The Effect of Emotional Intelligence, Empathy and Perceived Social Pressure on Predicting Social Entrepreneurial Intention: A Field Research

Tiwari, Preeti; Bhat, Anil; Kumari, Jyoti

doi:10.1007/978-981-13-9769-1_8

Cited by 10 publications

(11 citation statements)

References 52 publications

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“…In this regard, a study by Mayer, Caruso and Salovey [12], in which they administered the "Multifactor Emotional Intelligence Scale" (MEIS; [50]), to a sample of 183 American university students, found that the most emotionally intelligent people were those who desired and sought greater social involvement, both in general and in intimate social relationships. These results are in line with other research (e.g., Tiwari and Bhat, [8]; Mayer, Salovey and Caruso, [37]), which highlights that people with higher levels of EI are, in turn, those who show greater empathy, which will facilitate their involvement in positive social relationships with their peers. Thus, Gorostiaga, Balluerka and Soroa [51] found positive and significant correlations between empathy and the three dimensions of EI, namely perception, understanding and regulation, evaluated by the TMMS-23.…”

Section: Discussionsupporting

confidence: 92%

“…Public Health 2020, 17, 4208 2 of 10 and behavioural performance of adolescents. Results from various studies highlight that people with higher levels of EI are those who show greater empathy, which will facilitate their involvement in positive social relationships with their peers [6][7][8]. Therefore, this study aims to analyse the relationship between emotional intelligence and social skills, and the influence that these two variables have on peer harassment in high school students.…”

Section: Introductionmentioning

confidence: 99%

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Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

Trigueros

Sanchez-Sanchez

Mercader

et al. 2020

IJERPH

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The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14–16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the “Bateria de socialización BAS-3” and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = −0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = −0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

Trigueros

Sanchez-Sanchez

Mercader

et al. 2020

IJERPH

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“…At the beginning of the courses, the results of the pre-test indicated significant differences where students in Case B courses perceived a higher level of mastery than those in Case A and Case C. At the beginning of an educational experience, there are always different profiles; the students' initial performance may well be due to cultural, gender and emotional factors (Elliott, 2019;Pines et al, 2012;Tiwari et al, 2020). Therefore, it would be relevant to zoom in specifically on those aspects that make students feel more capable even before starting the course.…”

Section: Analysis and Conclusionmentioning

confidence: 99%

“…Some studies also have highlighted the effects of personality traits, role models and specific support on SE intention (Tran and Von Korflesch, 2016;Younis et al, 2020). Others include emotional intelligence, gender and the individual's culture (Elliott, 2019;Pines et al, 2012;Tiwari et al, 2020).…”

Section: Social Entrepreneurship Educationmentioning

confidence: 99%

Social entrepreneurship education: changemaker training at the university

González

Montoya

2021

HESWBL

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PurposeThis study aims to contribute to the body of scientific knowledge about teaching and promoting social entrepreneurship in higher education institutions (HEIs) based on a measurement before and after concluding an educational experience.Design/methodology/approachIt tests hypotheses to draw conclusions from analyzing the pre- and post-test results of three study cases with different training experiences, to know the characteristics of the 304 participants.FindingsThe study indicated that incorporating transversal social entrepreneurship projects in various courses resulted in students feeling more capable regarding their social entrepreneurship potential.Originality/valueThe study presents the analysis of social entrepreneur training in three different curricular study cases. The information obtained adds value to social entrepreneurship education research that takes social entrepreneurship beyond business schools.

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“…Social Entrepreneurship Intention wird länderübergreifend intensiv und empirisch vorwiegend quantitativ erforscht (vgl. Tiwari, Bhat & Jyoti, 2020). Als Frameworks dienen dabei oftmals die Theorie des geplanten Verhaltens von Ajzen (1991), die Theorie der menschlichen Grundwerte (Schwartz, 1992;2003) und das Modell zur Bildung sozialunternehmerischer Intention von Mair and Noboa (2006 McClelland, Atkinson, Clark & Lowell, 1953;McClelland, 1961).…”

Section: Social Entrepreneurship Intention (Technische Universität Dresden)unclassified

Beginn der Forschungsreise: Ausgangssituation zur zentralen Forschungsfrage und Vorüberlegungen zur Herleitung des eigenen Forschungsprozesses

Hein¹

2021

Typisch Social Entrepreneurship

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ZusammenfassungDieses Kapitel widmet sich der fachlichen und methodologischen Verortung der Leitfrage im deutschen Forschungsfeld, wobei die nachfolgenden Ausführungen dreierlei Stellenwert besitzen: (1) einen inhaltlichen Stellenwert im Praxisfeld, da der Erkenntnisstand zur zentralen Fragestellung auf Basis bereits vorliegender Erhebungen in Deutschland ermittelt wird; (2) einen wissenschaftlich begründeten Stellwert, da die empirische Güte der herangezogenen Studien, denen der Forschungsstand entnommen ist, bewertet wird; (3) einen methodologischen Stellenwert, da auf Basis der inhaltlichen und der wissenschaftlichen Ist-Situation eine Entscheidungsgrundlage für das Forschungsdesign der eigenen Untersuchung geschaffen wird.

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The Effect of Emotional Intelligence, Empathy and Perceived Social Pressure on Predicting Social Entrepreneurial Intention: A Field Research

Cited by 10 publications

References 52 publications

Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

Social entrepreneurship education: changemaker training at the university

Beginn der Forschungsreise: Ausgangssituation zur zentralen Forschungsfrage und Vorüberlegungen zur Herleitung des eigenen Forschungsprozesses

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