Emotional Intelligence, Satisfaction with Life and Burnout among University Students

Cazan, Ana-Maria; Năstasă, Laura Elena

doi:10.1016/j.sbspro.2015.02.309

Cited by 70 publications

(77 citation statements)

References 10 publications

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“…Furthermore, Cazan and Nastasa (2015) revealed that academic burnout is common among students of tertiary institution. Ogbueghu et al (2019) revealed that burnout is common among undergraduate students of Economics Education.…”

Section: Discussionmentioning

confidence: 99%

Gender Differences in Learning Burnout among Special Education Students

Arumede¹,

Eskay²,

Eneh³

et al. 2019

GJHS

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This study examined gender differences in learning burnout among special education students. A research question and a null hypothesis were formulated to guide the research. A descriptive survey was employed. The study sample consisted of 700 special education students. Academic Burnout Questionnaire (ABQ) was employed for data collection. The research data were analyzed using mean, standard deviation and t-test. The finding of the study revealed that there is no significant difference between the mean ratings of male and female special education students in learning burnout. Government at all level within the study area and beyond are urged to make conducive learning environment for University students including those in special education departments.

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Section: Discussionmentioning

confidence: 99%

Gender Differences in Learning Burnout among Special Education Students

Arumede¹,

Eskay²,

Eneh³

et al. 2019

GJHS

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“…Emotionally intelligent people adopt a flexible life pattern to deal with failure and prevent depression. High emotional intelligence encourages them to develop a positive self and self-esteem by being more open and assertive in facing difficulties and intelligently developing better abilities to create a happy life (Cazan & Elena, 2015).…”

Section: Resultsmentioning

confidence: 99%

The Role of Emotional Intelligence in Adolescent Development

Furqani¹

2020

Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019)

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This review presents accurate research results in complex adolescent literature and further clarifies that emotional intelligence is fundamental in adolescent development and has an essential role in developmental stages. 15 journals are used to review national and international publications from [2004][2005][2006][2007][2008][2009][2010][2011][2012][2013][2014][2015][2016][2017][2018]. Reviewed from gender differences, teenage boys have low levels of emotional intelligence than teenage girls. Emotions strongly affect the behavior of adolescents in developmental phases. High emotional intelligence has an impact on the process of good social interaction, the establishment of a good self-concept, the decrease of juvenile delinquency, and the enhancement of academic abilities. Adolescents who have low emotional intelligent tend to behave poorly, commit deviations and violations to themselves, such as frustration, conflicting irregularities, and exacerbating mental health. Therefore, emotional intelligence that teenagers possess can develop their social relationships, reduce their stress and frustration, increase their understanding of other people's emotions, and prevent or reduce the behavior of delinquency. The role of this emotional intelligence can be developed in an educational or clinical setting and has implications for parents and teachers.

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“…En la actualidad, parecer ser que la Inteligencia Emocional (IE) es uno de los constructos que aún suscita atención entre los investigadores, debido a su relación con un gran número de variables conductuales y afectivas; por nombrar algunos de estos, los correlatos de IC se han verificado con satisfacción con la vida (Cazan & Năstasă, 2015), bienestar (Sánchez-Álvarez, Extremera, & Fernández-Berrocal, 2016), esquemas cognitivos disfuncionales (Dimitriu, & Negrescu, 2015), autoestima (Abdollahi & Abu-Talib, 2016;Cheung, Cheung, & Hue, 2015), habilidades sociales (Garaigordobil & Peña, 2014), conducta prosocial (Martin-Raugh, Kell, & Motowidlo, 2016), depresión (Lloyd, Malek-Ahmdi, Barclay, Fernandez, & Chartrand, 2012;Salguero, Extremera, & Fernández-Berrocal, 2012), ideación suicida (Suárez, Restrepo, & Caballero, 2016), burnout (Năstasă & Fărcaş, 2015;Pishghadam & Sahebjam, 2012;Torres, & Cobo, 2017), ansiedad (Nolidin, Downey, Hansen, Schweitzer, & Stough, 2013), salud física (Mikolajczak & Van Bellegem, 2017), desempeño laboral (Joseph, Jin, Newman, & O'Boyle, 2015;Mshellia, Malachy, Sabo, & Abu-Abdissamad, 2016); por otro lado, también ha sido observado su rol moderador en conductas antisociales y adictivas (Parker, Summerfeldt, Taylor, Kloosterman, & Keefer, 2013;Schokman et al, 2014). En conjunto, la IE es relevante en la descripción y explicación del proceso de adaptación social de la persona.…”

Section: Introductionunclassified

Estudio Estructural de una Medida Breve de Inteligencia Emocional en Adultos: El EQ-i-M20

Domínguez-Lara¹,

Merino-Soto²,

Torres³

2018

REV IBEROAM DIAGN EV

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ResumenEl presente estudio tuvo como objetivo analizar la estructura interna de una medida breve de inteligencia emocional en adultos (EQ-i-M20) en 332 universitarios limeños entre 18 y 56 años (M=23.98, DE=5.497). Luego de evaluar los modelos de medición de cinco factores oblicuos, bifactor y unidimensional, el primero presenta mejor ajuste. Del mismo modo, las correlaciones con criterios externos muestran resultados teóricamente esperados. El análisis de confiabilidad realizado muestra resultados satisfactorios de puntuaciones observadas como variables latentes. Los resultados del estudio confirman que el EQ-i-M20 presenta una estructura de cinco factores bien definidos. Se discuten los resultados y sus implicancias. AbstractThe aim of this study was to analyse the factorial structure of a brief measure of emotional intelligence in adults (EQ-i-M20) in a sample of 332 college students from Lima City, aged between 18 and 56 years (M=23.98, SD=5.497). After assessing three measurement models; a five-factor oblicuous model, bifactor model, and unidimensional model, it is concluded that the oblicuous presents the best model fit. Similarly, correlations with external criteria shown theoretically expected results. Reliability analysis evidences satisfactory levels, both at the observed scores and latent trait. The results obtained in the study confirm that EQ-i-M20 presents a well-defined five-factor structure. Finally, the results and possible consequences are discussed.

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Emotional Intelligence, Satisfaction with Life and Burnout among University Students

Cited by 70 publications

References 10 publications

Gender Differences in Learning Burnout among Special Education Students

Gender Differences in Learning Burnout among Special Education Students

The Role of Emotional Intelligence in Adolescent Development

Estudio Estructural de una Medida Breve de Inteligencia Emocional en Adultos: El EQ-i-M20

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