Displaying publications 21 - 35 of 35 in total

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  1. Effect of spiritual intelligence, emotional intelligence, psychological ownership and burnout on caring behaviour of nurses: a cross-sectional study
    Kaur D, Sambasivan M, Kumar N
    J Clin Nurs, 2013 Nov;22(21-22):3192-202.
    PMID: 24118522 DOI: 10.1111/jocn.12386
    AIMS AND OBJECTIVES: To propose a model of prediction of caring behaviour among nurses that includes spiritual intelligence, emotional intelligence, psychological ownership and burnout.
    BACKGROUND: Caring behaviour of nurses contributes to the patients' satisfaction, well-being and subsequently to the performance of the healthcare organisations. This behaviour is influenced by physiological, psychological, sociocultural, developmental and spiritual factors.
    DESIGN: A cross-sectional survey was used, and data were analysed using descriptive statistics and structural equation modelling.
    METHODS: Data were collected between July-August 2011. A sample of 550 nurses in practice from seven public hospitals in and around Kuala Lumpur (Malaysia) completed the questionnaire that captured five constructs. Besides nurses, 348 patients from seven hospitals participated in the study and recorded their overall satisfaction with the hospital and the services provided by the nurses. Data were analysed using structural equation modelling (SEM).
    RESULTS: The key findings are: (1) spiritual intelligence influences emotional intelligence and psychological ownership, (2) emotional intelligence influences psychological ownership, burnout and caring behaviour of nurses, (3) psychological ownership influences burnout and caring behaviour of nurses, (4) burnout influences caring behaviour of nurses, (5) psychological ownership mediates the relationship between spiritual intelligence and caring behaviour and between emotional intelligence and caring behaviour of nurses and (6) burnout mediates the relationship between spiritual intelligence and caring behaviour and between psychological ownership and caring behaviour of nurses.
    CONCLUSIONS: Identifying the factors that affect caring behaviour of nurses is critical to improving the quality of patient care. Spiritual intelligence, emotional intelligence, psychological ownership and burnout of nurses play a significant role in effecting caring behaviour of nurses.
    RELEVANCE TO CLINICAL PRACTICE: Healthcare providers must consider the relationships between these factors in their continuing care and incorporation of these in the nursing curricula and training.
    Matched MeSH terms: Emotional Intelligence*
  2. Fulltext Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study
    Chew BH, Zain AM, Hassan F
    BMC Med Educ, 2013;13:44.
    PMID: 23537129 DOI: 10.1186/1472-6920-13-44
    BACKGROUND: Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia.
    METHODS: This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses.
    RESULTS: A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43).
    CONCLUSIONS: Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academic performance.
    Matched MeSH terms: Emotional Intelligence*
  3. Emotional intelligence as a mediator between rumination and suicidal ideation among depressed inpatients: The moderating role of suicidal history
    Abdollahi A, Talib MA
    Psychiatry Res, 2015 Aug 30;228(3):591-7.
    PMID: 26117250 DOI: 10.1016/j.psychres.2015.05.046
    Suicide is a substantial public health problem, and it remains a serious cause of death in the world. Therefore, this study was designed to examine the relationships between brooding, reflection, emotional intelligence (assessed by performance-based test), and suicidal ideation; the mediation role of emotional intelligence on the relationships between brooding and reflection with suicidal ideation; and the moderating role of suicidal history on the relationships between brooding, reflection, and emotional intelligence with suicidal ideation among Iranian depressed adolescents. The study consisted of a cross-sectional sample of 202 depressed adolescent inpatients from five public hospitals in Tehran, Iran completed measures of depression, rumination, emotional intelligence, and suicide attempt history as indices of suicidal ideation. Structural Equation Modelling estimated that depressed adolescent inpatients with high levels of brooding and reflective rumination, and low levels of emotional intelligence were more likely to report suicidal ideation. Moreover, emotional intelligence partially mediated the relationships between brooding and reflective rumination with suicidal ideation. Suicidal history moderated the relationships between brooding, reflection, and emotional intelligence with suicidal ideation. These findings reinforce the importance of emotional intelligence as an influencing factor against the deleterious effects of rumination styles and suicidal ideation. The results indicate that brooding and reflection have detrimental effects on suicidal ideation in depressed inpatients.
