Self-mastery refers to how we handle ourselves; for those familiar with my model of emotional intelligence, self-mastery breaks down into self-awareness and self-control. The leadership competencies that build on self-mastery include self-confidence, the drive to improve performance, staying calm under pressure, and a positive outlook. All these abilities can be seen at full force, for instance, in workers who are outstanding individual performers.
In Step 2, interaction terms were added in the model.
None of the interaction effects between sport participation and EII subscales were statistically significant, as evidenced by the addition of the interaction term explaining 1. Due to non-significant moderation effects, the interaction terms were removed from the model Hayes, ; Warner, Before testing a new model, assumptions of linear regression analysis were tested.
Linearity was established by visual inspection of a scatterplot. No influential data points were identified and assumption of homoscedasticity was met. The secondary aim was to explore whether involvement Dissertation emotional intelligence leadership the collegiate sports moderated the relationship between EI and GPA.
The findings of the current study do not support the main hypothesis i. Specifically, non-athletes scored higher on all of the EII subscales, with empathy being statistically significant, than student-athletes. The reason for these inconsistencies could be engagement in exercise and physical activity among non-athletes, which was not measured and controlled for in the current study.
Additionally, non-athletes might have been engaged in other extracurricular activities e. Ming Chia found a significant positive correlation between EI and extracurricular activities. Indeed, EI encompasses intrapersonal and interpersonal intelligence, which includes adaptive capabilities to successfully cope with the task at hand e.
The secondary hypothesis of this study was whether being a student-athlete would play a moderating role between academic achievement and EI. The findings of the current study do not provide evidence that the relationship between EI and GPA is different for student-athletes and non-athletes.
Indeed, character is taught not caught via sport Hodge, Even though no hypotheses were proposed regarding the relationship between the GPA and EI, the researchers found that self-confidence and empathy were positively related to the academic performance.
Many factors play a role in academic achievement, including student characteristics, instructional strategies, and curriculum development, among others. The most important predictor among the student variables of academic achievement has been general cognitive ability e.
Congruent with the previous research, empathy and GPA showed a positive relationship Hojat et al. Kellett, Humphrey, and Sleeth demonstrated a negative relationship between empathy and GPA, which could be due to the sample consisting of predominantly business students who might naturally exhibit a task leadership style and therefore feel less empathy towards less successful individuals.
This relationship might not hold for the students in helping professions e. Future research is warranted to provide additional evidence and clarifications on the relationship between empathy and academic achievement among different target populations. If the student-athletes do not meet this criterion, they are not allowed to be a part of the team.
Finally, student-athletes who are at risk i.
Limitations and Future Directions Although this study provides further understanding of the role of EI among student-athletes and non-athletes, it has some limitations that require the findings be interpreted with caution. First, even though the researchers provided a standardized script to the coaches who administered the questionnaires, the researchers did not have control over the environment of the team meetings during which the questionnaires were administered.
Different atmospheres within the classrooms could be a potential confounding issue because the groups might not have completed the questionnaires under similar or equal conditions.In the workplace, emotional intelligence underlies our self-awareness, empathy, leadership and resilience.
In our world of ‘do more with less’, where continuous change is the norm and effective collaboration is essential, these skills are fundamental to . Soft skills v7 © Kaipa Group Page 1 Soft Skills are Smart Skills Prasad Kaipa & Thomas Milus, SelfCorp, Inc.
Subhash Chowdary, Ankhen, Inc. emotional intelligence has meaningful relations with myriad leadership outcomes including effectiveness, transformational leadership, LMX, follower job satisfaction, and others. The following list of dissertations represent research conducted in the area of emotions and emotional intelligence in organizational settings with adult populations.
In this chapter, we will briefly describe a model of emotional intelligence based on the competencies that enable a person to demonstrate intelligent use of their emotions in managing themselves and working with others to be effective at work.
EMOTIONAL INTELLIGENCE: A QUALITATIVE STUDY OF THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF COMMUNITY COLLEGE STUDENTS ENROLLED IN A LEADERSHIP DEVELOPMENT PROGRAM This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students.