This document summarizes a study that assessed the relationship between emotional intelligence and self-esteem. 240 students and employees (120 male and 120 female) from universities in Pakistan completed assessments of their emotional intelligence and self-esteem. The results showed a positive correlation between emotional intelligence and self-esteem. Females scored higher on emotional intelligence compared to males, while males had higher self-esteem than females. The study helps further the understanding of how emotional intelligence relates to self-esteem.
This study examined the relationship between trait emotional intelligence (trait EI) and emotional and behavioral strengths and difficulties in 559 Greek students aged 12-14. Students completed the Trait EI Questionnaire Adolescent Short Form and the Strengths and Difficulties Questionnaire. The results showed that students with higher trait EI were less likely to have emotional and behavioral difficulties and more likely to exhibit prosocial behavior, supporting the hypothesis. Additionally, male students tended to have more behavioral difficulties while female students tended to have more emotional difficulties and higher prosocial behavior, supporting the second hypothesis. The findings suggest trait EI may predict students' emotional and behavioral adjustment.
Motivation and Self Motivation discusses the history and theories of motivation in second language acquisition. It covers four periods: the social psychological period characterized by Gardner's work; the cognitive-situated period focusing on cognitive theories; the process-oriented period exploring changes in motivation over time; and the current socio-dynamic period concerned with identity and self. Key theories discussed include self-determination theory, attribution theory, possible selves, and the L2 motivational self system. Maintaining student motivation requires understanding these theoretical frameworks and their application to language learning contexts and groups.
Self-determination theory (SDT) is a theory of human motivation that examines how social contexts and individual differences influence different types of motivation. SDT proposes that people have three basic psychological needs - competence, autonomy, and relatedness - and that satisfying these needs promotes autonomous motivation and intrinsic aspirations, which facilitate well-being and engagement. SDT distinguishes between autonomous motivation, which involves willingness and choice, and controlled motivation, which involves pressure and obligation. The theory also examines factors that promote internalization and integration of extrinsic motivation to become more autonomous.
Decoding word association 5 word to three word association testCol Mukteshwar Prasad
There is certainly certain amount of subjectivity in WAT assessment and it is not yet amenable for computerisation which is the norm today. This test is used as confirmation of findings in TAT being conducted just before this test
The need for a new WAT is felt, owing to the great amount of subjectivity in the interpretation and scoring of the test.
The new WAT which is one word to three word response aims to bring about greater objectivity in the assessment of affect, and also aims to minimise the element of subjectivity in the interpretation.
FYP-Research ON EMOTIONAL INTELLIGENCE IN MANAGERIAL DECISION MAKINGJassaniPooja
This document discusses a study on the relationship between emotional intelligence and decision making styles. It finds that males have significantly higher emotional intelligence scores than females, but there is no significant difference in decision making styles between genders. No significant differences are found between four age groups for either emotional intelligence or decision making styles. Additionally, the study finds no significant correlations between emotional intelligence and any of the five decision making styles.
An Empirical Investigation into Employees Personality Characteristics on Orga...YogeshIJTSRD
The current conceptual study aims to add to the established personality literature by the organization. Recommendations were also made on how to ensure that employees have positive characteristics not just in the workplace, but also in the community, in order to increase the organizations productivity and success by ensuring that employees always deliver good conduct and personality. In addition, the impact of personality traits the big five model and job attitudes, as well as their interrelationships, was investigated in greater depth. Any organization that recruits employees comes from a diverse background with the common aim of achieving the organizations goals and also committing themselves to working towards achieving the organizations goals. Dr. G. Balamurugan | A. Padmavathi "An Empirical Investigation into Employees Personality Characteristics on Organizational Effectiveness" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39915.pdf Paper URL: https://www.ijtsrd.com/management/organizational-behaviour/39915/an-empirical-investigation-into-employees-personality-characteristics-on-organizational-effectiveness/dr-g-balamurugan
The document discusses several topics related to intelligence:
1) It examines theories that intelligence consists of either a general ability or multiple specific abilities. 2) It explores research on emotional intelligence and creativity as forms of intelligence. 3) Recent studies indicate some correlation between brain size/function and intelligence test scores.
Desires and Decisions - A look into how positive emotions influence decision ...Shiva Kakkar
In the past few years the field of emotions has increasingly attracted the attention of researchers. A major reason for this is the ability of emotions to influence human motivation and actions by influencing the cognitive processes of the brain (Latham, 2007). Research by Kahneman and Tversky (1973) has for long suggested that not all human decisions are rational in nature. A significant part of irrational decision making can be attributed to the play of emotions in human beings. Thus, it is interesting to see how emotions interfere with the thinking process of individuals. The paper specifically attempts to view the effect of positive emotions i.e. feeling of happiness, joy and/or enthusiasm on the decision making process in human beings. In order to achieve this, two opposite scientific views in the form of a critique and a refutation are presented to understand the utility of positive emotions in decision making.
This study examined the relationship between trait emotional intelligence (trait EI) and emotional and behavioral strengths and difficulties in 559 Greek students aged 12-14. Students completed the Trait EI Questionnaire Adolescent Short Form and the Strengths and Difficulties Questionnaire. The results showed that students with higher trait EI were less likely to have emotional and behavioral difficulties and more likely to exhibit prosocial behavior, supporting the hypothesis. Additionally, male students tended to have more behavioral difficulties while female students tended to have more emotional difficulties and higher prosocial behavior, supporting the second hypothesis. The findings suggest trait EI may predict students' emotional and behavioral adjustment.
Motivation and Self Motivation discusses the history and theories of motivation in second language acquisition. It covers four periods: the social psychological period characterized by Gardner's work; the cognitive-situated period focusing on cognitive theories; the process-oriented period exploring changes in motivation over time; and the current socio-dynamic period concerned with identity and self. Key theories discussed include self-determination theory, attribution theory, possible selves, and the L2 motivational self system. Maintaining student motivation requires understanding these theoretical frameworks and their application to language learning contexts and groups.
