OBJECTIVES: To revise and evaluate the psychometric properties of the Chinese version of the Wong and Law's Emotional Intelligence Scale (WLEIS). METHODS: The 11 items of the original WLEIS were modified to form the WLEIS-CR, with the Generalized Anxiety Disorder Scale (GAD-7), 9-item Patient Health Questionnaire (PHQ-9), and Flourishing Scale (FS) as the validity criteria. A total of 1546 adult participants were evaluated using all these scales, and a retest was conducted among 192 college students to assess the item discrimination, reliability, validity and measurement invariance of the modified WLEIS-CR. RESULTS: All the 16 items of the modified WLEIS-CR demonstrated good discriminative power (r=0.570 -0.764, P<0.001). The structural equation model from a confirmatory factor analysis showed excellent fit indices (χ²/df=4.610, GFI=0.965, PGFI=0.674, RMR=0.028, NFI=0.975, CFI=0.980, RMSEA=0.048). The criterion-related validity of the modified WLEIS-CR with FS, GAD-7, and PHQ-9 was 0.674, -0.347, and -0.368, respectively (P<0.001). The internal consistency (Cronbach's α) was 0.913 for the total scale and ranged from 0.867 to 0.916 for the subscales. The split-half reliability was 0.956 for the total scale and 0.865-0.924 for the subscales. Test-retest reliability was 0.701 for the total scale and 0.610-0.684 for the subscales. Normative interpretation criteria were established: 7.6% of participants had "low", 19.3% had "below average", 22.3% had "moderate", 34.3% had "above average", and 16.5% had "very high" emotional intelligence. The scale demonstrated a good measurement invariance across gender, identity, and age groups. CONCLUSIONS The modified WLEIS-CR has good reliability, validity and measurement invariance, and is suitable for evaluating emotional intelligence of Chinese adults to assess their emotional health.
Humans ; Psychometrics ; Emotional Intelligence ; Young Adult ; Adult ; Male ; Female ; Surveys and Questionnaires ; Reproducibility of Results ; Adolescent

BACKGROUND: The discourse over the relative importance of emotional intelligence (EQ) and cognitive intelligence (IQ) in predicting life success has been a contentious debate over the past few decades. OBJECTIVES: This study examines the interplay between IQ and EQ among gifted Filipino medical students in the University of the Philippines' Integrated Liberal Arts and Medicine (INTARMED) program, who are faced with the dual pressures of being intellectually gifted and coping with the demands of medical education at a young age. METHODOLOGY: Using a sequential explanatory mixed-methods design, 76 participants were administered with standardized tests to measure their EQ and IQ levels. This was followed by in-depth interviews to explore their self-perceptions of intellectual giftedness and emotional competence. RESULTS: Results show that participants have high intellectual ability but with an average level of emotional intelligence, suggesting that while these students excel academically, their emotional competencies might not be as developed. Notably, a weak but significant correlation between IQ and EQ scores was identified, indicating that higher cognitive abilities may be associated with slightly elevated emotional skills. Qualitative findings highlighted the internal conflict between self-perception and societal stereotypes of giftedness, alongside challenges in social interaction and low stress tolerance amidst high adaptability. CONCLUSION Findings of this study emphasize the crucial role of emotional intelligence in coping with stress and social expectations, particularly in high-pressure academic environments like medical school. This study contributes to the ongoing discourse on IQ vs. EQ debate by providing empirical evidence on the complex relationship between cognitive and emotional intelligence. It underscores the need for a more nuanced understanding of success, beyond traditional academic achievements, advocating for the integration of emotional competence training within the medical curriculum to better prepare students for the challenges ahead in their medical profession.
Human ; Emotional Intelligence

