Does Emotional Intelligence Buffer the Effects of Acute Stress? A Systematic Review

Sex-dependent effects of stress on aIC-NAc circuit neuroplasticity: Role of the endocannabinoid system

Stress is a major risk factor for psychiatric disorders and affects neuroplasticity in brain areas like the nucleus accumbens core (NAcC) and the insular cortex (IC). This study examined neuroplasticity changes in the aIC-NAcC circuit after restraint stress in male and female rats, and explored the role of the endocannabinoid system. Male and female rats underwent 2 h of acute restraint stress. Behavioral tests and in vivo electrophysiological recordings were performed immediately and 24 h after stress exposure. cFos was performed immediately after stress. Since stress effects were observed only in males, we evaluated the systemic and intra-NAc blockade of CB1 receptors in male rats. We found increased c-Fos expression in the hypothalamus but not in the IC in both sexes after acute restraint stress, along with heightened anxiety and reduced exploratory behavior. Males and females exhibited different neuronal plasticity in the aIC-NAcC pathway. Under basal conditions, males showed equal proportions of long-term potentiation (LTP) and long-term depression (LTD), whereas females predominantly exhibited LTP. Stress disrupted synaptic plasticity in males by eliminating LTD in the aIC-NAcC pathway 24 h after exposure. This effect was reversed by systemic and local CB1 receptor blockade. These findings suggest that integration of aIC information into NAcC differs by sex, with stress-induced neuroplasticity changes occurring only in males, dependent on the endocannabinoid system. This study provides insight into sex differences in stress reactivity, which may relate to stress-related psychiatric disorders.

Feelings of Patients Admitted to the Emergency Department

Background/Objectives: Very few studies describe the various feelings experienced in the emergency department (ED). Our study describes the pain, stress, and negative and positive emotions experienced by patients admitted to the ED in relation to age, gender, and reason for ED admission. Methods: Patients admitted to the ED of seven French hospitals were surveyed as part of the randomised multicentre study SOFTER IV (n = 2846). They reported the intensity of their pain on a numerical rating scale of 0 to 10, the intensity of their stress on an equivalent scale, and their emotions on a five-point rating scale using an adapted version of the Geneva Emotion Wheel proposed by Scherer, based on eight core emotions: fear, anger, regret, sadness, relief, interest, joy, and satisfaction. Results: Patients reported an average pain rating of 4.5 (SD = 3.0) and an average stress rating of 3.4 (SD = 3.1). Forty-six percent reported at least one strong negative emotion, and the two most frequently reported were fear and sadness. Forty-seven percent of patients described feeling at least one strong positive emotion, and the two most frequently reported were interest and relief. Pain was significantly higher among female patients under 60 admitted for injury. Stress was significantly higher among female patients under 60 admitted for illness. Emotions of negative valency were significantly higher among women admitted for injury. Emotions of positive valency were significantly higher among men over 60 admitted for illness. Conclusions: Experiences of pain, stress, and emotions have a strong presence in the ED. The reporting of these feelings varies depending on age, gender, and reason for ED admission.

The influence of emotional intelligence on learning burnout in Chinese art college students: the chain mediation effect of self-acceptance and perceived stress

Introduction

Art college students are under special pressure from a few sources, including study, employment, friends, emotions, family relations and other aspects. This can lead to a reasonable degree of learning burnout among art college students, which will have a negative impact on their physical and mental health, as well as their study and employment. However, there is a paucity of empirical studies on learning burnout among art students. Furthermore, the factors and mechanisms that contribute to learning burnout among art students remain unclear. The purpose of this study was to examine the relationship between emotional intelligence and learning burnout in Chinese art college students, and to identify the role of self-acceptance and perceived stress as sequential mediators.

Methods

This study employed a completely random survey of three art universities in China to investigate the status of emotional intelligence, self-acceptance, perceived stress and learning burnout among art students and their relationships. The data was analyzed using an independent sample t-test and structural equation modelling.