Self-determination theory (SDT) is a theory of human motivation that examines how social contexts and individual differences influence different types of motivation. SDT proposes that people have three basic psychological needs - competence, autonomy, and relatedness - and that satisfying these needs promotes autonomous motivation and intrinsic aspirations, which facilitate well-being and engagement. SDT distinguishes between autonomous motivation, which involves willingness and choice, and controlled motivation, which involves pressure and obligation. The theory also examines factors that promote internalization and integration of extrinsic motivation to become more autonomous.
Decoding word association 5 word to three word association testCol Mukteshwar Prasad
There is certainly certain amount of subjectivity in WAT assessment and it is not yet amenable for computerisation which is the norm today. This test is used as confirmation of findings in TAT being conducted just before this test
The need for a new WAT is felt, owing to the great amount of subjectivity in the interpretation and scoring of the test.
The new WAT which is one word to three word response aims to bring about greater objectivity in the assessment of affect, and also aims to minimise the element of subjectivity in the interpretation.
FYP-Research ON EMOTIONAL INTELLIGENCE IN MANAGERIAL DECISION MAKINGJassaniPooja
This document discusses a study on the relationship between emotional intelligence and decision making styles. It finds that males have significantly higher emotional intelligence scores than females, but there is no significant difference in decision making styles between genders. No significant differences are found between four age groups for either emotional intelligence or decision making styles. Additionally, the study finds no significant correlations between emotional intelligence and any of the five decision making styles.
An Empirical Investigation into Employees Personality Characteristics on Orga...YogeshIJTSRD
The current conceptual study aims to add to the established personality literature by the organization. Recommendations were also made on how to ensure that employees have positive characteristics not just in the workplace, but also in the community, in order to increase the organizations productivity and success by ensuring that employees always deliver good conduct and personality. In addition, the impact of personality traits the big five model and job attitudes, as well as their interrelationships, was investigated in greater depth. Any organization that recruits employees comes from a diverse background with the common aim of achieving the organizations goals and also committing themselves to working towards achieving the organizations goals. Dr. G. Balamurugan | A. Padmavathi "An Empirical Investigation into Employees Personality Characteristics on Organizational Effectiveness" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39915.pdf Paper URL: https://www.ijtsrd.com/management/organizational-behaviour/39915/an-empirical-investigation-into-employees-personality-characteristics-on-organizational-effectiveness/dr-g-balamurugan
The document discusses several topics related to intelligence:
1) It examines theories that intelligence consists of either a general ability or multiple specific abilities. 2) It explores research on emotional intelligence and creativity as forms of intelligence. 3) Recent studies indicate some correlation between brain size/function and intelligence test scores.
Desires and Decisions - A look into how positive emotions influence decision ...Shiva Kakkar
In the past few years the field of emotions has increasingly attracted the attention of researchers. A major reason for this is the ability of emotions to influence human motivation and actions by influencing the cognitive processes of the brain (Latham, 2007). Research by Kahneman and Tversky (1973) has for long suggested that not all human decisions are rational in nature. A significant part of irrational decision making can be attributed to the play of emotions in human beings. Thus, it is interesting to see how emotions interfere with the thinking process of individuals. The paper specifically attempts to view the effect of positive emotions i.e. feeling of happiness, joy and/or enthusiasm on the decision making process in human beings. In order to achieve this, two opposite scientific views in the form of a critique and a refutation are presented to understand the utility of positive emotions in decision making.
Emotional intelligence refers to both traits like optimism and self-esteem, as well as cognitive abilities. People with higher emotional intelligence tend to have better social skills and relationships. They are also viewed as more sensitive. Studies show teenagers and others with lower emotional intelligence are more likely to engage in risky behaviors like drug and alcohol abuse. Mayer and Salovey's model of emotional intelligence outlines four branches - perceiving, facilitating, understanding, and managing emotions - that develop with increasing maturity. Gender stereotypes suggest women express and experience emotions more than men, and research generally finds this is accurate based on self-reports and observations of emotional behavior.
Emotion and Decision Making in Mediation - A Cognitive ApproachJeffrey A. Nelson
The document summarizes recent developments in cognitive neuroscience and their practical applications for mediation. It discusses how neuroscience research has shed light on understanding others through attending to nonverbal cues like facial expressions, understanding oneself to find common ground, controlling oneself by utilizing higher-level processing, and social cognition at the interface of self and others. It describes imaging techniques like fMRI and EEG that are used to study brain activity and correlates of behavior. It also summarizes key findings regarding emotions, decision-making, empathy, and social cognition from studies utilizing these techniques.
Emotional intelligence in teachers a tool to transform educational institutes...prjpublications
This document summarizes a research study that explored the relationship between emotional intelligence in teachers and teaching quality in educational institutes in Delhi and NCR, India. The study found that teachers generally had high levels of emotional intelligence, particularly in social awareness. Regression analysis showed a positive relationship between teachers' emotional intelligence (across self-awareness, self-management, social awareness, and relationship management) and teaching quality. The study suggests providing emotional intelligence training to teachers on a regular basis to enhance their skills in self-awareness, communication, and relationship building with students.
This document summarizes Walter Mischel's social cognitive theory of personality. Some key points:
- Mischel believed personality is comprised of cognitive, affective and behavioral competencies, beliefs, standards and goals that interact dynamically.
- He emphasized the interaction between traits and situations, and that behavior is influenced by cognitive appraisals of situations rather than traits alone.
- Mischel's Cognitive-Affective Personality System model describes how cognitive strategies, affect, goals and values interact reciprocally to shape behavior.
- Research on delayed gratification found cognitive strategies like distraction can influence impulsive behavior. Mischel's theory emphasizes understanding cognitive processing dynamics to enable self-directed change.
The document discusses personality from several perspectives:
1. It defines personality as consisting of traits that characterize an individual's behavior patterns. These traits include perception, emotion, responsiveness, sociability, and others.
2. Several theories of personality are described, including type theories based on physical characteristics, Jung's introvert/extrovert theory, and trait theories like Allport's that identify cardinal traits.
3. Methods of assessing personality include subjective reports, objective tests like the MMPI, and projective techniques like story completion tests. Understanding personality can assist with diagnosis and treatment in clinical settings.
