Emotionally Intelligent Leadership: A Guide for Students by Marcy Levy Shankman, Scott J. Allen, and Paige Haber-Curran (review)

Barnes, Amy Jane

doi:10.1353/csd.2016.0006

Cited by 2 publications

(2 citation statements)

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“…Relatedly, EIL does not center on topics of diversity, equity, power, and inclusion in the same way as some contemporary frameworks and models informing leadership education (Barnes, 2016; Dugan, 2017). The model includes facets and capacities related to understanding identities, connecting across difference, and understanding systems and dynamics of power.…”

Section: Critiques and Considerationsmentioning

confidence: 99%

Emotional intelligence frameworks in leadership education

Haber‐Curran,

Williamson

2023

New Drctns Student Lead

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This article focuses on integrating topics of emotional intelligence in curricular and co‐curricular collegiate leadership education. The authors spotlight one institution's use of emotionally intelligent leadership as a framework across a variety of leadership programs, courses, and trainings. Critiques, considerations, and resources to inform leadership education efforts that focus on emotional intelligence are included.

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Section: Critiques and Considerationsmentioning

confidence: 99%

Emotional intelligence frameworks in leadership education

Haber‐Curran,

Williamson

2023

New Drctns Student Lead

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“…Emotional Intelligence. Using the Student Emotional Intelligence Scale developed by Shank-man et al in 2010 [17], there are 24 items in total, which are composed of three dimensions: situational cognition, self-cognition, and other-cognition. Using Likert 4-point scoring, the Cronbach's coefficient of this scale in this study was 0.86.…”

Section: Mental Resilience the Resilience Scale (Connor-davidsonmentioning

confidence: 99%

The Relationship between School Bullying and Depressive Tendencies among Adolescents: A Moderated Mediation Model

2022

JSSH

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Objective: To investigate the relationship between school bullying and depressive tendencies among adolescents, and to explore whether resilience plays a mediating role between adolescent school bullying and depressive tendencies, and whether this process is moderated by emotional intelligence. Methods: A random sampling method was used to take 570 adolescents as subjects. The school bullying scale, the resilience scale, the depression tendency scale and the emotional intelligence scale were used to conduct a questionnaire survey, and SPSS software was used to analyze and process the data. Results: (1) Adolescent school bullying significantly and positively predicted depressive tendency; (2) Psychological resilience played a mediating role in this process; (3) Emotional intelligence moderated the relationship between school bullying and resilience. The higher the level, the weaker the negative relationship between school bullying and resilience; (4) Emotional intelligence moderated the mediating effect of resilience between school bullying and depression in adolescents. Conclusion: It is necessary to pay attention to the phenomenon of school bullying among adolescents to prevent them from developing depressive tendencies.

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Emotionally Intelligent Leadership: A Guide for Students by Marcy Levy Shankman, Scott J. Allen, and Paige Haber-Curran (review)

Cited by 2 publications

References 0 publications

Emotional intelligence frameworks in leadership education

Emotional intelligence frameworks in leadership education

The Relationship between School Bullying and Depressive Tendencies among Adolescents: A Moderated Mediation Model

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