I dagens samhälle riktas fokus på individens välbefinnande och olika metoder för att uppnå detta såväl privat som inom yrkeslivet. Emotionell intelligens (EI) har genom tidigare forskningsresultat visat sig ha ett positivt samband med livstillfredställelse, vilket är en komponent i individens subjektiva välbefinnande (SWB). Denna studie syftade till att utforska relationen mellan EI och livstillfredställelse med hänsyn till demografiska bakgrundsvariabler som ålder, kön, etnicitet, studietid och civilstånd. Deltagare var 101 högskolestudenter inom vårdande, pedagogiska, sociologiska och psykologiska studieinriktningar. Deltagarna besvarade självskattningsskalor utifrån instrument om EI (TMMS) och livstillfredställelse (SWLS). Resultatet visade ett positivt samband mellan EI och livstillfredställelse, särskilt vad gäller EI-förmågorna tydlighet och hantering av emotioner, emellertid kunde inte demografiska bakgrundsvariabler visa något betydande samband med livstillfredställelse. Fortsatt framtida forskning är viktig för att vinna djupare kunskaper om hur välmående kan uppnås för människor i olika livssituationer.

Social-emotional development in preschoolers often functions as a gateway into more advanced social and academic behaviors; social-emotional experiences during the preschool years may enhance or diminish a child’s later adjustment and academic outcome. With the current focus on promoting pre-academic skills in preschool programs, the importance of social-emotional development has been left behind. The U.S. Department of Health and Human Services requires initial and follow-up screening of academic readiness skills for the Head Start programs. At the same time, much of the research that relates social-emotional development to academic outcome was completed 20 to 30 years ago. This study examined the relation between academic skills and social-emotional development in the beginning and end of one school year. Approximately 150 children ages 3 to 5 years old were assessed in six Head Start centers in different cities in rural Texas. Each student participated in an academic screening within the first 45 days of school and again at the end of the school year. A parent and teacher also completed a rating scale on each student’s social and emotional skills at the beginning of school. The purpose of this study was to contribute to a better understanding of the impact social-emotional development has on the academic progress for preschool-aged children. The overall goal of this study was to determine the extent to which socialemotional development can predict school readiness in Head Start children. The central hypothesis of this study was that social-emotional development can facilitate or impede children’s academic progress. This project was a prospective, repeated measures, singlesample design. The Head Start children who participated in this study were assessed at the beginning and end of the school year. Gain scores were used to measure the growth in academic skills over one school year and compared to initial social-emotional skill level. Results suggest a relationship between adaptive skills and academic gains in one year is evident in Head Start children, which indicates the importance of continuing to provide services and funding for services that go beyond the basic academic tasks. This study found that social-emotional development influences many vital attributes in a child’s growth, including academic success.

This study was designed to examine the effects of a Focusing-oriented emotional management method for the student teacher. This study was divided into three parts. The first part of this study was designed to understand how forty-six student teachers managed their emotional distress in life. The second part of this study was designed to examine the effects of the Focusing-oriented emotional management method for the twenty student teachers who participated in this part of the study. The third part of this study was designed to examine the six months follow-up effects for one of the twenty student teachers who participated in the second part of this study. The results of this study suggested that the Focusing-oriented emotional management method is a helpful tool for the student teachers in managing their emotional life.

This research is about how important emotional intelligence and cross cultural inteligence are to entrepreneurship, and also how global leadership will affect entrepreneauship in subsidiary.

This research tests the relationship of playfulness, emotional intelligence, and creativity of employees.Questionnaire data from 1213 employees who work for 30 companies, 8 industries. Including high-tech manufacturing, private other service industry, private financiaI service industry, private traditional manufacturing industry, public and private hospital, public service industry, public and private school, others.The data was analyzed major by linear regression analysis. The results of this thesis are summarized as below: 1. In general, the positive influence of playfulness on employee creativity is significant. 2. The positive influence of emotional intelligence on employee creativity is significant. 3. Emotional intelligence development mediates the influences of playfulness on employee creativity.

Thesis (Ph. D.) in Psychology--University of Maine, 2003. / Includes vita. Includes bibliographical references (leaves 132-155).