This summary provides an overview of self-determination theory (SDT) as it relates to work motivation:
1) SDT built upon cognitive evaluation theory (CET), which posited that extrinsic rewards can undermine intrinsic motivation by diminishing feelings of autonomy. CET received some attention in organizational literature but was difficult to apply due to its dichotomous view of intrinsic vs. extrinsic motivation.
2) SDT expanded CET by differentiating between types of extrinsic motivation that vary in their degree of autonomy. This differentiated approach has been widely used in other domains like education and healthcare.
3) The article reviews key concepts in CET like autonomy and competence, and discusses research supporting
This document summarizes a study that tested a model of motivation based on self-determination theory (SDT) in an online learning environment. The study [1] proposed a model linking contextual support, need satisfaction, self-determination, and learning outcomes based on SDT; [2] surveyed 267 online students enrolled in special education programs; and [3] used structural equation modeling to analyze the relationships in the proposed model. The findings provided support for some aspects of SDT but also indicated self-determination was not a direct predictor of learning outcomes, contrary to SDT predictions. The study concluded by discussing limitations and recommendations for future research.
Human values and professional ethics notes unit 1Kalpnatomar
This document contains sample questions and answers related to the topic of human values and professional ethics. It discusses the need for value education and how values relate to daily living. Specifically, it addresses what value education is, why it is important, how values and skills complement each other, and examples of how production skills and human values work together. The document provides guidance on the content and process of value education to make it comprehensive.
This study examined the connection between personality traits and moral judgment types. 208 psychology students completed a personality assessment measuring the Big Five traits and responded to moral dilemmas. The researchers hypothesized that people with higher openness would be more ambivalent in moral judgments, and those with higher conscientiousness would choose more human-focused judgments. However, the results did not support these hypotheses. Exploratory analysis found those who chose more self-serving judgments or absent judgments scored lower on agreeableness. The researchers concluded personality and moral judgment types may not be as strongly connected as previous research suggested.
Personality refers to unique patterns of thoughts, feelings, and behaviors that characterize individuals. It has both internal elements like thoughts and values as well as external observable behaviors. Personality is relatively stable over time and across situations. Two major theories on personality types are the Myers-Briggs Type Indicator, which categorizes people into 16 types based on preferences of extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The Big Five model describes personality in terms of extraversion, agreeableness, conscientiousness, openness to experience, and emotional stability. Both heredity and environmental factors like family and culture influence the development of personality.
This document provides an overview of key concepts in psychological science research methods. It discusses the importance of psychology as a science and describes common research methods like case studies, surveys, naturalistic observation, and experimentation. It also covers important statistical and analytical concepts used in psychology like correlation, statistical significance, and making inferences from data. The overall document serves as an introduction to critical thinking and the scientific process in psychology.
This document discusses attitudes, beliefs, and values. It defines attitude as having three components - cognitive, affective, and conative - and as being oriented positively or negatively towards an object or topic. Attitudes can influence behavior and be influenced by behavior. Beliefs are assumptions held as true, while values represent modes of conduct that are preferable. The document outlines several theories of attitude change and discusses the role of cognitive consistency and dissonance in driving changes. It also defines societal values according to frameworks involving human nature, man-nature relationships, time orientation, and levels of conservatism versus liberalism.
Effects of valuing an individual’s wellbeing_ evoking empathy and motivating ...Kayla Brown
This study examined how valuing another person's wellbeing (high vs low) influences empathy and prosocial behavior. Undergraduate students participated in a virtual ball toss game where one player was excluded. Those in the high-valuing condition where the excluded player was described as nice reported more empathy and threw the ball to the excluded player more, compared to the low-valuing condition where the player was described as nasty. The findings suggest that valuing another person's welfare can elicit greater empathy and motivation to help them, even in remote virtual contexts like cyberball games.
This chapter discusses moral realism and skepticism. It introduces the concepts of moral realism, which claims that moral facts exist independently of human thought, and moral skepticism, which denies the existence of objective moral values or facts. It outlines John Mackie's argument for moral skepticism, including his arguments from relativity, queerness, and projection. It also summarizes Gilbert Harman's defense of moral nihilism and the response that moral observation can be analogous to scientific observation. Finally, it notes that the chapter considers defenses of moral realism based on moral facts about happiness and suffering.
The document summarizes research on the relationship between attachment styles and the Big Five personality traits. It discusses how attachment styles develop from infant relationships with caregivers and shape views of self and others. Personality traits are relatively stable characteristics that distinguish individuals. The study examined correlations between attachment anxiety/avoidance dimensions and the Big Five traits of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness using surveys of 100 college students. Results revealed some personality traits like Neuroticism were strongly correlated with certain attachment styles while others showed weaker or no correlations.
Self exploration is the process of investigating oneself to understand what is truly valuable and desirable. It involves asking fundamental questions about one's goals, desires, and how to actualize them. The purpose is to have a dialogue between one's current self and desired self, evolve through self-investigation, understand oneself and existence, and be in harmony. The process involves being self-aware, focusing on solutions, identifying core values, and knowing one's responsibilities. Mechanisms for self exploration are natural acceptance, unconditionally accepting oneself and others, and experimental validation of directly experiencing learning.
1) The document provides definitions for over 100 key psychological terms, ranging from concepts in areas like psychopathology, personality, social psychology, intelligence and testing, and psychotherapy.
2) Terms are defined concisely, with an emphasis on the essential meaning and components of each concept. Definitions typically include a brief description of the term and any relevant theoretical underpinnings.
3) The glossary serves as a reference for fundamental terminology across the broad field of psychology. It allows readers to clarify meanings and gain a shared understanding of important psychological constructs.
Social Psychology: Introduction: Lecture1James Neill
This document provides an overview and introduction to a social psychology course being offered. It includes:
1. An outline of the course structure including 10 weekly lectures, 6 tutorials, assessment breakdown and textbook information.
2. A definition of social psychology as the study of how individual behaviors and cognitions are influenced by actual, imagined or implied presence of others.
3. A brief history of the field including its origins in Europe/North America in the late 19th century and key influential researchers and theories over time.
4. An overview of different research methods used in social psychology including experiments, surveys, observations and the debates around reliance on experimental methods.
