversas políticas públicas decorrentes de importantes avanços legislativos, o que, de acordo com os dados do Censo da Educação Superior (2001 - 2013), tem causado um aumento no número de matrículas nessa modalidade de ensino, tanto na esfera pública como na privada. O Decreto nº. 5.626 de 2005 tece considerações sobre a educação bilíngue para surdos e prevê a possibilidade de avaliação de surdos por meio de mecanismos alternativos. Inseridos nesse contexto e com foco em vestibulares vídeo-gravados em Língua Brasileira de Sinais (Libras), buscamos possíveis respostas à pergunta norteadora do presente estudo: quais as impressões dos candidatos surdos e gestores de vestibulares em Libras, no que tange as barreiras de acessibilidade (linguística, cultural e pedagógica) para a seleção ao Ensino Superior Federal gratuito? O presente estudo teve como objetivo principal investigar como os surdos que prestaram o vestibular vídeo-gravado em Libras de duas universidades federais, perceberam o atendimento às suas necessidades linguísticas, bem como as impressões dos gestores dessas avaliações. Lançamos mão da pesquisa qualitativa de natureza exploratória e descritiva e entrevista semiestruturada. Traduzimos todas as entrevistas e categorizamos os dados, identificando divergências e convergências presentes nos depoimentos. Como embasamento teórico, nos apoiamos em autores como Vygotsky (1984, 1989, 1991, 2008), Luria (1980, 1990), Lacerda (1996, 1998, 2000, 2006, 2009, 2012, 2013), Fernandes (2004, 2006, 2008, 2011) e outros. Na construção metodológica, nos pautamos em Lacerda (2003), Spink (2000), Costa (2015) e outros. Os resultados apontam que os surdos ficaram satisfeitos com os vestibulares em Libras de ambas as universidades, pois alegam ter suas necessidades linguísticas e culturais atendidas. Entretanto, a acessibilidade não foi suficiente para que todos fossem aprovados, pois existe um déficit na construção de conhecimentos acadêmicos no atendimento às pessoas surdas concernente à Educação Básica, que precisa ser superado pela efetivação de uma educação de qualidade nas escolas brasileiras. Foram ainda apontados pelos entrevistados alguns problemas técnicos que envolvem a vídeo-gravação, que, se tomados em consideração, podem nortear futuras ações relativas à elaboração do vestibular em Libras, visando à ampliação e aprimoramento desta oferta.

Abstract There is an extensive literature on advanced paternal age (APA) as a risk factor for a wide variety of adverse health outcomes in the offspring that occur throughout the lifespan. APA is also a well-replicated and relatively robust risk factor for schizophrenia in the offspring. The aim of this study was to investigate advanced paternal age (APA) as a risk factor for schizophrenia and mortality in the offspring in four perspectives and original publications. The Northern Finland 1966 Birth Cohort (NFBC 1966) consists of 12,068 pregnant women with expected dates of delivery in 1966, and their 12,058 live-born children. The data used here were collected prospectively for 11,058 singleton-birth cohort members who were living in Finland at age one. The Helsinki 1951–1960 Schizophrenia Cohort consists of 529 persons born in Helsinki, Finland, between January 1, 1951 and December 31, 1960, who developed nonaffective psychosis before 1999. The Finnish Nonaffective Psychosis Cohort (Finnish NAP Cohort) consists of all 13,712 persons born in Finland between 1950 and 1969, who developed nonaffective psychosis before 1992. Both APA (&#8805;30) and younger paternal age (&#60;25) increased the risk of schizophrenia; younger paternal age may be associated with an increased risk in males but not females. In the general population, APA was associated with increased all-causes mortality and suicide in females but not males. Within NAP, in females but not males, there was a significant increase in all-causes mortality and natural deaths in offspring of fathers age &#8805;40. In both the general population and within NAP, APA was associated with having a mother with schizophrenia. An understanding of APA has substantial public health potential, as average paternal ages are increasing, and APA is common, has widespread effects, and is potentially preventable. We have provided important information for future epidemiological and clinical studies of all conditions associated with APA. Accounting for the APA effect as a potential confounding factor may also increase the signal-to-noise ratio in other epidemiological and genetic analyses. Our results have generated new and more refined hypotheses regarding psychosocial and/or biological mechanisms of the APA effect, and lay the foundation for animal models for its mechanism of action. Subsequent studies will be important to clarifying the pathophysiology of a potentially preventable determinant of schizophrenia and mortality. / Tiivistelmä Isän korkean iän (advanced paternal age, APA) on havaittu olevan yhteydessä laajaan kirjoon eri terveysongelmia. Aiemmassa tutkimuksessa havaittiin APA:n liittyvän tyttärien ylikuolleisuuteen, mutta pojilla vastaavaa yhteyttä ei havaittu. Tätä yhteyttä ei ole aiemmin tutkittu väestöpohjaisessa otoksessa. APA:n on myös havaittu olevan yksi skitsofrenian riskitekijöistä, mutta vaikutuksen suuruutta sairastumisriskiin, mahdollisia sukupuolieroja, kliinisiä piirteitä tai yhteyttä kuvantamislöydöksiin ei tunneta. Tämän tutkimuksen tarkoitus oli selvittää APA:n vaikutusta lasten skitsofreniariskiin ja kuolleisuuteen. Pohjois-Suomen vuoden 1966 syntymäkohortti (Northern Finland 1966 Birth Cohort, NFBC 1966) käsittää 12 068 raskaana olevaa naista ja heidän 12 058 elävänä syntynyttä lastaan. Tässä tutkimuksessa käytetty tieto on kerätty prospektiivisesti 11 058 kohortin jäsenestä, jotka asuivat Suomessa yhden vuoden ikäisinä eivätkä olleet kaksosia. Helsingin vuosien 1951–1960 skitsofreniakohortin 529 Helsingissä 1951–1960 syntynyttä jäsentä seurattiin tätä tutkimusta varten prospektiivisesti kesäkuuhun 2006 asti. Suomalaiseen psykoosikohorttiin (The Finnish Nonaffective Psychosis Cohort, Finnish NAP Cohort) kuuluu 13 712 psykoosia sairastavaa henkilöä, jotka ovat syntyneet 1950–1969. Sekä isän korkea (&#8805;30) että nuori ikä (&#60;25) lisäsivät riskiä sairastua skitsofreniaan. Isän nuori ikä näytti lisäävän riskiä ainoastaan pojilla. Yleisväestössä isän korkea ikä oli yhteydessä lisääntyneeseen kokonaiskuolleisuuteen ja itsemurhiin naisilla, mutta vastaavaa yhteyttä ei havaittu miehillä. Psykoosia sairastavilla naisilla isän ikä &#8805;40 oli yhteydessä lisääntyneeseen kokonaiskuolleisuuteen ja luonnollisiin kuolemiin. Yleisväestössä ja psykoosia sairastavilla korkea isän ikä oli yhteydessä äidin skitsofreniaan. Skitsofreniaa sairastavilla korkea isän ikä liittyi pitempään hoitamattoman psykoosin kestoon, huonompaan sosiaaliseen ja ammatilliseen toimintakykyyn sekä lisääntyneeseen päihteiden käyttöön. Tämä tutkimus vahvisti aiempaa käsitystä isän korkean iän yhteydestä kuolleisuuteen ja skitsofreniaan. Löydöksellä on mahdollisia kansanterveydellisiä vaikutuksia, koska keskimääräinen isän ikä on noussut ja on yleistä väestössä. Isän ikään on mahdollista vaikuttaa. Isän ikä on myös mahdollinen sekoittava tekijä tutkittaessa skitsofrenian kausaalisia tekijöitä ja kehityskulkuja.

