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This study was conducted to examine the moderating role of emotional intelligence (EI) in the relationship between occupational stress characteristics and job satisfaction. Implications of the study on job street theories of practice, research methodologies, conceptual limitations, and suggested directions for future research are also discussed.
This study was conducted to examine the moderating role of emotional intelligence (EI) in the relationship between occupational stress characteristics and ob performance using 103 usable questionnaires that were collected from employees who worked in private institutions of higher learning in Kuching, Sarawak.
This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com
"Exploring Theoretical Mechanisms and Perspectives."
Doctors are working in a very demanding environment. They are members of high-stress occupations. The specific factors, which make the doctors' job so stressful, involve their responsibility for "people" instead of "objects", and the point that their actions or errors have an intense impact on human life. Unreasonable workloads, long working hours, schedule inflexibility, limited career development opportunities, shift work, and night shift etc., have resulted in a worsening of working conditions for doctors. Various scholars have recognized emotional intelligence as one of the measures to lessen the impact of occupational stress. Researchers consider that emotional intelligence and occupational stress are inter-connected variables. The present study aims to contribute to the research among doctors by examining the relationship of emotional intelligence with the occupational stress and conflict management of doctors.
This volume focuses on the role of emotion and emotion regulation in job stress and well-being featuring a number of high-calibre scholars. It provides both an academic and a military perspective on this topic.
Emotional Intelligence is an important factor for teacher's success. The purpose of this paper is to investigate the impact of Emotional Intelligence on Job Satisfaction among the academicians in Technical higher education institutions. In the past, when studying organizational behavior, emotions and EQ were not given serious attention, especially on their contribution towards creativity and productivity. In the same light, limited attempts were also made in investigating the effect of EQ on work attitude and behavior such as job satisfaction and job commitment. In aspects of gender and age females, by handling multiple responsibilities are comparatively more prone to high stress & an unbalanced lifestyle. The EQ level of females with special focus on age & marital status. In male are less stresses but unbalanced lifestyle. Findings suggest that Emotional Intelligence did not affect the level of Job Satisfaction. Gender did not have a significant effect on Emotional Intelligence or Job Satisfaction. Older employees had higher levels of Emotional Intelligence; however, age had no effect on reported Job Satisfaction. Gender did not have a moderating effect in Emotional Intelligence-Job Satisfaction relationship. Age had mixed findings. For the younger generation, the relationship was significantly positive. For the older generation, it was insignificant and negative. Results should be approached with caution. Limitations and future research directions are provided in the article. Data collection is done on the basis of convenience sampling technique. Researchers have acknowledged that job satisfaction is a phenomenon which can be explained as having both cognitive and affective character. The cognitive component is made up of judgments and beliefs about the job, while the affective component comprises of feelings and emotions associated with the job. Job satisfaction is defined as the attitude and feelings people have about their work: positive and favorable attitudes towards the job indicate job satisfaction while negative and unfavorable attitudes toward the job indicate job dissatisfaction. Researchers have acknowledged that job satisfaction is a phenomenon which can be explained as having both cognitive and affective character. The cognitive component is made up of judgments and beliefs about the job, while the affective component comprises of feelings and emotions associated with the job. Job satisfaction is defined as the attitude and feelings people have about their work: positive and favorable attitudes towards the job indicate job satisfaction while negative and unfavorable attitudes toward the job indicate job dissatisfaction.
