The criterion groups validity of emotional intelligence according to Mayer & Salovey (1997), ability model of emotional intelligence was investigated. Specifically, psychology (n+207) and engineering (n=195) students were compared on the Mayer, Salovey and Caruso Emotional Intelligence Test version 2 (MSCEIT). The primary factor structure of the MSCEIT was found to be valid with some revisions needed in terms of the reliability and content of the MSCEIT. The second-order factor structure of the MSCEIT was partially confirmed. In terms of the criterion groups validity of emotional intelligence, psychology students were found to exhibit higher levels of the ability to manage emotions in relationships, the ability to understand emotion as well as the ability to facilitate emotions. Engineering and Psychology students exhibited the same level of general emotional management and the ability to accurately identify emotion. Therefore the construct validity of emotional intelligence was partially confirmed. / Psychology / M.A. (Psychology)

The criterion groups validity of emotional intelligence according to Mayer & Salovey (1997), ability model of emotional intelligence was investigated. Specifically, psychology (n+207) and engineering (n=195) students were compared on the Mayer, Salovey and Caruso Emotional Intelligence Test version 2 (MSCEIT). The primary factor structure of the MSCEIT was found to be valid with some revisions needed in terms of the reliability and content of the MSCEIT. The second-order factor structure of the MSCEIT was partially confirmed. In terms of the criterion groups validity of emotional intelligence, psychology students were found to exhibit higher levels of the ability to manage emotions in relationships, the ability to understand emotion as well as the ability to facilitate emotions. Engineering and Psychology students exhibited the same level of general emotional management and the ability to accurately identify emotion. Therefore the construct validity of emotional intelligence was partially confirmed. / Psychology / M.A. (Psychology)

Research has shown that self-efficacy is one of the most important personal resources in the work context. However, research on working life has mainly focused on a cognitive and task-oriented dimension of self-efficacy representing employees’ perceptions of their capacity to successfully complete work tasks. Thus, little is known about the influence that believing in one’s social and emotional competence could have. This thesis aims to expand previous theory regarding self-efficacy in the workplace by investigating social, emotional, and cognitive self-efficacy dimensions in relation to leadership, health, and well-being.   The thesis rests on four empirical studies, all related to health and well-being, and including at least one self-efficacy dimension. Study I employed questionnaire data from 169 Swedish high school students. The other three studies were based on questionnaire data obtained during a three-year international health-promoting leadership research project. These participants were employees and leaders from 229 different teams in 12 organizations in Sweden and Germany representing a wide range of occupations. Study I supported the idea that emotional self-efficacy is an important antecedent to prosocial behaviour and also highlighted the value of differentiating between different dimensions of self-efficacy. Study II validated the new work-related Occupational Social and Emotional Self-efficacy Scales; and indicated that these dimensions are positively related to well-being. However, Study III showed that emotional exhaustion in followers crossed over to leaders when the leaders’ emotional self-efficacy was high. Study IV revealed that transformational leadership and social self-efficacy can be positive for team climate. The main theoretical contribution of this thesis is to expand previous theory regarding self-efficacy in the workplace by incorporating social, emotional, and cognitive dimensions. The main practical implication is that the new Occupational Social and Emotional Self-efficacy Scales can be used to promote health and well-being in the workplace through activities such as recruitment, staff development, and team-building. This thesis suggests that (a) training managers to exert transformational leadership behaviours may simultaneously promote team climate, and this process may be mediated by social self-efficacy, (b) it may be counterproductive to enhance leaders’ emotional abilities in a team of exhausted followers, since the result can be an exhausted leader rather than an exhilarated team, (c) interventions aimed at improving health and well-being should be specific to each work setting, and (d) a more holistic approach where the mutual influence between leaders and followers is considered may be beneficial for healthier work environments.

Denna studie, som är av utforskande karaktär, förenar de två forskningsområdena emotionell intelligens och autenticitetsklimat. Studien syftar till att undersöka om ledares emotionella intelligens har betydelse för autenticitetsklimatet i arbetsgrupper som har emotionella arbeten. Utöver detta är syftet även att undersöka hur ledarnas emotionella intelligens och arbetsgruppernas autenticitetsklimat är i arbetsgrupper som har emotionella arbeten. Detta undersöks genom en kvantitativ enkätundersökning utförd bland ledare och tillhörande arbetsgrupper inom sjukvården och polisen. Ledarna fick besvara en enkät om deras emotionella intelligens och arbetsgruppen fick besvara en enkät om arbetsgruppens autenticitetsklimat. Resultatet visade att ledarnas emotionella intelligens och arbetsgruppens autenticitetsklimat generellt sett var högt. En multipel regressionsanalys visade att användning av emotioner för att underlätta prestation var den EI dimension som hade högst betavärde, därefter kom reglering av emotioner inom individen, sedan kom bedömning och identifiering av emotioner hos andra individer och slutligen bedömning och uttryck av emotioner inom individen. Reglering av emotioner inom individen var den enda av EI dimensionerna som hade en signifikant betydelse för arbetsgruppernas autenticitetsklimat. Inget signifikant samband mellan ledarens emotionella intelligens och arbetsgruppens autenticitetsklimat uppmättes, inte heller mellan ledarens emotionella intelligens i respektive EI dimension och arbetsgruppens autenticitetsklimat. / This exploratory study combines two areas of research; emotional intelligence and climate of authenticity. The aim of the study is to investigate whether the leader’s emotional intelligence has an effect of the climate of authenticity in teams with emotional labor. In addition to this the study also aim to explore the level of emotional intelligence of leaders and the climate of authenticity in teams with emotional labor. This is investigated through a quantitative survey among leaders and their teams in health care and the police. The leaders´ were asked to answer a survey about their emotional intelligence and the team were asked to answer a survey about the teams´ climate of authenticity. The result showed a high level of emotional intelligence and climate of authenticity overall. A multiple regression analysis showed that use of emotion was the emotional intelligence dimension with the highest beta value, thereafter comes regulation of emotions, followed by others emotional appraisal and finally self emotional appraisal. Regulation of emotions was the only emotional intelligence dimension with a significant effect on the teams climate of authenticity. No significant relationship between the leaders´ emotional intelligence and the teams climate of authenticity where found, nor between the leaders´ emotional intelligence in each dimension and the climate of authenticity of the team.