This document discusses various aspects of self and personality. It defines self as the totality of an individual's conscious experiences, thoughts, and feelings about themselves. Self has two identities - personal identity involving personal qualities and social identity linking a person to social or cultural groups. Cognitive aspects of self like self-esteem, self-efficacy, and self-regulation are explained. Culture also influences aspects of self, with individualistic Western cultures versus more collectivistic Indian cultures. Personality is defined as characteristic ways of responding across situations over time. Approaches to studying personality like types, traits, and psychodynamic are summarized along with various theories in each approach.
The Relationship between Emotional Intelligence and SelfEfficacy within the H...AJHSSR Journal
This summary provides the key details from the document in 3 sentences:
Emotional intelligence and self-efficacy were examined in relation to student success in higher education. A literature review of 8 studies found a correlation between emotional intelligence and self-efficacy, and that both factors contribute to student success. However, the literature review found that self-efficacy is not necessarily more influential than emotional intelligence in impacting student achievement.
This study examined the relationships between self-monitoring styles, empathy, and self-sacrificing behavior in 50 undergraduate students. Participants completed measures of self-monitoring style, social desirability, and emotional empathy. High self-monitors were predicted to engage in more self-sacrificing behaviors in public than low self-monitors due to their greater desire to be liked. Results showed high self-monitors help more to be liked, while low self-monitors have higher empathy scores. Self-monitoring style influences motivations for prosocial behaviors like helping.
Emotional intelligence refers to both traits like optimism and self-esteem, as well as cognitive abilities. People with higher emotional intelligence tend to have better social skills and relationships. They are also viewed as more sensitive. Studies show teenagers and others with lower emotional intelligence are more likely to engage in risky behaviors like drug and alcohol abuse. Mayer and Salovey's model of emotional intelligence outlines four branches - perceiving, facilitating, understanding, and managing emotions - that develop with increasing maturity. Gender stereotypes suggest women express and experience emotions more than men, and research generally finds this is accurate based on self-reports and observations of emotional behavior.
Emotion and Decision Making in Mediation - A Cognitive ApproachJeffrey A. Nelson
The document summarizes recent developments in cognitive neuroscience and their practical applications for mediation. It discusses how neuroscience research has shed light on understanding others through attending to nonverbal cues like facial expressions, understanding oneself to find common ground, controlling oneself by utilizing higher-level processing, and social cognition at the interface of self and others. It describes imaging techniques like fMRI and EEG that are used to study brain activity and correlates of behavior. It also summarizes key findings regarding emotions, decision-making, empathy, and social cognition from studies utilizing these techniques.
Emotional intelligence in teachers a tool to transform educational institutes...prjpublications
This document summarizes a research study that explored the relationship between emotional intelligence in teachers and teaching quality in educational institutes in Delhi and NCR, India. The study found that teachers generally had high levels of emotional intelligence, particularly in social awareness. Regression analysis showed a positive relationship between teachers' emotional intelligence (across self-awareness, self-management, social awareness, and relationship management) and teaching quality. The study suggests providing emotional intelligence training to teachers on a regular basis to enhance their skills in self-awareness, communication, and relationship building with students.
This document summarizes Walter Mischel's social cognitive theory of personality. Some key points:
- Mischel believed personality is comprised of cognitive, affective and behavioral competencies, beliefs, standards and goals that interact dynamically.
- He emphasized the interaction between traits and situations, and that behavior is influenced by cognitive appraisals of situations rather than traits alone.
- Mischel's Cognitive-Affective Personality System model describes how cognitive strategies, affect, goals and values interact reciprocally to shape behavior.
- Research on delayed gratification found cognitive strategies like distraction can influence impulsive behavior. Mischel's theory emphasizes understanding cognitive processing dynamics to enable self-directed change.
The document discusses personality from several perspectives:
1. It defines personality as consisting of traits that characterize an individual's behavior patterns. These traits include perception, emotion, responsiveness, sociability, and others.
2. Several theories of personality are described, including type theories based on physical characteristics, Jung's introvert/extrovert theory, and trait theories like Allport's that identify cardinal traits.
3. Methods of assessing personality include subjective reports, objective tests like the MMPI, and projective techniques like story completion tests. Understanding personality can assist with diagnosis and treatment in clinical settings.
This summary provides an overview of self-determination theory (SDT) as it relates to work motivation:
1) SDT built upon cognitive evaluation theory (CET), which posited that extrinsic rewards can undermine intrinsic motivation by diminishing feelings of autonomy. CET received some attention in organizational literature but was difficult to apply due to its dichotomous view of intrinsic vs. extrinsic motivation.
2) SDT expanded CET by differentiating between types of extrinsic motivation that vary in their degree of autonomy. This differentiated approach has been widely used in other domains like education and healthcare.
3) The article reviews key concepts in CET like autonomy and competence, and discusses research supporting
This document summarizes a study that tested a model of motivation based on self-determination theory (SDT) in an online learning environment. The study [1] proposed a model linking contextual support, need satisfaction, self-determination, and learning outcomes based on SDT; [2] surveyed 267 online students enrolled in special education programs; and [3] used structural equation modeling to analyze the relationships in the proposed model. The findings provided support for some aspects of SDT but also indicated self-determination was not a direct predictor of learning outcomes, contrary to SDT predictions. The study concluded by discussing limitations and recommendations for future research.
Human values and professional ethics notes unit 1Kalpnatomar
This document contains sample questions and answers related to the topic of human values and professional ethics. It discusses the need for value education and how values relate to daily living. Specifically, it addresses what value education is, why it is important, how values and skills complement each other, and examples of how production skills and human values work together. The document provides guidance on the content and process of value education to make it comprehensive.
This study examined the connection between personality traits and moral judgment types. 208 psychology students completed a personality assessment measuring the Big Five traits and responded to moral dilemmas. The researchers hypothesized that people with higher openness would be more ambivalent in moral judgments, and those with higher conscientiousness would choose more human-focused judgments. However, the results did not support these hypotheses. Exploratory analysis found those who chose more self-serving judgments or absent judgments scored lower on agreeableness. The researchers concluded personality and moral judgment types may not be as strongly connected as previous research suggested.
