The Mediating Role of Emotion Management, Self-Efficacy and Emotional Intelligence in Clinical Nurses Related to Negative Psychology and Burnout

Development of a Video-Test of Emotional Intelligence for Teachers (ViTIED)

Emotional Intelligence (EI) in teaching is associated with various educational outcomes and processes. However, it has typically been measured through self-reports and general EI assessments, lacking a specific performance test with greater ecological validity in relation to the demands of the professional educational context. This study describes the development and validation results of the Video-Test of Emotional Intelligence for Teachers (ViTIED), a new performance-based measure to assess the EI of secondary education teachers based on ability EI model and the situational judgment test paradigm. The test comprises 12 video scenes designed to elicit intra- and interpersonal processes, as well as both positive and negative emotions. A total of 163 Spanish teachers (36% male, 64% female; mean age = 40.32 years) completed the ViTIED, along with personality, perceived EI, and burnout assessments. Test scores provide initial evidence of adequate reliability, as well as content, convergent, and divergent validity. Continued validation of this measure will benefit evaluation and intervention processes with teachers, as well as research on the impact of teachers' EI on the teaching-learning processes and the well-being of the educational community.

Sources of negative emotions and tactics of self-emotion regulation among college students during COVID-19 school closure in China

Background

This study investigated the level of anxiety and depression in Chinese college students since the COVID-19 pandemic and explored the sources of their negative emotions and students' self-emotion regulation strategies.

Methods

A stratified cluster sampling questionnaire was used to survey college students during the pandemic via the Anxiety Depression, Self-made Negative Emotion Source, and Negative Emotion Regulation Strategy Scales.

Results

The prevalence of anxiety and depression was 23.3 and 20.1%, respectively. These levels were higher in women than in men. Furthermore, senior students reported higher levels than freshmen. Anxiety and depression mainly came from the pressure to grow and the narrowed scope of social activities. Proper relaxation via entertainment and communication with family and friends were popular ways of regulating their negative emotions.

Conclusion

College students should confront their negative emotions and understand their source, use psychological methods to regulate their anxiety and depression or seek professional help, improve their psychological resilience, and adopt positive coping measures.