Can Emotional Intelligence Be Fostered? The Perspective of Social Learning Theory

Yen, Show‐Jane

doi:10.3389/fnbeh.2022.862360

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…Emotional resources mean occupation-specific emotional resources (de Jonge et al, 2004 ; Yen, 2022 ). An individual with a high level of emotional exhaustion denotes that the individual has insufficient resources to deal with the job demand.…”

Section: Literature Reviewingmentioning

confidence: 99%

A Moderated Mediation Model of Emotional Engagement in the Development of Emotional Exhaustion: The Moderating Role of Emotional Resources

Chang

Lee

et al. 2022

Front. Psychol.

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Section: Literature Reviewingmentioning

confidence: 99%

A Moderated Mediation Model of Emotional Engagement in the Development of Emotional Exhaustion: The Moderating Role of Emotional Resources

Chang

Lee

et al. 2022

Front. Psychol.

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Impact of ethical leadership and psychological ownership on employees' voluntary pro-environmental behaviour: a case study of selected organisations in Delta State Nigeria

Nwanzu,

Babalola

2024

Environ Dev Sustain

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There is a need to complement strategic policies with discretionary environmentally friendly behaviour to ensure sustainable performance is recognised and accepted. This research investigates the impact of ethical leadership and psychological ownership on employees' voluntary pro-environmental behaviour and whether psychological ownership amplifies the impact of ethical leadership on employees' voluntary pro-environmental behaviour. The study was conducted amongst employees of selected public and commercial organisations in Nigeria. A cross-sectional survey of 163 employees provided the analysed data. Data were collected using a self-administered questionnaire, including three established scales. The mean age of the participants was 36.34, with a 7.88 standard deviation; men were 43.6%. Data analysis was conducted using statistical regression complemented with Process Macro. The findings indicated that ethical leadership has a positive association with voluntary pro-environmental behaviour (β = 0.64, 95% CI [0.46–0.68], t = 10.53, p < 0.001). Furthermore, psychological ownership was also found to predict voluntary pro-environmental behaviour as well (β = 0.23, 95% CI [0.10–0.35], t = 3.56, p < 0.001). However, psychological ownership did not moderate the relationship between ethical leadership and voluntary pro-environmental behaviour. Since this is a pioneer study, it could be tentatively concluded that although ethical leadership and psychological ownership energised the voluntary pro-environmental behaviour of the employees, their interaction did not.

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Nursing students’ work readiness and its influencing factors before participating in a nurse residency program: a multicenter cross-sectional study

Chen,

Lin,

et al. 2024

Front. Med.

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BackgroundStudies have shown that work readiness is closely related to nurses’ role adaptation, career development, and patient safety. However, we know little about the nursing students’ work readiness and its influencing factors before participating in a nurse residency program, and whether factors have changed from before.Aim(1) To investigate the work readiness of nursing students ready to engage in a nurse residency program; (2) to identify the factors affecting the nursing students’ work readiness and the associations between emotional intelligence and work readiness; and (3) to discuss the changes of factors affecting nursing students’ work readiness.DesignAn online, multicenter cross-sectional study.Methods878 nursing students from eight tertiary hospitals in Chongqing, China were recruited. The online investigation used the General Information Questionnaire, the Nursing Students’ Work Readiness Scale, and the Emotional Intelligence scale. The data were analyzed using IBM SPSS V23.0.Results768 valid questionnaires were included in this study. The nurses obtained a work readiness score of 277.08 ± 44.39 and an emotional intelligence score of 89.57 ± 13.89. Univariate analysis revealed that the following factors affected work readiness: age, sex, family support for becoming a nurse, voluntary choice of nursing major, previous experience as a student cadre, scholarship recipient status, willingness to engage in nursing work during the COVID-19 pandemic and confidence in clinical nursing practice. Frequent incidents of violence, poor salary for nurses for the nurse residency program, and low social acceptance were the top three reasons for decreased confidence in clinical nursing among nursing students. Furthermore, multiple linear regression analysis indicated that age, voluntary choice of nursing major, student leadership experience, confidence in clinical nursing work, self-emotion, and emotional application significantly influenced nurses’ work readiness.ConclusionClinical instructors and administrators should dynamically assess nurses’ work readiness, prioritize individuals aged ≤23, who have chosen the nursing profession involuntarily, lack prior experience as student cadres, and exhibit low confidence in clinical nursing work. This focus will enhance their emotional self-management skills and ability to apply emotions effectively, improving their work readiness and training efficacy.

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Can Emotional Intelligence Be Fostered? The Perspective of Social Learning Theory

Cited by 3 publications

References 23 publications

A Moderated Mediation Model of Emotional Engagement in the Development of Emotional Exhaustion: The Moderating Role of Emotional Resources

A Moderated Mediation Model of Emotional Engagement in the Development of Emotional Exhaustion: The Moderating Role of Emotional Resources

Impact of ethical leadership and psychological ownership on employees' voluntary pro-environmental behaviour: a case study of selected organisations in Delta State Nigeria

Nursing students’ work readiness and its influencing factors before participating in a nurse residency program: a multicenter cross-sectional study

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