Educators must be able to conscientiously assess their learners' readiness for online learning to achieve an effective and relevant delivery of education. Studies suggest that the extent of emotional intelligence contributes to the readiness for online learning of nursing students. Also, emotional intelligence can be a preventative factor in traversing the path to online learning during the global health crisis. The aim of the study is to assess nursing students' readiness for online learning and emotional intelligence. In addition, it seeks to identify the association between readiness in online learning and emotional intelligence. The study utilized a descriptive-quantitative survey method, including 174 nursing students from a selected local university offering nursing program in the National Capital Region. The data gathering was conducted during the 24th to 27th of March 2020 or during the 2nd week of Enhanced Community Quarantine (ECQ). The study adapted and modified the emotional intelligence scale by Hyde et al. (2002) and the Tool for Online Learning Success (TOOLS) by Kerr et al. (2006). The tools were pre-tested with reliability test results of 0.949 and 0.892, respectively, showing acceptable reliability. Then, data was gathered using an online gathering instrument and statistically analyzed using SPSS Version 24. The findings of the study suggest that nursing students are highly mindful of their academic skills (m=3.870) and independent learning (m=3.767). For the EI of the participants, based on the ten domains, the high scores are on emotional stability (m=4.929), self-development (m=4.989), and integrity (m=4.198). In addition, there was a significant relationship between emotional intelligence and readiness for online learning of nursing students, specifically on computer skills (r=0.318; p<0.001), academic knowledge (r=0.675; p<0.001), and independent learning (r=0.750; p<0.001). Assessing the emotional intelligence of nursing students and their readiness for online learning gives the academic institution an overview of the feelings, emotions, and capabilities of students. It creates a guide for any actions which involve the students.
Emotional Intelligence ; Students, Nursing

Background: Emotional intelligence (EI) is defined as the comprehension, use and the management of one’s emotions in a positive manner to reduce stress, communicate efficiently, empathise with others, overcome challenges, and resolve conflicts. EI is important among nurses as it influences their decision making abilities, clinical judgment, and well-being that directly affect the quality of patient care and outcome. Objective: The objective of this study was to determine the EI level and its association with demographic variables among nurses in a private hospital in Petaling Jaya, Selangor. Methods: This was a cross-sectional, descriptive study involving 130 nurses at one of the private hospitals in Petaling Jaya, Selangor, through simple random sampling. Questionnaire consists of Part A (demographic data) and Part B (Wong and Law’s Emotional Intelligence scale (WLEIS), self-assessment tool that consists of 16 items on four components inclusive of self-emotions appraisal (SEA), regulation of emotion (ROE), use of emotion (UOE), and other’s emotion appraisal (OEA) on a set of 7-Likert scale). Results: Findings showed that 63.1% (n = 82) scored high EI. Nurses’ age and years of nursing experience are significantly associated with their level of EI. No association is found on the nurses’ level of EI with their gender, ethnicity, highest nursing education level, marital status, and current work setting. The null hypothesis was rejected. Conclusion Findings showed that most of the nurses have high EI. There is a significant association between the level of EI and demographic variables such as age and years of nursing experience.
Emotional Intelligence ; Nurses ; Emotions ; Emotional Regulation

BACKGROUND: The purpose of this study was to investigate the influence of emotional intelligence and multi-cultural perception on the cultural competence of nursing students.METHODS: A Participants consisted of 211 registered nursing students from the university in Gyeongsangbuk-do, South Korea. Data were collected in March, 2019 using self-report questionnaires and analyzed using descriptive statistics, t-test, an ANOVA, Pearson's correlation coefficient, and multiple regression analysis in SPSS/WIN 21.0.RESULTS: The cultural competence correlated positively with emotional intelligence (r=.30, p<.001) and multi-cultural perception (r=.27, p<.001). The cultural competence was the factor that most influenced emotional intelligence and multi-cultural perception, explaining 33.8% of the variance (F=14.82, p<.001).CONCLUSIONS: It is necessary to educate cultural competency education programs designed to the appropriate grade level of nursing students that a nursing students can enhance there multi-cultural perception, Others' emotion appraisal and use of emotion competence.
Cultural Competency ; Education ; Emotional Intelligence ; Gyeongsangbuk-do ; Humans ; Korea ; Mental Competency ; Nursing ; Students, Nursing

No abstract available.
Emotional Intelligence ; Humans ; Students, Medical

PURPOSE: Improving productivity in nursing practice is an important issue. This study investigated factors affecting nursing productivity of Korean clinical nurses. METHODS: A structured survey tool was used in a cross-sectional design with a convenience sample of 239 nurses working in university hospitals. Stepwise multiple regressions were done to identify influential factors. RESULTS: The level of nursing productivity was at a moderate level (3.3 out of 5). Those nurses who were over 36, married, over master-graduated, regularly employed, on day duty, and with experiences as a charge or head nurse reported better achievements in nursing productivity than the other groups of nurses. All three independent variables, age, and employment status explained 55.4% of the variance in nursing productivity. CONCLUSION: The leaders and managers of nursing organizations should develop educational programs aimed at increasing nurses' competencies in relation to emotion controls and communication skills, which consequently should improve nursing productivity.
Efficiency ; Emotional Intelligence ; Employment ; Hospitals, University ; Nursing ; Nursing, Supervisory

