Emotional Intelligence and Psychological Well-Being among Hearing-Impaired: Does it Relates?

Marzuki, Najib Ahmad; Rani, Ummi Habibah Abd

doi:10.1051/matecconf/201815005084

Cited by 3 publications

(4 citation statements)

References 18 publications

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“…Conversely, students from inclusive settings outperformed their segregated counterparts in Empathy alone (Mean=3.16, SD=0.49), with a t-value of 2.06 (p=0.039). The overall EI, however, was notably lower for the inclusive group (Mean=2.61, SD=0.49) compared to the segregated group (Mean=2.81, SD=0.47) (16)(17)(18)(19). These findings parallel those from related research, where sensory-impaired students exhibited varied EI levels, with empathy often scoring higher in contrast to other EI components (17,18).…”

Section: Figure 1 Comparative Emotional Study Characteristicssupporting

confidence: 78%

“…In the segregated environment, students demonstrated superior scores across most EI dimensions, notably in Interpersonal Skill (Mean=3.10, SD=0.63), Self-Regard (Mean=2.69, SD=0.63), Assertiveness (Mean=2.75, SD=0.60), and Emotional Self-Awareness (Mean=2.71, SD=0.56) with p-values all below .005, indicating a robust statistical significance (16)(17)(18)(19). Conversely, students from inclusive settings outperformed their segregated counterparts in Empathy alone (Mean=3.16, SD=0.49), with a t-value of 2.06 (p=0.039).…”

Section: Figure 1 Comparative Emotional Study Characteristicsmentioning

confidence: 96%

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Exploring Disparities in Emotional Intelligence among Hearing Impaired Students from Segregated and Inclusive Education Systems

Rehman,

Munir

2024

JHRR

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Background: Hearing impairment presents unique challenges in the educational and social development of children. Emotional Intelligence (EI) is a key factor in their ability to navigate these challenges effectively. Disparities in EI among hearing-impaired students may vary significantly depending on whether they are educated in segregated or inclusive systems. Objective: The study aimed to compare the levels of EI in hearing-impaired students attending segregated and inclusive educational institutions in Punjab, Pakistan, to determine how different educational settings influence their emotional competencies. Methods: A cross-sectional study was conducted involving 742 hearing-impaired students from various secondary and higher secondary schools and universities. The research employed a non-probability purposive sampling technique. Ethical approval was obtained from the Social Sciences Review Committee of the University of Management and Technology (UMT), and all procedures were in line with the Declaration of Helsinki. EI was measured using a standardized scale encompassing dimensions such as Self-Regard, Assertiveness, Empathy, and Stress Tolerance. The Statistical Package for the Social Sciences (SPSS) version 25 was used for data analysis. Results: Students in segregated settings scored higher in most EI components, with Interpersonal Skill (Mean=3.10, SD=0.63), Self-Regard (Mean=2.69, SD=0.63), and Assertiveness (Mean=2.75, SD=0.60) showing significant differences with p-values of less than .001. Empathy was higher in inclusive settings (Mean=3.16, SD=0.49; p=0.039). Overall EI was higher in segregated settings (Mean=2.81, SD=0.47; p<.001). Conclusion: The educational setting is a significant determinant of EI levels in hearing-impaired students, with segregated education systems showing more favorable outcomes in EI development, except for Empathy. This insight is crucial for devising educational strategies and healthcare interventions that support the emotional and social well-being of hearing-impaired students.

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Section: Figure 1 Comparative Emotional Study Characteristicssupporting

confidence: 78%

Section: Figure 1 Comparative Emotional Study Characteristicsmentioning

confidence: 96%

Exploring Disparities in Emotional Intelligence among Hearing Impaired Students from Segregated and Inclusive Education Systems

Rehman,

Munir

2024

JHRR

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“…Therefore, we assumed that EI could not only reduce the negative emotions felt because of the fear of terrorism and its related stress but also aid in the maintenance of positive emotions and psychological well-being despite the negative circumstances [ 41 , 42 ]. The concepts of EI, psychological well-being, and health have attracted the attention of numerous studies in recent years [ 43 , 44 , 45 , 46 , 47 , 48 ]. Lau and Wu [ 49 ] stated that EI is a vital component of ‘social maturity’ that enhances the psychological health of adolescents.…”