Research suggests that there are now two distinct approaches to Emotional Intelligence (EI): ability and trait. To date, however, the literature indicates that the construct remains poorly defined and not always adequately measured. Focusing on trait EI, the current thesis identifies a number of research questions that centre on what it is that defines EI in relation to existing definitions and other constructs, namely, happiness, self-esteem, mood and personality. Moreover, a programme of empirical study investigates whether a training intervention can enhance levels of EI and thus contribute to the emerging applied field of enquiry. This has been achieved through the employment of a series of studies. The initial study used the Repertory Grid Technique (RGT) and Principal Component Analysis (PCA) to generate a definition of EI, which directed this thesis towards alignment with the trait approach. The second study aimed to identify correlations and explore possible predictor variables through the application of Pearson’s r and Hierarchical Regression analysis. Moreover, a Mediation and Moderation analysis investigated whether EI has a mediating or moderating role when combined with other predictors. Two further experimental studies examined whether EI could be experimentally enhanced through a programme of relaxation and positive thinking when compared with a control group engaged in a non-demanding reading task. The results of the first study produced a definition of EI that included descriptions of work-related qualities with the second study yielding results of high correlations between EI, happiness and self-esteem, which were also identified as predictor variables. EI was found to act as a mediator and moderator. Analysis of Variance generated results for the first experimental study that showed overall non-significant interactions. To investigate beyond these findings, the second programme showed that the training programme induced positive changes. It was concluded that, overall, the results contribute to a definition beyond existing definitions of EI, demonstrating EI’s strong associations particularly with happiness, self-esteem and, its mediating and moderating role with other predictors. Primarily, the results from the second experimental study demonstrate the potential of EI in the applied field, including education, work and health.

As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students' ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation's were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students' ESI.

No description available.

This research aimed to investigate the contributions of emotions and Emotional Intelligence (EI) to social work practice with children and families in Malaysia. A mixture of methods within an ethnographic approach was used. The Assessing Emotions Scale (AES) (Schutte et al., 2007) was completed by 105 child social workers. The levels of EI and differences in EI according to certain demographic characteristics were identified. Individual interviews with 25 child social workers were conducted to explore their perceptions concerning emotions and EI in the workplace. Observations were carried out over a period of three months to investigate how emotions were expressed in terms of behaviour. The quantitative results showed that levels of EI were high (mean=131.69, SD=12.483). The workers were reported to be emotionally intelligent in perceiving emotions, dealing with their own and others’ emotions and utilising emotions in their professional conduct. There were no significant differences by gender (p-value=0.367>0.05), marital status (p-value=0.694>0.05), age group F (d=3, 101), P>.05=1.468) or length of service F (d=4,100), P>.05=0.331), but there was a difference with regard to educational level F (d=3,101), P<.05=6.878). The qualitative research findings seemed to show that skills in empathising, expressing and regulating one’s and others’ emotional experiences, as well as religious practice factors, contributed to EI. The qualitative research findings also revealed the strength of religious beliefs in Malaysian social workers, which facilitate the qualities of EI. The present study implies that the spiritual and religious dimension of practice should not be ignored in social work education and training.