Personality refers to unique patterns of thoughts, feelings, and behaviors that characterize individuals. It has both internal elements like thoughts and values as well as external observable behaviors. Personality is relatively stable over time and across situations. Two major theories on personality types are the Myers-Briggs Type Indicator, which categorizes people into 16 types based on preferences of extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The Big Five model describes personality in terms of extraversion, agreeableness, conscientiousness, openness to experience, and emotional stability. Both heredity and environmental factors like family and culture influence the development of personality.
This document provides an overview of key concepts in psychological science research methods. It discusses the importance of psychology as a science and describes common research methods like case studies, surveys, naturalistic observation, and experimentation. It also covers important statistical and analytical concepts used in psychology like correlation, statistical significance, and making inferences from data. The overall document serves as an introduction to critical thinking and the scientific process in psychology.
This document discusses attitudes, beliefs, and values. It defines attitude as having three components - cognitive, affective, and conative - and as being oriented positively or negatively towards an object or topic. Attitudes can influence behavior and be influenced by behavior. Beliefs are assumptions held as true, while values represent modes of conduct that are preferable. The document outlines several theories of attitude change and discusses the role of cognitive consistency and dissonance in driving changes. It also defines societal values according to frameworks involving human nature, man-nature relationships, time orientation, and levels of conservatism versus liberalism.
Effects of valuing an individual’s wellbeing_ evoking empathy and motivating ...Kayla Brown
This study examined how valuing another person's wellbeing (high vs low) influences empathy and prosocial behavior. Undergraduate students participated in a virtual ball toss game where one player was excluded. Those in the high-valuing condition where the excluded player was described as nice reported more empathy and threw the ball to the excluded player more, compared to the low-valuing condition where the player was described as nasty. The findings suggest that valuing another person's welfare can elicit greater empathy and motivation to help them, even in remote virtual contexts like cyberball games.
This chapter discusses moral realism and skepticism. It introduces the concepts of moral realism, which claims that moral facts exist independently of human thought, and moral skepticism, which denies the existence of objective moral values or facts. It outlines John Mackie's argument for moral skepticism, including his arguments from relativity, queerness, and projection. It also summarizes Gilbert Harman's defense of moral nihilism and the response that moral observation can be analogous to scientific observation. Finally, it notes that the chapter considers defenses of moral realism based on moral facts about happiness and suffering.
The document summarizes research on the relationship between attachment styles and the Big Five personality traits. It discusses how attachment styles develop from infant relationships with caregivers and shape views of self and others. Personality traits are relatively stable characteristics that distinguish individuals. The study examined correlations between attachment anxiety/avoidance dimensions and the Big Five traits of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness using surveys of 100 college students. Results revealed some personality traits like Neuroticism were strongly correlated with certain attachment styles while others showed weaker or no correlations.
Self exploration is the process of investigating oneself to understand what is truly valuable and desirable. It involves asking fundamental questions about one's goals, desires, and how to actualize them. The purpose is to have a dialogue between one's current self and desired self, evolve through self-investigation, understand oneself and existence, and be in harmony. The process involves being self-aware, focusing on solutions, identifying core values, and knowing one's responsibilities. Mechanisms for self exploration are natural acceptance, unconditionally accepting oneself and others, and experimental validation of directly experiencing learning.
1) The document provides definitions for over 100 key psychological terms, ranging from concepts in areas like psychopathology, personality, social psychology, intelligence and testing, and psychotherapy.
2) Terms are defined concisely, with an emphasis on the essential meaning and components of each concept. Definitions typically include a brief description of the term and any relevant theoretical underpinnings.
3) The glossary serves as a reference for fundamental terminology across the broad field of psychology. It allows readers to clarify meanings and gain a shared understanding of important psychological constructs.
Social Psychology: Introduction: Lecture1James Neill
This document provides an overview and introduction to a social psychology course being offered. It includes:
1. An outline of the course structure including 10 weekly lectures, 6 tutorials, assessment breakdown and textbook information.
2. A definition of social psychology as the study of how individual behaviors and cognitions are influenced by actual, imagined or implied presence of others.
3. A brief history of the field including its origins in Europe/North America in the late 19th century and key influential researchers and theories over time.
4. An overview of different research methods used in social psychology including experiments, surveys, observations and the debates around reliance on experimental methods.
This document discusses various aspects of self and personality. It defines self as the totality of an individual's conscious experiences, thoughts, and feelings about themselves. Self has two identities - personal identity involving personal qualities and social identity linking a person to social or cultural groups. Cognitive aspects of self like self-esteem, self-efficacy, and self-regulation are explained. Culture also influences aspects of self, with individualistic Western cultures versus more collectivistic Indian cultures. Personality is defined as characteristic ways of responding across situations over time. Approaches to studying personality like types, traits, and psychodynamic are summarized along with various theories in each approach.
The Relationship between Emotional Intelligence and SelfEfficacy within the H...AJHSSR Journal
This summary provides the key details from the document in 3 sentences:
Emotional intelligence and self-efficacy were examined in relation to student success in higher education. A literature review of 8 studies found a correlation between emotional intelligence and self-efficacy, and that both factors contribute to student success. However, the literature review found that self-efficacy is not necessarily more influential than emotional intelligence in impacting student achievement.
This study examined the relationships between self-monitoring styles, empathy, and self-sacrificing behavior in 50 undergraduate students. Participants completed measures of self-monitoring style, social desirability, and emotional empathy. High self-monitors were predicted to engage in more self-sacrificing behaviors in public than low self-monitors due to their greater desire to be liked. Results showed high self-monitors help more to be liked, while low self-monitors have higher empathy scores. Self-monitoring style influences motivations for prosocial behaviors like helping.
