The Impact of Emotional Intelligence on Health and Wellbeing

Bar‐On, Reuven

doi:10.5772/32468

Cited by 97 publications

(135 citation statements)

References 54 publications

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“…High EI Low EI That EI was significantly related to PWB supported the findings of previous researchers (Adeyemo & Adeleye, 2008;Bar-On, 2005;Salovey & Mayer, 1990). An explanation for these findings is that adolescents who are emotionally intelligent possess some of the six dimensions of PWB.…”

Section: Low High Extraversionsupporting

confidence: 91%

“…Pavot, Fujita, and Diener (1997) pointed out that the experience of subjective well-being includes both the presence of positive affect and the absence of negative affect as well as the cognitive element of satisfaction with life. While the focus of earlier studies of well-being was on the absence of psychopathology, the emphasis of recent studies has been on optimal PWB ( Bar-On, 2005;Huppert, Baylis, & Keverne, 2004). Huppert et al describe subjective well-being as living life well.…”

Section: Psychological Well-beingmentioning

confidence: 97%

“…A student who has a high level of EI will have some of the PWB six key dimensions, that is self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. EI has been related to PWB, life satisfaction, and quality of interpersonal relationships (Adeyemo & Adeleye, 2008;Bar-On, 2005;Salovey & Mayer, 1990). There are few studies in which the moderating role of EI on the relationship between personality factors and PWB has been examined.…”

Section: Moderating Effects Of Emotional Intelligencementioning

confidence: 99%

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Personality and Psychological Well-Being of Adolescents: The Moderating Role of Emotional Intelligence

Salami¹

2011

soc behav pers

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The purpose in this study was to examine the relationship between the Big Five personality factors and psychological well-being of adolescents and the moderating role of emotional intelligence in that relationship. Adolescents (N = 400) randomly selected from secondary schools in southwestern Nigeria completed the NEO Five-Factor Inventory (Costa & McCrae, 1992), and emotional intelligence (Law, Wong, & Song, 2004), and psychological well-being (Ruff & Keyes, 1995) scales. It was found that personality factors and emotional intelligence had significant correlations with psychological well-being. Emotional intelligence moderated the relationship between neuroticism, extraversion, and psychological well-being. Implications for counseling adolescents and directions for future research are suggested.

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Section: Low High Extraversionsupporting

confidence: 91%

Section: Psychological Well-beingmentioning

confidence: 97%

Section: Moderating Effects Of Emotional Intelligencementioning

confidence: 99%

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Personality and Psychological Well-Being of Adolescents: The Moderating Role of Emotional Intelligence

Salami¹

2011

soc behav pers

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“…Empathy is considered an important factor contributing to successful interpersonal interaction and emotional management of oneself and others ( Bar-On, 2005). In the teaching profession, the ability to interact in a constructive way with peers, students and parents is regarded as significant (Darling-Hammond, 2000); the ability to manage emotions so as to protect oneself against stressful job situations is highly important for teachers' well-being (Cooper, 2004).…”

Section: Introductionmentioning

confidence: 99%

Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

Πλατσίδου

Agaliotis

2016

International Journal of Disability, Development and Education

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The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers' empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignmentrelated stress factors of primary school teachers serving in general or special education; moreover, it investigated if empathy predicted instructional assignment-related stress. Data were collected from 190 primary school teachers using the Interpersonal Reactivity Index and the Inventory of Job-related Stress Factors. Teachers reported moderately high levels of perspective-taking and empathic concern and lower levels of fantasising and personal distress. Also, they reported moderate to low levels of stress regarding instructional assignment-related factors. General and special education teachers did not differ in their reported scores on empathy or stress-related factors. Finally, it was found that instructional assignment-related stress factors can be predicted by personal distress and fantasising; however, the core empathy skills (empathic concern and perspective taking) were not found to be strong predictors of the stress factors tested.

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“…Traditionally, the workplace has been considered a cold and rational environment, a place where there is no room for the experience or expression of emotions and in fact, researchers are of the belief that 'emotion is the antithesis of rationality' (Ash forth and Humphrey, 1995). Emotional intelligence has been related to several factors such as life satisfaction, psychological well-being, occupational success and job performance, (Adeyemo & Adeleye, 2008;Bar-On, 1997& 2005Salovey & Mayer, 1990).…”

Section: Introductionmentioning

confidence: 99%

Effects of Emotional Empowerment and Self-Efficacy Techniques on the Psychological Well-Being of Secondary School Teachers in Ogun State, Nigeria: an Empirical Analysis

JIBOKU¹

2016

SHERJ

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This study examined the effects of emotional empowerment (EE) and self-efficacy techniques (SET) on psychological well-being of public secondary school teachers in Ogun State. A pre-test-post-test, control group quasi experimental design with 3x2x3 factorial matrix was adopted. The multi-stage sampling technique was used to select 120 public secondary school teachers (61 males and 59 females) who participated in the study. The participants were randomly assigned to two treatment groups (EE and SET) and a control group. The training programmes lasted eight weeks. Well-being Manifestation Measure Scale was used to collect data. Two hypotheses were tested at 0.05 level of significance. Data were subjected to Analysis of Covariance and Scheffe analysis for the post-hoc There was a significant main effect of treatment on the participants' psychological well-being (F (2,101) = 12.824, p < .05). Emotional empowerment was more effective in enhancing psychological well-being than self-efficacy. It was also noted that the intervention programme accounted for 29.1% (multiple R 2 = 0.291) of the changes observed in the psychological well-being of the teachers. Emotional empowerment was more effective in enhancing teachers' psychological well-being in public secondary SMCC Higher Education Research Journal 2 schools. Counselling psychologists should, therefore, apply the two therapies in assisting teachers manage stress at work and enhance their psychological well-being.

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The Impact of Emotional Intelligence on Health and Wellbeing

Cited by 97 publications

References 54 publications

Personality and Psychological Well-Being of Adolescents: The Moderating Role of Emotional Intelligence

Personality and Psychological Well-Being of Adolescents: The Moderating Role of Emotional Intelligence

Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

Effects of Emotional Empowerment and Self-Efficacy Techniques on the Psychological Well-Being of Secondary School Teachers in Ogun State, Nigeria: an Empirical Analysis

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