    Matched MeSH terms: Emotional Intelligence*
  4. Comparative study of trait emotional intelligence and executive functioning among youth
    Alavi M, Mehrinezhad SA, Amini D, Ninggal MT, Latif AA
    J Gen Psychol, 2019 01 07;146(1):50-67.
    PMID: 30612531 DOI: 10.1080/00221309.2018.1535484
    This study investigated the relationship between trait emotional intelligence (TEI) and executive skills (ESs), and the differences between TEI and ESs among Malaysian and Iranian youths. In this study, 226 Malaysians and 248 Iranians completed the TEIQue-SF and Executive Skills Questionnaire. Hypotheses were tested with Partial Least Squares-Structural Equation Modeling (PLS-SEM). Findings indicated that TEI had significant predictions on ESs, depending on cultural contexts. Significant differences were found in the effects of TEI on ESs, including emotional control, metacognition, goal-directed persistence, response inhibition, planning/prioritization, sustained attention, stress tolerance, task initiation, and working memory among Malaysian and Iranian youth. No significant difference was found in the effects of TEI on ESs, including flexibility, organization, and time management across both groups. This study makes a unique contribution to emotional intelligence and executive functioning research literature by considering several ESs at the same time for personal development and promoting healthier lives. Comparison of the effect of TEI on ESs in the Malaysian and Iranian contexts using advanced analysis methods is one of the most important methodological contributions of the study.
    Matched MeSH terms: Emotional Intelligence/physiology*
  5. Emotional intelligence impact on academic achievement and psychological well-being among university students: the mediating role of positive psychological characteristics
    Shengyao Y, Xuefen L, Jenatabadi HS, Samsudin N, Chunchun K, Ishak Z
    BMC Psychol, 2024 Jul 12;12(1):389.
    PMID: 38997786 DOI: 10.1186/s40359-024-01886-4
    The main objective of this study is to examine the relationship of emotional intelligence with psychological well-being and academic achievement through positive psychological characteristics among university students in China. The study was conducted with postgraduate and undergraduate students. The integration of emotional intelligence theory and positive psychological theory was used in this study. The introduced framework included emotional intelligence as the main independent variable, self-efficacy, motivation, and resilience as three mediators, and psychological well-being and academic achievement as two dependent variables. A survey was conducted among 518 students, and structural equation modelling was used to analyse the data. The study found that emotional intelligence was positively related to positive psychological characteristics, psychological well-being, and academic achievement, and the effects were stronger among postgraduate students. Also, positive psychological characteristics, which include self-efficacy, motivation, and resilience, mediate the relationship between emotional intelligence and psychological well-being and academic achievement, and the relationship was stronger among postgraduate students. Proper coping strategies and mechanisms can be helpful to improve both psychological well-being and academic achievement at the same time among university students.
    Matched MeSH terms: Emotional Intelligence*
  6. Fulltext Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students
    Okwuduba EN, Nwosu KC, Okigbo EC, Samuel NN, Achugbu C
    Heliyon, 2021 Mar;7(3):e06611.
    PMID: 33869848 DOI: 10.1016/j.heliyon.2021.e06611
    Provision of equitable access to university education is the primary goal of pre-university education. Academically weak students stand to benefit more from pre-university program. However, available literature on effectiveness of the program revealed that high percentage of students still fail pre-university courses. Although the role of psycho-emotional factors on student academic performance has been highlighted, mechanism through which psycho-emotional factors impact on academic performance of pre-university science students is still not clear to offer adequate insights for proper intervention program. Therefore, we examined the pre-university students' academic performance in sciences in relation to Emotional Intelligence (EI) (Interpersonal EI and Intrapersonal EI) and Self-directed Learning (SDL). Specifically, a correlational study design was conducted to measure and gauge the level of relationships amongst Interpersonal EI, Intrapersonal EI, SDL and academic performance of pre-university students. The participants were 443 Nigerian students enrolled in pre-university science program. Students' self-report on EI and SDL were gathered and analyzed using SPSS 26 and AMOS 24. Exploratory and confirmatory factor analysis were performed to determine cross-cultural validity of the instruments in the Nigerian context. After controlling for gender and age, the hierarchical regression analysis reveals that student academic performance was positively predicted by perceived Interpersonal and Intrapersonal EI, whereas self-directed learning has an inconsistent predictive impact at different steps in the model. Overall, the predictor variables were able to explain substantial proportion of students' academic performance in pre-university program. Insightful suggestions were made.