Emotional Competence among the Higher Secondary Studentsijtsrd
The present study focuses on the Emotional Competence among the higher secondary students. The investigator used the random sampling technique for this study. The findings of this study are i Female Students have high Emotional Competence when compared to Male students. ii There is no significant difference in mean scores of Emotional Competence with respect to Religion, iii There is no significant difference in mean scores of Emotional Competence with respect to Medium of Instruction, iv Government School Students have high Emotional Competence when compared to Private and Aided School students, v There is no significant difference in mean scores of Emotional Competence with respect to Family type, vi There is no significant difference in mean scores of Emotional Competence with respect to Father’s Occupation, and vii There is no significant difference in mean scores of Emotional Competence with respect to Mother’s Occupation. Dr. R. Muthaiyan "Emotional Competence among the Higher Secondary Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50239.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50239/emotional-competence-among-the-higher-secondary-students/dr-r-muthaiyan
Relationship between personality traits, spiritual intelligence and well bein...Alexander Decker
This document summarizes a study that examined the relationships between personality traits, spiritual intelligence, and well-being in university students. The study assessed 120 postgraduate students from the University of Jammu and Indira Gandhi National Open University using measures of the Big Five personality traits, spiritual intelligence, and well-being. Results found differences between the universities in agreeableness, conscientiousness, and some aspects of spiritual intelligence. Conscientiousness was positively correlated with well-being, while neuroticism was negatively correlated. Personal meaning production, a component of spiritual intelligence, was positively related to agreeableness.
A Study of Relationship between Emotional Intelligence and Academic Achieveme...Kathryn Patel
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Self-Doubt During Emerging Adulthood:
The Conditional Mediating Influence
of Mindfulness
Justin W. Peer
1
and Pamela McAuslan
1
Abstract
Emerging adulthood (EA) is a critical time for identity exploration and making decisions regarding the future. Although most
thrive, some emerging adults struggle with the prominent developmental features of this time. Little is known about factors that
may positively influence development during EA. This study examined the mediating impact of mindfulness on the relationship
between normative emerging adult processes (identity exploration, experimentation/possibilities, negativity/instability, self-focus,
and feeling in-between) and self-doubt, while simultaneously considering the moderating effect of age and gender. Using data from
the EA Measured at Multiple Institutions project, reports from 1,293 participants were utilized. Mindfulness mediated the
relationship between various aspects of development (negativity/instability, self-focus, and feeling in-between) and self-doubt with
age and gender moderating aspects of these relationships. The findings highlight the importance of mindfulness during this
important developmental period.
Keywords
emerging adulthood, self-doubt, mindfulness, mental health, well-being
Emerging adulthood (EA) is a critical time for exploring vari-
ous life directions (Arnett, 2000; Reifman & Grahe, 2015) and
forming a coherent sense of identity (Schwartz et al., 2010).
During this time, the ability to consider life’s possibilities is
greater than it will be at any other point (Arnett, 2000), making
this a unique and important point in life span development. EA
is a time that has been reflected upon by adults ‘‘as the most
impactful and impressionable of their lives’’ (Gottlieb, Still, &
Newby-Clark, 2007, p. 132). Arnett (2007) stresses that EA is
a distinct period of development and not merely a transitional
period in life.
Various features related to the developmental challenges
associated with EA exist (Arnett, 2004). These features, includ-
ing identity exploration and possessing feelings of instability,
distinguish this period of life from others. Although these fea-
tures are prominent during EA, Arnett (2004, 2006) suggests
that they are not necessarily universal due to the heterogeneity
of individuals within this group. However, he believes that
these features are what makes EA a distinct p.
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A Literature Review On Emotional Competency And Perceived StressNatasha Grant
1) The document discusses a literature review on the relationship between emotional competency and perceived stress.
2) Several studies cited found that emotional competency is correlated with lower perceived stress, as emotionally intelligent individuals perceive stress as more of a challenge than a threat.
3) The literature review concluded that emotional competency can be developed through education and training focused on self-awareness, self-management, social awareness, and relationship management skills. Developing emotional competency may help individuals better cope with life stressors.
The document discusses subjective well-being and the factors that influence interpersonal aspects of well-being. It defines subjective well-being as a person's cognitive and affective evaluations of their life. It then discusses several factors that influence interpersonal well-being, including positive response, expression of gratitude, self-disclosure, sharing experiences, and attachment style between an individual and caregiver. Finally, it notes that secure attachment styles tend to have more positive effects on relationships than insecure styles.
Findings, Suggestions and Conclusion_revised.docxAzraAhmed10
This chapter discusses the results of a study examining the factors of emotional intelligence (EI) among IT employees. Statistical tests found the data was normally distributed. The study found moderate to high levels of self-awareness, self-management, social awareness, relationship management, and overall EI. Strong positive correlations were observed between all EI factors. Self-awareness and relationship management had the strongest association with overall EI. The chapter discusses the implications of these findings and suggestions for further research.
This study examined the relationships between empathy, narcissism, and quality of interpersonal relationships in 609 university students. The results showed that empathy was positively correlated with relationship quality, while narcissism was negatively correlated. Path analysis revealed that narcissism mediated the relationship between empathy and relationship quality. Specifically, higher empathy led to lower narcissism and in turn better relationships, while higher narcissism undermined the positive effects of empathy on relationships. This study provides evidence that narcissism plays an important role in linking empathy to the quality of one's interpersonal relationships.
A study of emotional intelligence is a correlate of general intelligence and ...Alexander Decker
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2. [10 15] a relationship between emotional intelligence and self esteem
1. Arts and Design Studies www.iiste.org
ISSN 2224-6061 (Paper) ISSN 2225-059X (Online)
Vol 1, 2011
A Relationship between Emotional Intelligence and Self
Esteem: study in universities of Pakistan
Iram abbas
MS Student, Government College University,
Faisalabad, Pakistan
Email: irum_i@yahoo.com
Junaid-ul-haq (Corrosponding author)
MS Student, International Islamic University,
Islamabad, Pakistan
Tel: 0092-333 6521805 Email: Junaid041@yahoo.com
Abstract
The present investigation was conducted to assess the relationship between Emotional Intelligence and
self esteem. 240 students and employees (120 male and 120 female) were selected through convenient
sampling. The Emotional Intelligence Scale (EIS by Schutte et al., 1998) and the Self-Esteem Rating
Scale by W. R. Nugent, (1993) were administered on the participants. Emotional intelligence scores
were compared with self esteem scores. The Pearson’s product moment correlation and t- test were
used for statistical analysis. The results showed that emotional intelligence and self esteem were
positively correlated and significant. Females were emotionally intelligent than males as p<0.05 and
males showed high self esteem than females.