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.

No description available.

Магистерская диссертация выполнена из введения, трех частей, заключения, библиографического списка, приложений. В теоретической части представлена теория интеллектуального и эмоционального интеллектуального капитала, модель интеллектуального капитала, оценка уровня развития интеллектуального капитала и методы оценки эмоционального интеллекта, ключевого элемента интеллектуального капитала. В практической части на примере Уральского федерального университета представлены характеристики университета как учебного заведения, особенности состава студентов университета, проведена оценка эмоционального интеллекта студентов университета, оформлены результаты исследования, проанализированы сильные и слабые стороны, и на основе полученных данных даны рекомендации по внедрению развития эмоционального интеллекта в университетской среде. В заключении подведены итоги в соответствии с поставленными задачами. / The Master's thesis consists of an introduction, three parts, conclusions, bibliographic list, appendices. The theoretical part presents the theory of intellectual and emotional intellectual capital, a model of intellectual capital, an assessment of the level of intellectual capital development and methods for assessing emotional intelligence, a key element of intellectual capital. In the practical part, using the example of the Ural Federal University, the characteristics of the university as an educational institution, the features of the composition of university students are presented, an assessment of the emotional intelligence of university students is carried out, the results are drawn up research, strengths and weaknesses are analyzed, and based on the data obtained, recommendations are given for the implementation of the development of emotional intelligence in the university environment. In conclusion, the results are summed up in accordance with the tasks set.

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.

This feasibility study examined if adolescents (n=14) ages 10-14 who were assigned to an emotional support classroom could learn the principles of gratitude through a teacher taught gratitude curriculum. I was interested in the following research questions: (1) Can the Froh curriculum be implemented with fidelity in an adolescent ES class? (2) When implemented with fidelity, does the curriculum result in adolescents in ES classes learning gratitude skills? (3) Does the curriculum lead to increases in gratitude and pro-social behavior as measured by independent scales? (4) How do students feel about the curriculum? The results were that the fidelity measure yield 100% and students scored an average of 78% on the lesson posttests indicating that they had a basic understanding of the content. A significant result was found using a paired samples t-test and a non-parametric Wilcoxin test for the Gratitude Questionnaire (GQ-6) p = .019, and the strengths and difficulties questionnaire (SDQ) pro-social behavior subscale score p = .002 from pre to post-testing. The Gratitude Intervention Rating Scale: Post Implementation, results showed that students felt they learned the lessons. The students felt that their teacher should use the curriculum with other students because they felt it helped them in their daily lives. Overall, the results indicated that it is feasible to use Froh’s (2014) gratitude curriculum with students assigned to an emotional support classroom. / Educational Psychology

Universal school-wide social-emotional screeners identify at-risk students with social-emotional behavior problems (Romer et al., 2020). Identifying such students alone cannot prevent these social, emotional, and behavioral concerns from becoming problematic. However, data gathered from social-emotional screening can guide the development of strategies, supports, interventions, and progress monitoring students at risk across all tiers (Yates et al., 2008), leading to the prevention of social-emotional and behavioral problems from turning maladaptive (Humphrey & Wigelsworth, 2016; Walker et al., 2004). A school district in the Mountain West area of the United States developed a screening survey that addresses school climate, culture, and connectedness to administer to their student body. Their survey aims to identify students' needs in the following character social-emotional learning (SEL) skills that contribute to student well-being: self-awareness, compassion, resilience, and respect. Their screening survey can potentially identify the general student body's social-emotional behavioral needs. The data gathered may be used to create tiered supports that address students' needs. In this study, we conducted two focus groups that provided a forum for school psychologists in this Mountain West school district who work in an elementary school to discuss what tiered supports may be appropriate to implement in response to needs identified by the survey. The discussion also included professional development topics the participants perceived necessary for school teams responding to the survey data. The findings from this study contribute to the existing literature by recognizing that school psychologists may understand implementation science and can help lay the needed groundwork before implementing social-emotional screeners so that the process can be more efficient and effective. The findings emphasize the understanding that from the perspective of school psychologists, social-emotional learning should be applied universally and collaboratively at school and at home. School teams need to allocate time to teach social-emotional learning at school. The findings also suggest that school psychologists can determine appropriate interventions if screening data suggest a weakness in social-emotional and behavioral areas and that data collected from the screener can be used to guide topics for professional development.