    Matched MeSH terms: Emotional Intelligence
  7. Fulltext Emotional intelligence of USM medical students
    Khraisat, Adam Mahmoud Salameh, Ahmad Fuad Abdul Rahim, Muhamad Saiful Bahri Yusoff
    Education in Medicine Journal, 2015;7(4):26-38.
    MyJurnal
    Introduction: Emotional intelligence (EI) refers to the ability to perceive, control and evaluates emotion. Research results found that EI is relevant to organizational development and manpower development. It is also important to academic success, emotional adaptability, stress management and other lifestyle issues. EI principles help one to understand and assess people's behaviors, interpersonal skills, attitudes and potentials. It also plays an important role in human resource planning, job placement and recruitment interviews and selection, business development, customer care services, and more. The study focused on exploring students’ EI, subscales of EI (i.e., personal competencies and social competencies) and its associated factors. Methods: A cross-sectional study was conducted on 571 medical students from year 1, 3 and 5. Years of study, gender, and ethnic groups were included as factor variables. USM Emotional Quotient Inventory (USMEQ-i) was used to measure EI, personal competence and social competence. Results: Years of study significantly associated with EI (F = 18.41, p < 0.001), personal competency (F = 16.93, p < 0.001) and social competency levels (F = 12.92, p < 0.001). There was a decreasing pattern of EI, personal competency and social competency level as medical training progresses. Male significantly had a higher EI (t = -1.99, p < 0.05) and personal competence (t = -1.99, p < 0.05) levels than female medical students. Nevertheless, male and female students had equal levels of social competence (t = -1.39, p = 0.730). Ethnic groups demonstrated no significant association with EI, personal competency and social competency level. Conclusion: This study found that years of study were the main associated factor, followed by gender. In addition, there is a cause of concern regarding the decreasing pattern of EI throughout medical training. Further research is required to investigate this concern, so that appropriate intervention can be taken to alleviate the concern.
    Matched MeSH terms: Emotional Intelligence
  8. Fulltext Confirmatory factor analysis (CFA) of USM Emotional Quotient Inventory (USMEQ-i) among medical degree program applicants in Universiti Sains Malaysia (USM)
    Wan Nor Arifin, Muhamad Saiful Bahri Yusoff, Nyi Nyi Naing
    Education in Medicine Journal, 2012;4(2):26-44.
    MyJurnal
    Introduction: Emotional intelligence (EI) is deemed an important aspect of being good medical doctors. Universiti Sains Malaysia (USM) Emotional Quotient Inventory (USMEQ-i) is an EI inventory in Malay language developed primarily as medical student selection tool in USM. Although it was already validated by exploratory factor analysis (EFA), EFA is considered insufficient evidence of construct validity, thus confirmatory factor analysis (CFA) was conducted. Objectives: To determine measurement model validity and construct validity of USMEQ-i among medical degree program applicants in USM by CFA. Methods: USMEQ-i data file for medical degree program applicants in USM for year 2010/2011 and 2011/2012 academic sessions were obtained from Medical Education Department in USM. A random sample of 512 cases was drawn from the data file. Of the sample, only 453 cases were valid study sample after preliminary data screening and assumption checking. CFA was conducted on the sample using maximum likelihood (ML) estimation with bootstrapping technique due to violation of multivariate normality assumption. USMEQ-i measurement model was proposed as a second-order EI factor with seven first-order factors of EI and a Faking Index (FI) factor, with correlation between second-order EI factor and FI factor. Results: The proposed model could not be fit into the study sample data. EI factors and FI factor had to be analyzed separately due to non-positive definite problem. After modifications to the model, CFA of EI factors were suggestive of two-factor model instead of the proposed seven-factor model. Consciousness, Maturity and Control (CoMaCt). CFA of FI factor maintained one-factor model and also valid in term of construct. Conclusion: The modified USMEQ-i, which consisted of separate EI and FI models, was proven to have valid measurement models and reliable constructs. It is considered to be suitable for use among applicants to medical degree program in USM. However, its use as medical student selection tool may require further research, especially how predictive USMEQ-i scores with real performance of medical students, generalizability of the inventory and its stability over time.