Results

A total of 678 valid samples were obtained from a study of Chinese art students. No significant differences were observed in the scores of emotional intelligences, self-acceptance, perceived stress, and learning burnout among participants of different genders. The results of the structural equation modelling indicated that emotional intelligence was negatively associated with learning burnout (β = -0.282, p < 0.001). The results indicated that self-acceptance (β = -0.140, p < 0.001) and perceived stress (β = -0.072, p < 0.001) had independent mediating effects. Furthermore, self-acceptance and perceived stress exhibited sequence mediating effects (β = -0.039, p < 0.001).

Conclusion

The results of the study confirm that emotional intelligence is a significant factor in the learning burnout of art students. Furthermore, the findings demonstrate the mediating effect of self-acceptance and perceived pressure on this relationship. The findings provide a novel explanation for the mechanism underlying college students' learning burnout.

The Impact of Perceived Emotional Intelligence on Occupational Stress Among Nurses: Empirical Evidence From a Saudi Health Cluster

Background: Occupational stress is a significant challenge for healthcare systems worldwide. It compromises the quality of healthcare and jeopardizes patient safety. Globally, the estimated economic impact of occupational stress in the healthcare system ranges from US $221.13 million to US $187 billion. Emotional intelligence has been recognized as a behavioral buffer against occupational stress. Hence, this study investigated whether nurses' perceptions of emotional intelligence impact their self-perceived occupational stress. Design: A predictive correlational design was utilized. Method: A prior power analysis using G ∗ Power 3.1 was conducted. A convenience sample of 734 nurses was recruited from Taif Health Cluster. Data were coded and analyzed using IBM® SPSS® Statistics for Windows v.25. Descriptive and inferential statistics were used. A hierarchical regression technique was used. The level of significance was established at p < 0.05. The process of data collection started at August 2022 and continued through October 2022. Results: The results indicated that nurses' age and working area predicted occupational stress perceptions in the first model (β = -0.28 and β = 0.21, p = 0.001, respectively). The second model showed a significant improvement (ΔF(7,727) = 162.35, p < 0.000, ΔR 2 = 0.226) and indicated a negative correlation between nurses' perceptions of emotional intelligence and occupational stress (β = -0.45, t = -12.8, p < 0.000). The nurses' sociodemographic characteristics in the first model explained 2.4% of the variance. The second model represented 25.0% of the variance when nurses' emotional intelligence perception was included. Conclusion: Our study shows a novel framework that indicates a positive perceived effect of emotional intelligence on nurses' perceptions of occupational stress in Saudi Arabia. Our findings propose that emotional intelligence is a significantly effective mechanism against occupational stress.

Effects of emotional intelligence on physical activity engagement and the mediating roles of achievement motivation and interpersonal relationship in Chinese undergraduate students

Background

Engaging in physical activity has been demonstrated to enhance cardiorespiratory fitness, muscle strength, bone health, and cardiometabolic health. However, it is concerning that more than 80% of students globally do not meet the recommended standard of at least 1 h of physical activity per day. It is imperative to enhance student involvement in physical activities.

Objective

This study aims to investigate the effect of emotional intelligence (EI) on undergraduate students' physical activity engagement (PAE), to elucidate the mediating role of achievement motivation (AM) and interpersonal relationships (IR).

Methods

A stratified whole-sample was used to survey 810 university students (19.84 ± 1.40 years). The scale items were designed to assess the participants' EI, PAE, AM, and IR based on the correlation scale. SPSS and AMOS were used to analyze the mediating effect.

Results and conclusion

The results demonstrated a positive effect of EI on AM and PAE (β = 0.29, p < 0.001; β = 0.28, p < 0.001). Furthermore, AM was found to have a positive effect on PAE (β = 0.07, p < 0.05). Notably, AM mediated between EI and PAE. In conclusion, our findings provide further insight into the effect of EI on undergraduate students' PAE, and reveal the mediating role of AM.