Section: Literature Reviewmentioning

confidence: 99%

Fear of Terror and Psychological Well-Being: The Moderating Role of Emotional Intelligence

Shah

Tian

Shah

et al. 2018

IJERPH

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The purpose of this study was to empirically explore whether or not the level of emotional intelligence of adolescents mitigates the potential adverse effects of the fear of terror on their psychological well-being. Data for this study were collected through a voluntary survey from a sample of 385 adolescents residing in the terrorism-affected provinces of Pakistan: Khyber Pakhtunkhwa (KPK) and Balochistan. The results from the structural equation modeling revealed that fear of terrorism had a significant negative relationship with the psychological well-being of adolescents. The study results further revealed that emotional intelligence significantly moderated the relationship between the fear of terrorism and the psychological well-being of the adolescents. Therefore, the negative relationship was stronger for those with low emotional intelligence and weaker for those with high emotional intelligence. This study also discusses several practical implications along with suggestions for future research.

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“…Numerous studies have demonstrated a positive association between EQ and PWB (Guerra-Bustamante et al, 2019;Malinauskas & Malinauskiene, 2020;Marzuki et al, 2018).…”

Section: Construct Relationshipsmentioning

confidence: 99%

Unravelling the interplay of authentic leadership, emotional intelligence, cultural intelligence and psychological well-being

Els,

Jacobs

2023

SA Journal of Industrial Psychology

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Authentic leadership (AL), recognised for its genuine approach, boosts a leader's legitimacy and positively influences organisational outcomes (Gavin, 2019;Zu, 2019), while differentiating world-class leaders depends on how managers interpret, learn, and adapt to AL (Gigol, 2020). Amid high stakes and uncertain outcomes in various organisations and the government in South Africa, AL encounters challenges, further accentuated by global stressors that underscore the imperative for genuine leadership (Sepeng et al., 2020). In South Africa, research consistently demonstrates a strong association between effective managers and positive organisational outcomes tied to AL (Du Plessis & Boshoff, 2018;Hlongwane, 2016). However, implementing AL is challenged by factors like government credibility, political agendas, and cultural diversity (Maughan, 2019). Despite the hurdles, there is a pressing need in the country for authentic leaders with necessary qualifications, skills, and trustworthiness.Developing AL with emotional and cultural intelligence (CQ) can produce world-class managers, benefiting organisations of all sizes (Zu, 2019). However, more research is needed on the influence of Orientation: Organisations are met with many challenges specifically effective leadership of employees. The role of authentic leadership (AL) in the relationship between emotional intelligence (EQ), cultural intelligence (CQ), and psychological well-being (PWB) can add valuable insights to organisations.Research purpose: The study's focus was to understand the relationships between EQ, AL, CQ, and PWB. Furthermore, it sought to explore the mediating effect AL has in the proposed model.Motivation for the study: Developing well-rounded leaders and managers to adopt an AL style, can increase positive outcomes for employees and organisations.Research approach/design and method: A quantitative cross-sectional survey design was used to collect the data from a sample of 279 managers in South African organisations. The study employed structural equation modelling (SEM) to analyse the data and test hypotheses.Main findings: The study's findings indicated that the proposed model fit well and showed positive connections between AL, EQ, CQ, and PWB. Additionally, the research revealed that AL played a mediating role in the relationships between EQ, CQ, and PWB.

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Emotional Intelligence and Psychological Well-Being among Hearing-Impaired: Does it Relates?

Cited by 3 publications

References 18 publications

Exploring Disparities in Emotional Intelligence among Hearing Impaired Students from Segregated and Inclusive Education Systems

Exploring Disparities in Emotional Intelligence among Hearing Impaired Students from Segregated and Inclusive Education Systems

Fear of Terror and Psychological Well-Being: The Moderating Role of Emotional Intelligence

Unravelling the interplay of authentic leadership, emotional intelligence, cultural intelligence and psychological well-being

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