    Matched MeSH terms: Emotional Intelligence
  9. Fulltext Investigating the relationship between post- traumatic stress disorder (PTSD) symptoms and emotional intelligence among adolescent refugees from the Middle East
    Siti Raudzah Ghazali
    ASEAN Journal of Psychiatry, 2014;15(2):220-224.
    MyJurnal
    Objective: The objective of this study was to establish the relationship between symptoms of PTSD and various scores of emotional intelligence scales. This study employed a cross-sectional research design. Participants were recruited from the local community health centre in Dearborn, Michigan, USA. The Child Posttraumatic Stress Reaction Index (CPTS-RI) measured the presence of PTSD symptoms and the Adolescents Multifactor Emotional Intelligence Scale (AMEIS) measured emotional intelligence. Results: The findings suggest an inverse relationship between PTSD severity and emotional intelligence. The PTSD score was negatively correlated with all AMEIS subscales. Two significant negative correlations were found in the tasks of using emotion and understanding emotion. Conclusion: Findings suggest that individuals with severe PTSD symptoms appear to lack the abilities to understand and use emotions. These findings might be useful in identifying factors that may contribute to decreasing the severity of PTSD symptoms of these children. Implications of the findings were discussed, and recommendations for future research are presented. ASEAN Journal of Psychiatry, Vol. 15 (2), July - December 2014: 220-224.
    Matched MeSH terms: Emotional Intelligence
  10. Fulltext Emotional Intelligence, Depression, Stress and Anxiety Amongst Undergraduate Dental Students During the COVID-19 Pandemic
    Dasor MM, Jafridin AA, Azhar AA, Asma AAA, Manivannan PC, Bilal S, et al.
    Int J Public Health, 2023;68:1604383.
    PMID: 36846156 DOI: 10.3389/ijph.2023.1604383
    Objectives: This study aimed to measure depression, anxiety and stress (DAS) among undergraduate dental students during the COVID-19 pandemic, identify key contributing factors of stress and explore the association of emotional intelligence to DAS. Methods: A multi-centre, cross-sectional study was conducted across four universities in Malaysia. The study administered a questionnaire consisting of the validated Depression Anxiety Stress Scale (DASS), Dental Environment Stress (DES), Emotional Intelligence Scale (EI) and 10 statements assessing COVID-19 specific potential stressor factors. Results: Participants included 791 students across four universities. Abnormal levels of DAS were identified in 60.6%, 66.8% and 42.6% of the study participants, respectively. "Pressure of performance," "Faculty administration" and "Self-efficacy belief" were the highest rated stressors. On-time graduation was the main COVID-19 specific stressor factor. EI was negatively correlated with DAS scores (p < 0.001). Conclusion: The levels of DAS during COVID-19 pandemic in this population is high. However, participants with higher EI presented with lower DAS suggesting that EI may be a form of coping resource and should be enhanced in this population.
    Matched MeSH terms: Emotional Intelligence
  11. Fulltext The roles of emotional intelligence, neuroticism, and academic stress on the relationship between psychological distress and burnout in medical students
    Yusoff MSB, Hadie SNH, Yasin MAM
    BMC Med Educ, 2021 May 22;21(1):293.
