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

PURPOSE: Emotional intelligence is a factor affecting the health of individuals, and happiness is another factor affecting it. Medical students' health can greatly affect a community's health due to the important role of medical students in maintaining and improving it. Accordingly, we aimed to study the relationship between emotional intelligence and happiness among the students of the Shiraz Medical School. METHODS: This study is an analytical, cross-sectional study. The target population of this study was the medical students who began studying in the medical school and the international branch of Shiraz University of Medical Sciences from September 2014 to September 2017. The sample size was 300 students who were selected by a systematic sampling method. The instruments for collecting information in this study were Oxford Happiness Inventory and Siberia Schering's Emotional Intelligence Questionnaire. The significance level of the tests was set at 0.05. RESULTS: The mean age of 292 responded participants were 20.73 with standard deviation of ±1.81 emotional intelligence (p < 0.001), level of stress (p < 0.001), and grade (p=0.03) and type of personality (p < 0.001) can explain the changes in the happiness level and they were significant effective factors in the regression modeling. CONCLUSION: Emotional intelligence was a predictive factor for happiness in medical students. Students with higher emotional intelligence felt healthier. And happiness in extroverted students was higher than introverted ones. It is suggested that the results of this study should be confirmed with prospective studies.
Cross-Sectional Studies ; Emotional Intelligence ; Happiness ; Health Services Needs and Demand ; Humans ; Iran ; Methods ; Prospective Studies ; Sample Size ; Schools, Medical ; Siberia ; Students, Medical

PURPOSE: This study was conducted to examine the relationship among metacognition, emotional intelligence, and self-leadership in nursing students, and to investigate factors influencing self-leadership. METHODS: A descriptive survey design was used for this study. Participants were 216 nursing students in one university located in J-city, in South Korea. Data were collected from May 30 to June 8, 2018, and analyzed using independent t-test, one way ANOVA, Scheffé test, Pearson correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0. RESULTS: Self-leadership had significantly positive correlations with metacognition (r=.61, p<.001) and emotional intelligence (r=.61, p<.001). Significant predictors of self-leadership were metacognitive control (β=.28, p<.001), regulator of emotions (β=.25, p<.001), self-emotional appraisal (β=.17, p=.006), metacognitive knowledge (β=.15, p=.021), and perceived leadership level (low) (β=−.10, p=.043). These factors explained 49.0% of the variance. CONCLUSION: The findings show that self-leadership should be strengthened by increasing the metacognition and emotional intelligence of nursing students.
Emotional Intelligence ; Humans ; Korea ; Leadership ; Metacognition ; Nursing ; Students, Nursing

PURPOSE: The purpose of this study was to investigate the influence of perceptions of death, end-of-life (EOL) care stress, and emotional intelligence on attitudes toward EOL care among nurses in the neonatal intensive care unit (NICU). METHODS: The participants were 111 nurses working in a NICU who had experienced EOL care at least once. Data were analyzed using the t-test, Pearson correlation coefficient, and stepwise multiple regression analysis in SPSS for Windows. RESULTS: The mean score for perceptions of death was 3.16 out of 5, the mean score for EOL care stress was 3.61 out of 5, the mean emotional intelligence score was 4.66 out of 7, and the average score for EOL care attitudes was 2.77 out of 4. The factors affecting attitudes towards EOL care were academic degree, anxiety regarding death, negativity towards death, experiences of patient death, and emotional intelligence. The explanatory power of these variables for attitudes towards EOL care was 24.7%. CONCLUSION: The results of this study are expected to serve as a basic reference for the development of nursing education programs and EOL care protocols to improve attitudes toward EOL care among NICU nurses.
Anxiety ; Critical Care ; Education, Nursing ; Emotional Intelligence* ; Humans ; Infant, Newborn ; Intensive Care, Neonatal* ; Terminal Care

PURPOSE: The purpose of this study was to investigate whether the effects of emotional intelligence and working environment on nursing performance of nurses caring for cancer patients in small and medium hospitals were mediated by communication competence.METHODS: The data was collected between Aug. 1 and Aug. 30, 2018 from 240 nurses caring for cancer patients from 11 small and medium hospitals in B city. Variables included in this study were the Wong and Law Emotional Intelligence Scale (WLEIS), the Practice Environment Scale of Nursing Work Index (PES-NWI), the Global Interpersonal Communication Competence (GICC), and nursing performance. The collected data were analyzed by t-tests, ANOVA and Scheffe's test, Pearson's correlation coefficients, and 3 step multiple regression using SPSS/WIN 24.0 and the Sobel test.RESULTS: Communication competence, in the relationship between emotional intelligence and nursing working environment on nursing performance in nurses caring for cancer patients in small and medium hospitals, showed a partial mediating effect (Z=5.24, p < .001; Z=2.44, p=.001 respectively).CONCLUSION: The results of this study showed the effects of emotional intelligence and nursing working environment on nursing performance of nurses caring for cancer patients in small and medium hospitals were mediated by communication competence.
Emotional Intelligence ; Humans ; Jurisprudence ; Mental Competency ; Negotiating ; Nursing

PURPOSE: The purpose of this study was to investigate factors affecting the resilience of emotional intelligence, job stress coping, and organizational socialization of nurses working in long-term care hospitals.METHODS: The participants were 153 nurses working in 8 long-term care hospitals in B city. Data were collected from February. 1 to Feb. 15, 2019 SPSS/WIN 23.0 was used for analysis with t-test, ANOVA, Scheffé test, Pearson correlation coefficients, and stepwise regression.RESULTS: Factors influencing resilience in the participants were emotional intelligence (β=.38, p < .001), coping behavior-focusing on the positive (β=.29, p < .001), nurse motivation (β=.16, p=.006), organizational socialization (β=.17, p=.009), coping behavior-tension reduction (β=.14, p=.023). These factors contributed 54% of the total variance in resilience.CONCLUSION: It is necessary to study emotional intelligence and hospital nurses' coping with job stress while carrying out highly emotional activities on the job and to develop a program that can enhance the resilience of the nurses to improve psychological wellbeing and verify the effects.
Emotional Intelligence ; Long-Term Care ; Motivation ; Socialization

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