Emotional intelligence is considered as self-management and management of relationships. Agrawal & Chaturvedi, , defined emotion as an etymological word derived from the Latin word “emovero” which intends to “blend – up” “agitate” or “energize”. Emotion was a ‘moved’ or ‘blended-up’ condition of a life form. Emotional intelligence is compared to intelligence quotient (IQ) because most higher educational institutions glorify IQ above all the other types of intelligence! Emotional intelligence is distinct from the well-known Intelligence Quotient (IQ). Raghubir (2018), argues for four qualities in the attributes of EI. These include self-awareness, self-management, social awareness and social/relationship management. However, given that the study was limited to a North American context, seminal work regarding EI and teaching was missed. The work also focuses on the conceptual clarity of EI and does not discuss any measurement tools such as the ability model of Mayer, Caruso, and Salovey. Allan and Lai argue that politeness is necessary in IR. However, what counts as politeness or impoliteness varies among cultures. The limitation of these studies therefore is the use of the words ritual, politeness and impoliteness as used in Korea and Japan. The Ugandan culture needs to be interrogated. Ruvalcaba-Romero et al. (2017), have studied the mediating effect of EI, and argue that culture, self-esteem, positive emotions, and interpersonal relationships play an important role as mediators between emotional abilities and life satisfaction. When EI skills improve, interpersonal relations improve, making life more satisfying. The major work readiness deficits reported by the stakeholders participating in this study were competencies related to self-management; communication (written and expression); teamwork and political competencies.
Author(s) Details:
Helen Christine Amongin Waiswa
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.
Peter K. Baguma
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.
Joseph Oonyu
Department of Science Education, Makerere University, College of Education and External and Distance Education, Uganda.
Recent Global Research Developments in Analyzing Emotional Intelligence in the Learning Environment
Serial Mediation Model During COVID-19:
- A study titled “Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model” investigated emotional intelligence’s impact on learning motivation during the pandemic.
- Researchers collected data from 336 college students across 30 provinces in China. They used well-established scales to measure emotional intelligence, learning motivation, self-efficacy, and social support.
- The results revealed that emotional intelligence positively predicted learning motivation. Additionally, self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation [1].
- This finding emphasizes the need for interventions to develop emotional intelligence in college students during challenging times like the COVID-19 pandemic. Fostering self-efficacy and providing social support can enhance motivation and academic performance.
Protective Role of Emotional Intelligence:
- Emotional intelligence is crucial for mental health protection and better adaptation to stress. As college students face psychological stress and academic distress, enhancing emotional regulation abilities becomes essential [1].
Cultivating Emotional Intelligence:
- Schools should prioritize cultivating emotional intelligence to support learning motivation. By doing so, they can empower students to navigate challenges effectively and succeed academically [1].
References
- Tang YX and He WG (2023) Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model. Front. Psychol. 14:1109569. doi: 10.3389/fpsyg.2023.1109569
- Warrier, U., John, M., & Warrier, S. (2021). Leveraging emotional intelligence competencies for sustainable development of higher education institutions in the new normal. FIIB Business Review, 10(1), 62-73.
- Torrente, C., Rivers, S.E., Brackett, M.A. (2016). Teaching Emotional Intelligence in Schools: An Evidence-Based Approach. In: Lipnevich, A., Preckel, F., Roberts, R. (eds) Psychosocial Skills and School Systems in the 21st Century. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-28606-8_13
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