    PMID: 34022865 DOI: 10.1186/s12909-021-02733-5
    BACKGROUND: Stress and burnout commonly threaten the mental health of medical students in Malaysia and elsewhere. This study aimed to explore the interrelations of psychological distress, emotional intelligence, personality traits, academic stress, and burnout among medical students.

    METHODS: A cross-sectional study was conducted with 241 medical students. Validated questionnaires were administered to measure burnout, psychological distress, emotional intelligence, personality traits, and academic stress, respectively. A structural equation modelling analysis was performed by AMOS.

    RESULTS: The results suggested a structural model with good fit indices, in which psychological distress and academic stress were noted to have direct and indirect effects on burnout. The burnout levels significantly increased with the rise of psychological distress and academic stress. Neuroticism was only found to have significant indirect effects on burnout, whereby burnout increased when neuroticism increased. Emotional intelligence had a significant direct effect on lowering burnout with the incremental increase of emotional intelligence, but it was significantly reduced by psychological distress and neuroticism.

    CONCLUSION: This study showed significant effects that psychological distress, emotional intelligence, academic stress, and neuroticism have on burnout. Academic stress and neuroticism significantly increased psychological distress, leading to an increased burnout level, while emotional intelligence had a significant direct effect on reducing burnout; however, this relationship was compromised by psychological distress and neuroticism, leading to increased burnout. Several practical recommendations for medical educators, medical students, and medical schools are discussed.

    Matched MeSH terms: Emotional Intelligence
  12. Fulltext Association between emotional intelligence and perceived stress in undergraduate dental students
    Saddki N, Sukerman N, Mohamad D
    Malays J Med Sci, 2017 Mar;24(1):59-68.
    PMID: 28381929 DOI: 10.21315/mjms2017.24.1.7
    BACKGROUND: This study investigated the association of emotional intelligence (EI) and other factors with perceived stress (PS) in undergraduate dental students.

    METHODS: A total of 234 undergraduate dental students at the School of Dental Sciences, Universiti Sains Malaysia (USM), in the academic year of 2009/2010, participated in this cross-sectional study. Self-administered questionnaires, the Assessing Emotions Scale and the Perceived Stress Scale (PSS-10), were used to evaluate EI and PS, respectively.

    RESULTS: The mean EI score was 121.2 (SD 11.85). The scores were significantly higher in females than males, and in students who chose dentistry based on their own interest rather than in those who were motivated by others to study dentistry. The mean PSS-10 score was 21.2 (SD 5.08). Pearson correlation analysis indicated a significant inverse relationship between EI and PSS-10 scores (r = -0.337). Multi-variable regression analysis also indicated a significant negative linear association between EI and PSS-10 scores (b = -0.156, 95% CI: -0.207, -0.104). PSS-10 scores were significantly higher for students who were in the clinical years rather than the preclinical years.

    CONCLUSIONS: This study of USM undergraduate dental students shows that a low EI, female sex, and being in the clinical years were significant predictors of PS.
    Matched MeSH terms: Emotional Intelligence
  13. Fulltext A longitudinal study of relationships between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods
    Yusoff MS, Esa AR, Mat Pa MN, Mey SC, Aziz RA, Abdul Rahim AF
    Educ Health (Abingdon), 2013 Jan-Apr;26(1):39-47.
    PMID: 23823672 DOI: 10.4103/1357-6283.112800
    CONTEXT: There is considerable evidence that emotional intelligence, previous academic achievement (i.e. cumulative grade point average (GPA)) and personality are associated with success in various occupational settings. This study evaluated the relationships of these variables with psychological health of first year medical students during stressful periods.
    METHODS: A 1-year prospective study was done with students accepted into the School of Medical Sciences, Universiti Sains Malaysia. Information on emotional intelligence, GPA and personality traits were obtained prior to admission. The validated Universiti Sains Malaysia Emotional Quotient Inventory and Universiti Sains Malaysia Personality Inventory were used to measure emotional intelligence and personality traits, respectively. Stress, anxiety and depression were measured by the 21-item Depression Anxiety Stress Scale during the end-of-course (time 1) and final (time 2) examinations.