The way that emotions are processed in the brain has been widely debated. The two leading hypotheses are the cognitive appraisal viewpoint (Lazarus, 1982) and the affective primacy hypothesis (Zajonc, 1980). The former argues that higher cortical structures are needed to evaluate affective stimuli whereas the latter asserts that humans can use information only processed at the subcortical level to influence behavior. The current study tested the presence of this subcortical pathway by using an affective priming task developed by Murphy and Zajonc (1993). Happy and angry faces were presented for 4 ms before the presentation of a neutral stimulus (Chinese Ideograph) that participants were asked to rate based on how much they liked each one. Individuals do not report conscious awareness of primes presented at this suboptimal speed. In a young adult sample, participants rated ideographs preceded by happy primes significantly higher than those preceded by angry primes. Also, the priming effect was only observed in participants who reported a high positive mood. Next, when primes were presented in the left or right hemifield priming was only found in the right hemifield, and was driven by increased ratings for ideographs preceded by happy primes. Patients with epilepsy who have undergone a temporal lobectomy provide a unique opportunity to study emotional processing. In this procedure, not only is the seizure focus (typically the hippocampus) removed, but the amygdala and surrounding areas of the mesial temporal lobe are removed as well. Nine patients post right temporal lobectomy and three patients post left temporal lobectomy completed the study and did not show an effect of priming. However, 21 pre-surgical epilepsy patients were found to give higher liking ratings to ideographs preceded by angry primes as compared to those preceded by happy primes. Overall, these results support the affective primacy hypothesis however they also suggest that patients with temporal lobe dysfunction may process emotional stimuli differentially from controls. In this population, ideographs preceded by angry primes were rated as more liked than those preceded by happy primes. Directions for future studies to clarify the role of the amygdala in emotional processing are discussed. / text

College is an opportunity for students to engage in meaningful leadership opportunities. Being a Resident Assistant presents one opportunity for students to engage in leadership. Resident Assistants (RAs) are an essential component of the undergraduate housing experience. Resident Assistants work with students during their best and most challenging collegiate moments. The college student population changes every year, but Resident Assistants are not being trained to meet the needs of a changing population. This qualitative, phenomenological study was designed to explore what influence, if any, a course grounded in emotional intelligence has on an RA’s enactment of leadership. This study was conducted at a highly selective, highly residential higher education institution in the Western United States. The site was chosen because of its highly residential nature and its offering of a course grounded in emotional intelligence offered to first year RAs. Review of literature on emotional intelligence emphasizes the important nature of the construct as well as its importance and promise for utilization by leaders (Mayer & Salovey, 1997; Lam & O”Higgins, 2012; Nelson & Low, 2003). While there is some literature surrounding emotional intelligence and its use and application for RAs, it primarily explores the subject via a quantitative methodology (Jaegar & Caison, 2006; Liptak, 2005; . Through this research, I addressed this gap, utilizing a qualitative methodology, to provide accounts of the lived experiences of participants. This study also expanded the literature by providing an analysis of a course based in emotional intelligence as a possible way of incorporating emotional intelligence skills into RAs’ leadership experiences. Three findings emerged from this study. Those finding are as follows. First, that there is a perceived difference in RAs’ leadership as a result of knowledge gained in an emotional intelligence course. Second, RAs are able to apply emotional intelligence constructs into their role after reflecting and adjusting their personal leadership styles. Finally, RAs perceive certain emotional intelligence constructs as essential to their role. / text

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

Emotions are an important part of the workplace. Emotional labor describes the monitoring and management of one's emotions at work. Employees perform emotional labor in response to explicit and perceived display rules for emotional expressions in the workplace. While compliance with these rules is generally beneficial for the organization, it may be detrimental to employee well-being.This study proposes a process model of emotional labor that extends from display rules to job attitudes and behaviors. It is unique in that it investigates display rules and emotional labor at the group level of analysis. It also includes coworkers as well as customers as targets of emotional labor. Display rule commitment is proposed as an important moderator between emotional labor and important individual job attitudes and behaviors that may account for previously mixed findings in the literature.The hypotheses of this study received general support. Specifically, group level display rules and emotional labor were viable constructs that had important consequences for job outcomes. Display rule commitment was an important predictor of job attitudes and behaviors and moderated the relationship between group level surface acting and emotional exhaustion. In addition, group level emotional labor showed a significant effect on a number of important job outcomes. It also moderated the relationship between individual level emotional labor and job attitudes and behaviors. These findings provide several promising new insights and directions for emotional labor research.