Keywords: Emotional intelligence, Self-esteem
1. Introduction
Emotional intelligence and self esteem considered as key role players in every field of life,
practical implications have examined by different researchers (Carmeli et al., 2007; Mayer, J. 2009).
Emotional intelligence term is unfortunately very rarely known to the general public of Pakistan. Men
and women both should be emotionally intelligent to deal the matters of life successfully but they both
don’t take this intelligence seriously. The theoretical proposal of emotional intelligence is that
individuals who have high emotional intelligence are probably experience more success in professional
and non-professional aspects of life than individuals with low emotional intelligence.
Emotional intelligence has been defined as the ability to adaptively recognize, understand,
manage, harness emotions both in self and others (Mayer & Salovey 1995; Schutte et al., 1998) and to
use emotion to facilitate cognitive processing (Mayer et al., 1999). Emotional intelligence has been
conceptualized in the literature both as a relatively enduring trait and as ability (Mayer et al., 2002;
Petrides & Furnham, 2006; Schutte et al., 1998). Self esteem of the same individual cannot be
overlooked (Carmeli et al., 2007).
“Self-esteem is appreciating one’s own worth, importance and having the character to be
accountable for oneself and to act responsibly towards others” (Davies et al., 1998). It doesn’t mean
seeing oneself as the greatest person in the world, it is not the same as being conceited; but it is about
liking one self, for the most part, as he/she is. It is an affective or emotional aspect of self and generally
refers to how we feel about or how we value ourselves (Podesta & Connie, 2001).
The main purpose of this study was to assess whether emotional intelligence is distinctive and
useful in understanding the relationship with self esteem and it is essential to study the level to which
individuals that scored high in emotional intelligence experience greater self esteem. In spite of the
course of interest in emotional intelligence, researchers recognize that this notion is still in its early
stages (Davies et al., 1998; Mayer et al., 2002; Zeidner et al., 2004).
As observed by Palmer et al., (2002), efforts so far have mostly concentrated on the growth of
the theoretical basis of the construct of emotional intelligence (e.g. Mayer & Salovey, 1995; Salovey &
Mayer, 1993), and valid measures of emotional intelligence (e.g. Mayer et al., 2002; Schutte et al.,
1998; Wong & Law, 2002).
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2. Literature review
Mayer et al. (2002) & Afolabi (2004) argue that emotional intelligence is not a single trait or
ability rather; it is a composite of distinct emotion reasoning abilities. Perceiving emotions consist of
recognizing and interpreting the meaning of various emotional states, as well as their relations to other
sensory experiences. Understanding emotions involve understanding of how basic emotions are
blended to form complex emotions. Regulating emotions encompasses the control of emotions in
oneself and in others. An individual’s emotional intelligence is an indicator of how an individual
perceives, understands and regulates emotions.
Self-esteem (SE) can be defined as one’s more or less sustained sense of liking oneself (Gray,
2001). Self-esteem (SE) refers to general feelings of self-worth or self-value, it is the value placed on
oneself. It is the way an individual feels about him/her self and how he or she relates to other people.
Self-esteem can also explained as pride in oneself by which one is aware and accepts one’s inherent
strengths and positive qualities. In other words it is the judgment that people make of themselves. It
could be high or low. When a person can accept his/her weaknesses and faults and simultaneously
recognizes his/her strengths and positive qualities, the person will experience strong self-worth and
high self-esteem (Gray, 2001). Self-esteem is an emotional response, a generalized feeling about the
self that is more or less positive (Pervin & Lawrece, 1989). “Self-esteem is a general personality
characteristic; not a momentary attitude or an attitude specific to individual situations. Self esteem is a
personal judgment of worthiness”(Pervin & Lawrece, 1989).
Researches provide some confirmation in support of this core proposal. (Schutte et al. 2002)
found that higher emotional intelligence was typically associated to positive moods and higher self-
esteem. Literature suggests that emotionally intelligent persons are likely to experience a higher level
of psychological well being and a lower level of emotional deficit than persons, who possess a low
level of emotional intelligence (e.g. Salovey & Mayer, 1990), this is because emotionally intelligent
persons are able to maintain positive mental states due to their capability to efficiently manage (by
recognizing, understanding, generating, regulating and promoting) their emotions (Mayer & Salovey,
1995; Salovey & Mayer, 1993). Self-esteem is a necessary contribution to the life process and is
indispensable to normal and healthy self-development and has a value for survival (James, 1983). Self-
esteem promotion can benefit from lifestyle-oriented activities. Its growth takes place in the larger
context of relationship, environment related experience, attitude toward self and achievements (Gray,
2001). Schutte et al., (2002) provide proof in support of the correlation between emotional intelligence
and self-esteem.
2.1. Hypothesis Development
People having high emotional intelligence seen more succeed than people with low emotional
intelligence (Goleman, 1995). Goleman, 1995; Schutte et al., 2002 & Zeidner et al., 2004 had proven
that self-esteem is a clear indicator to develop proper emotional intelligence among students. Self-
esteem refers to an overall evaluation of one’s worth or value (Rosenberg, 1989; Rosenberg et al.,
1995). It is often used as an indicator of psychological wellbeing (Ruderman et al., 2002). Goleman
(1995) asserts that Intelligence Quotient (IQ) contributes only about twenty percent success in life;
other forces contribute remainder such as emotional intelligence, luck and social class. People with
high emotional intelligence are more likely to succeed than people with lower emotional intelligence
(Goleman, 1995). Emotional intelligence to be associated with less depression (Schutte et al., 1998),
greater optimism(Schutte et al., 1998), the ability to repair moods (Schutte et al., 1998) and
characteristic positive mood and high self-esteem (Schutte et al.,2002). Sameer (2008) investigates the
relationship between self-esteem and emotional intelligence among trainees of Tsunami affected
coastal belt of Alappey district of Kerala, India. He found that both emotional intelligence and self-
esteem were positively correlated.
H1: There is a positive relationship between emotional intelligence and Self esteem.