    RESULTS: At the less stressful period (time 1), stress level was associated with agreeableness and the final GPA, anxiety level was associated with emotional control and emotional conscientiousness and depression level was associated with the final GPA and extraversion. At the more stressful period (time 2), neuroticism associated with stress level, anxiety level was associated with neuroticism and emotional expression, and depression level was associated with neuroticism.
    CONCLUSIONS: This study found that neuroticism was the strongest associated factor of psychological health of medical students during their most stressful testing period. Various personality traits, emotional intelligence and previous academic performance were associated factors of psychological health during a less stressful period. These data suggest that early identification of medical students who are vulnerable to the stressful environment of medical schools might help them maintain psychological well-being during medical training.
    Matched MeSH terms: Emotional Intelligence*
  14. Impact of emotional intelligence and spiritual intelligence on the caring behavior of nurses: a dimension-level exploratory study among public hospitals in Malaysia
    Kaur D, Sambasivan M, Kumar N
    Appl Nurs Res, 2015 Nov;28(4):293-8.
    PMID: 26608428 DOI: 10.1016/j.apnr.2015.01.006
    PURPOSE: The purpose of this research is to study the impact of individual factors such as emotional intelligence (EI) and spiritual intelligence (SI) on the caring behavior of nurses.
    METHODS: A cross-sectional survey using questionnaire was conducted by sampling 550 nurses working in seven major public hospitals in Malaysia. Data were analyzed using structural equation modeling (SEM).
    RESULTS: The main findings are: (1) critical existential thinking and transcendental awareness dimensions of SI have significant impacts on assurance of human presence dimension of caring behavior; (2) personal meaning production and conscious state expansion dimensions of SI have significant impacts on perception of emotion and managing own emotions dimensions of EI; and (3) managing own emotions dimension of EI has significant impacts on respectful deference to other and assurance of human presence dimensions of caring behavior of nurses.
    CONCLUSION: The results can be used to recruit and educate nurses.
    KEYWORDS: Caring behavior; Emotional intelligence; Malaysia; Nurses; Spiritual intelligence
    Matched MeSH terms: Emotional Intelligence
  15. Fulltext Prediction and explanation on adolescent aggression: a study protocol
    Fatimah Ahmad Fauzi, Nor Afiah Mohd Zulkefli, Anisah Baharom
    Malaysian Journal of Medicine and Health Sciences, 2020;16(1):106-114.
    MyJurnal
    Introduction: Adolescent aggression is an important public health concern with escalating prevalence of juvenile cases and violence among these age groups including robbery, homicide, and gang fights. The objectives of this study protocol are to determine the biopsychosocial predictors and explore the contextual factors of adolescent ag- gression among secondary school students in Hulu Langat. Methods: Explanatory mixed method study design will be used, consist of quantitative cross-sectional study followed by basic qualitative study. Proportionate population sampling among Form 4 secondary school students from selected public secondary schools in Hulu Langat will be executed. Questionnaires will be distributed to 481 students on aggression as the dependent variable, and several independent variables: demographic (ethnicity, family income), biological (sex, head injury, nutritional deficiency, breakfast skipping), psychological (attitude and normative beliefs, personality trait, emotional intelligence), and so- cial factors (family environment, single parent status, domestic violence, peer deviant affiliation, alcohol, smoking, substance abuse). Subsequently, participants with moderate to high aggression scores will be further explored on the contextual factors of adolescent aggression by in-depth interview. Multiple linear regression will be executed using SPSS to determine significant predictors whereas thematic analysis will be applied for qualitative data analysis on the context of adolescent aggression. Both findings will be further integrated and discussed to give comprehensive description on the phenomena. Conclusion: Better knowledge and understanding on adolescent aggression may generate new framework to drive more effective preventive strategies and unravel adolescent aggressive related Pub- lic Health problems.
    Matched MeSH terms: Emotional Intelligence
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