"Tom was a young engineer employed at one of the country's largest steel companies. He had been an outstanding individual performer, and now he was a new manager, leading a team responsible for producing steel for a major automobile company. After just one week on the job, Tom and his team met with over 20 engineers from that other company. It was a rude awakening. I sat in a room with maybe 20 or 25 of their engineers for the annual quality evaluation of suppliers. And I learned for the first time that we were in the bottom of the bottom quartile as a supplier. We had lousy quality, we had lousy invoicing, we had lousy on-time delivery. And this was my first general manager role! I had grown up as an engineer. And how did Tom respond to this unexpected shock? I had a holy shit moment! I had been in the job literally a week. So part of it was, 'Oh my God, what the hell am I going to do?' Also I thought about how my guys had been in the business for a while, and I thought, 'What the hell have you been doing?' And I was thinking, 'I'm going to clean house!' But then... I've learned that you just can't react viscerally every time something comes up because it just scares people away. So Tom listened attentively as the engineers from the auto company presented their litany of complaints. When they finally finished, he stood up and said, "I wouldn't blame you if you fired us as a supplier. But if you give us a chance to fix these problems, I guarantee you that that we will not have this kind of meeting next year." When Tom met with his team the next morning to discuss the situation, he started by just listening to them. They went on for some time complaining about how the company and their previous boss had made it impossible for them to provide good products and service. Rather than disagree with them or join in pointing fingers at others, Tom listened. "I didn't think about it at the time, but that first couple of hours was very cathartic for them. My focus was not on beating anyone up but rather, what can we do to fix this?" The team responded positively to Tom's approach. The next year when they met, the auto company told Tom that they "never saw any business turn around that quickly in one year." As a result, they began giving Tom's company more business, and Tom went on to a distinguished career, eventually becoming one of his company's top executives"--
Research Paper (postgraduate) from the year 2020 in the subject Health - Stress management, , course: Research Paper, language: English, abstract: The desideratum of the discourse is aimed to determine stress management and emotional intelligence at the workplace, especially with a global pandemic at hand. The global pandemic Coronavirus has arguably ushered in stress and global crisis in the economy and health sector. The crisis results from the collision of vulnerabilities and specific trigger events. The crisis triggers are unpredictable and predicting the timing of a crisis is a fool ‘s errand. Anyone can become splenetic that is easy. However, to be ferocious with the right staff, to the right extent, at the correct time, for the correct purpose, and correctly, this is not burdensome. Emotional intelligence has been demonstrated to be one of the essential determinants for effective leadership. First-line supervisors who appreciate and employ their emotional intelligence in the workplace are more procumbent, and recumbent to retain their staff, enjoy greater collaboration, commitment, and to experience increases in co-worker performance. Academic intelligence has infinitesimal to do with emotional life. The sagacity among us can founder on the shallow of unbridled passions and boisterous impulses; people with high IQ can be remarkedly poor pilots of their private lives. To know that employees are valedictorian is to know they are vastly good at achievement as evaluated by grades. It does not unravel about how they boomerang to the vicissitudes of life. Emotionally intelligent women employee, by juxtaposition, be inclined to be assertive and express their sentiments directly, and to feel unequivocal about themselves; life holds nuts and bolts for them. Like the men, they are cordial, gregarious, and express their ethos appropriately; they roll with punches well to stress. We discovered that 68% are extremely and highly worried of the devastating effects of the pandemic of mass destruction. A stress prevention strategy coupled with coping strategies such as the employment of Wellness programs, breathing, peer support, counselling, religion, exercising, encouraging holiday to the beach and meditation to be employed by Secretaries. Cognitive coping and active coping strategies can be encouraged to Secretaries.
This volume presents the reader with a stimulating tapestry of essays exploring the nature of personal autonomy, self-determination, and agency, and their role in human optimal functioning at multiple levels of analysis from personal to societal and cross-cultural. The starting point for these explorations is self-determination theory, an integrated theory of human motivation and healthy development which has been under development for more than three decades (Deci & Ryan, 2000). As the contributions will make clear, psychological autonomy is a concept that forms the bridge between the dependence of human behavior on biological and socio-cultural determinants on the one side, and people’s ability to be free, reflective, and transforming agents who can challenge these dependencies, on the other. The authors within this volume share a vision that human autonomy is a fundamental pre-condition for both individuals and groups to thrive, and that without understanding the nature and mechanisms of autonomous agency vital social and human problems cannot be satisfactory addressed. This multidisciplinary team of researchers will collectively explore the nature of personal autonomy, considering its developmental origins, its expression within relationships, its importance within groups and organizational functioning, and its role in promoting to the democratic and economic development of societies. The book is aimed toward developmental, social, personality, and cross-cultural psychologists, towards researchers and practitioners’ in the areas of education, health and medicine, social work and, economics, and also towards all interested in creating a more sustainable and just world society through promoting individual freedom and agency. This volume will provide a theoretical and conceptual account of the nature and psychological mechanisms of personal motivational autonomy and human agency; rich multidisciplinary empirical evidence supporting the claims and propositions about the nature of human autonomy and capacities for self-regulation; explanations of how and why different psychological and socio-cultural conditions may play a role in promoting or undermining people’s autonomous motivation and well-being, discussions of how the promotion of human autonomy can positively influence environmental protection, democracy promotion and economic prosperity.