PURPOSE: This study was conducted to investigate the influence of emotional expressivity, emotional intelligence, affectivity, job autonomy, social support, and emotional labor on clinical nurses' individual well-being and to provide guidelines for interventions and strategies for its improvement. METHODS: The sample consisted of 207 nurses recruited from a general hospital in Korea. The participants completed a structured self-report questionnaire comprising measures of emotional expressivity, emotional intelligence, positive affectivity, negative affectivity, job autonomy, supervisor support, coworker support, deep acting, surface acting, emotional exhaustion, and job satisfaction. Data were analyzed using SPSS statistics 22.0 and AMOS 22.0. RESULTS: The final model was a good fit for the data based on the model fit indices. In the path analysis, surface acting, negative affectivity, supervisor support, and coworker support had statistically significant effects on emotional exhaustion, explaining 29.0% of the variance. Deep acting, emotional exhaustion, positive affectivity, and emotional intelligence had statistically significant effects on job satisfaction, explaining 43.0% of the variance. CONCLUSION: Effective strategies to improve clinical nurses' individual well-being should focus on surface acting, deep acting, affectivity, social support, and emotional intelligence. The results of this study can be utilized as base data to manage emotional labor and improve clinical nurses' individual well-being.
Emotional Intelligence ; Hospitals, General ; Job Satisfaction ; Korea

PURPOSE: This study was conducted to test a path model for the factors related to undergraduate nursing students' clinical practicum stress, based on Lazarus and Folkman's stress-coping model. METHODS: This study utilized a path analysis design. A total of 235 undergraduate nursing students participated in this study. The variables in the hypothetical path model consisted of clinical practicum, emotional intelligence, self-efficacy, Nun-chi, and nursing professionalism. We tested the fit of the hypothetical path model using SPSS/WIN 23.0 and AMOS 22.0. RESULTS: The final model fit demonstrated a satisfactory statistical acceptance level: goodness-of-fit-index=.98, adjusted goodness-of-fit-index=.91, comparative fit index=.98, normed fit index=.95, Tucker-Lewis index=.92, and root mean square error of approximation=.06. Self-efficacy (β=−.22, p=.003) and Nun-chi behavior (β=−.17, p=.024) were reported as significant factors affecting clinical practicum stress, explaining 10.2% of the variance. Nursing professionalism (β=.20, p=.006) and self-efficacy (β=.45, p<.001) had direct effects on emotional intelligence, explaining 45.9% of the variance. Self-efficacy had indirect effects on Nun-chi understanding (β=.20, p<.001) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. Nursing professionalism had indirect effects on Nun-chi understanding (β=.09, p=.005) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. The variables for self-efficacy and nursing professionalism explained 29.1% of the Nun-chi understanding and 18.2% of the Nun-chi behavior, respectively. CONCLUSION: In undergraduate nursing education, it is important to identify and manage factors that affect clinical practicum stress. The findings of this study emphasize the importance of Nun-chi, self-efficacy, emotional intelligence, and nursing professionalism in the development of an educational strategy for undergraduate nursing students.
Education, Nursing ; Emotional Intelligence ; Humans ; Nursing ; Preceptorship ; Professionalism ; Stress, Psychological ; Students, Nursing

PURPOSE: The purpose of this study was to translate Tromsø Social Intelligence Scale (TSIS) into Korean and verify the validity and reliability of the Korean version of the TSIS. METHODS: This study used a methodological research design. Exploratory factor analysis, content, construct, criterion-related validity, and internal consistency reliability of the TSIS were evaluated. Participants, 269 nursing students, were recruited from three universities in three provinces in South Korea from November 2016 to April 2017. RESULTS: The Korean version of TSIS contained 16 items. Exploratory factor analysis showed three factors that explained the construct validity with a three-factor solution; that explained 61.3% of the total variance. Concurrent validity was associated with the Global Interpersonal Communication Competence Scale (r=.68, p<.001). Cronbach's α for the 16 items was .80. CONCLUSION: Our study findings suggest that the Korean version of TSIS was a valid and reliable scale with a robust factorial structure and useful for measuring social intelligence of nursing students.
Emotional Intelligence ; Humans ; Intelligence ; Korea ; Mental Competency ; Psychometrics ; Reproducibility of Results ; Research Design ; Students, Nursing