Petrides & Furnham (2006) found that trait emotional intelligence had a positive effect during
job on both employed male and female adults; they also noted that emotionally intelligent men felt a
lower level of job stress. Petrides & Furnham (2006) suggest that higher emotional intelligence is
associated with better psychological functioning. The studies of Austin et al., (2005); Palmer et al.,
(2002) have found that high emotional intelligence is related to greater well being. Dunn (2003), Singh
(2002) and Tapia (1999) studied on emotional intelligence and gender differences. And the results of
Dunn (2003), Singh (2002) and Tapia (1999) studies indicate that women have higher emotional
intelligence than that of men. Lam & Kirby (2002) conducted a research on the notion that advanced
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emotional intelligence was correlated with greater individual performance, often above and beyond that
associated with one's level of general intelligence. Awasthi & Katyal (2005) studied on gender
differences in emotional intelligence among adolescents of Chandigarh. The findings of Awasthi &
Katyal (2005) proved that females were found to have higher Emotional Intelligence than that of males.
H2: Females would have high emotional intelligence than males
Baumeister (1993) & Pipher, (1994) have determined that adolescent females, on average, have a lower
sense of self-esteem than adolescent males. Coopersmith (1967) & Wylie (1974) reported that boys
have a significantly higher self-esteem than girls. King et al., (1999) discovered that in contrast to girls,
boys consistently scored high on self esteem, with slight variation across the age groups. Young
confidence was associated to the level of peer integration and feelings about appearance. For girls,
feelings about appearance powerfully determined their confidence, with boys tending to be more
confident than girls.
H3: Males would have high Self esteem than females
3. Methodology
3.1. Sample
The convenient sampling technique was used in this research to select the sample. The sample
size was two hundred forty in which students and employees were included and both genders were
equally participated. In this study structured questionnaire was used to collect the data from the
respondents. Emotional intelligence Scale (EIS) by Schutte et al (1998) and Self-esteem Rating Scale
by W. R. Nugent, (1993) were used in this research to check the emotional intelligence and self esteem
respectively of the students and employees. Adapted scale were consists of 33 items of emotional
intelligence and 40 items of self esteem. These questions were measured on 5 point likert scale from
strongly disagree to strongly agree. The present study checked the relationship between independent
variable, level of emotional intelligence and self esteem as dependent variable. The consent forms were
signed from the participants.
3.2. Statistical analysis
In the present research statistical analysis was done by using Pearson’s product moment
correlation and t-test through SPSS software. The Pearson’s product moment correlation was used to
measure the relationship between emotional intelligence and self esteem and t-test was used to compare
the mean of the two groups.
3.3. Results
Table 1- Correlation between emotional intelligence and self esteem
Scores on self esteem
Pearson Correlation .614(**)
Sig. (2-tailed) 0.000
N 240
**Correlation is significant at 0.01 level (2-tailed).
This table states that the relationship between emotional intelligence and self esteem. The Pearson’s
product moment correlation results state that emotional intelligence is positively correlated with self
esteem and it shows that correlation is significant at 0.01 level.
Table 2-Differences between the level of emotional intelligence in female and male respondents
Gender N mean SD t df P-sig (1-tail)
Male 240 142.9167 6.29603
EI 9.363 238 .000
Female 240 134.8167 7.08292
df =238, P<0.05
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This table states that females scored high on emotional intelligence scale (EIS) than males. The t-test
results is significant at P<0.05.
Table 3 -Differences between the level of self esteem in male and female respondents
N = 240, (male = 120), (female = 120)
Gender N mean SD t df P-sig (1-tail)
__________________________________________________________________________
____________
Male 120 236.6167 8.34365
SE 12.124 238 .000
Female 120 219.5833 12.93200
___________________________________________________________________________
df =238, P<0.05
This table states that males scored high on self esteem rating scale (SERS) than females. The t-test
results is highly significant at P<0.05.
4. Discussion
The first hypothesis of the current study was “there is a positive relationship between
emotional intelligence and self esteem”. The Pearson’s product moment correlation was used to test the
hypothesis. The results showed that correlation is significant at 0.01 level for two-tailed prediction and
it indicates that emotional intelligence is positively correlated with self esteem. The obtained results
were in line with the findings of studies reported by Country & Chester (2005) study on emotional
intelligence and self-esteem and revealed that there is a good relationship between the emotional
intelligence and self-esteem.
The second hypothesis of the current study was “females would have high emotional intelligence than
males”. The t- test was used to compare the mean of the groups of male and female. The highly
significant results were found. The significant level is 0.000 at 1-tail and P < 0.05 at 1-tail. The
obtained results were in line with the findings of Bhosle (1999), King et al., (1999), Sutarso (1999),
Wing & Love (2001), Sandhu & Mehrotra (1999). They all observed that females are more emotionally
intelligent than males. Moreover, higher emotional intelligence among females could be explained in
terms of some of their personality characteristics. In Pakistani society the probable reason for the
present findings may be due to the fact that emotional intelligence primarily deals with managing and
expressing one’s emotions as well as social skills and now-a-days females are working in almost every
field of life. They are working in different organizations so they know that how to control their
emotions and feelings in work settings. They learn in their work setting that how to deal with their
colleagues especially opposite sex. The third hypothesis of the current study was “males would have
high self esteem than females”. The t- test was used to compare the mean of the groups of male and
female. The highly significant results are found. The significant level is 0.000 at 1-tail and P < 0.05 at
1-tail. The obtained results were in line with the findings of Chub et al., (1997) and Harper & Marshell
(1991) discovered the relationship between gender and self-esteem, which is in favor of males
adolescents, with females having lower self-esteem levels. One reason of higher self-esteem of boys
than girls is that in general, masculine attributes are more highly valued than feminine ones.
5. Conclusion
The findings of the present investigation suggested that emotional intelligence and self esteem were
positively correlated and significant. Females tend to be more emotional intelligent and intimate in
their relationships as compared to males, so their emotional intelligence ought to be higher than that of
males. Self esteem proved to be higher in males as compared to females.
5.1. Limitations
The sample size should be large because if sample is larger than it will be more representative and the
results can be generalized to the whole population. Moreover, the data was collected from some cities
of Punjab.
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