Oxidative stress's impact on red blood cells: Unveiling implications for health and disease

Oxidative stress, a condition characterized by an imbalance between reactive oxygen species (ROS) production and the body's ability to detoxify them, has emerged as a pivotal factor in the pathophysiology of various diseases. Red blood cells (RBCs), essential components of the circulatory system, are particularly susceptible to oxidative damage due to their high oxygen-carrying capacity and the abundance of vulnerable biomolecules. This review comprehensively explores the intricate mechanisms underlying oxidative stress-induced damage to red blood cells and the subsequent implications for overall health and disease. We delve into the sources of ROS generation within RBCs, including metabolic processes and external factors, shedding light on the delicate redox balance that governs cellular homeostasis. The impact of oxidative stress on red blood cells extends beyond the confines of their primary physiological role, as these cells actively participate in immune responses, inflammation modulation, and nitric oxide metabolism. Consequently, understanding the implications of oxidative stress on RBCs provides valuable insights into the broader landscape of health and disease. In conclusion, this review underscores the critical role of oxidative stress in influencing red blood cell physiology and its far-reaching implications for human health. Elucidating the molecular intricacies of this relationship not only enhances our understanding of fundamental biological processes but also paves the way for the development of targeted therapeutic interventions to mitigate the adverse effects of oxidative stress on red blood cells and, by extension, on overall health.

Non-Cognitive Adaptive Resourcefulness: Scrutiny of Its Multidimensionality and Nomological Validity

Recent research has observed that Mental Toughness, Optimal Regulation, and Self-Efficacy share core features and variance. Investigators have named this commonality Non-Cognitive Adaptive Resourcefulness (NCAR). The NCAR validation study reported that the construct possesses promising psychometric properties, however, further research is required to replicate and extend these findings. Acknowledging this, the present paper using a UK-based sample of 1998 participants (Mage = 40 years, range 18-83), tested the NCAR model against competing alternatives (multidimensional and one-factor solutions), and assessed the nomological validity of NCAR in relation to Perceived Stress and Anxiety Control. Participants completed the self-report study measures online. Exploratory structural equation modelling revealed that a bifactor solution represented data more effectively than one-factor and multi-factor alternatives. Additionally, a structural equation model found that NCAR significantly predicted Perceived Stress (subfactors of Distress and Coping) and Anxiety Control (subfactors of Emotional Control, Threat Control, and Stress Control). Moreover, NCAR predicted PSS Coping and Emotional Control to a greater extent than the specific bifactors (Mental Toughness, Optimal Regulation, and Self-Efficacy). This suggested that NCAR comprises an underpinning, positive psychological energy that facilitates coping. Particularly, an enabling resource that enhances the capacity to thrive under pressure and retain emotional control in demanding and trying circumstances.

The relationship between emotional intelligence, anxiety, and performance in physical education and sport students

Emotional intelligence (EI) has been recently the main target in research on sports psychology. The objectives of this study were to investigate the relation between self-report measures of emotional intelligence, pre-competitive anxiety, and performance among students during the physical education exam of the high school final year. This cross-sectional study was conducted on a sample of 350 students attending the physical education exam in the year 2021-2022. Analysis of the correlations between the scores of Emotional intelligence and anxiety showed that self-confidence was positively correlated with all dimensions of Emotional intelligence (Beta = 0.524; p = 0.000). Multivariate linear regression analysis showed that the most related items to performance were self-confidence in a positive direction (r = 0.56; p = 0.000) and negatively with somatic anxiety (r = -0, 39; p = 0.000). Considering the Emotional intelligence subscales, hetero-emotional management was significantly positively associated with performance (p = 0.000) however emotional perception was negatively correlated with performance (p = 0.003). These results demonstrate the importance of social and emotional learning programs for improving self-confidence and better management of emotions during physical education and sports.

Incorporating social justice learning into competency-based graduate nursing: A discussion of integrating pedagogies

BACKGROUND

The impact of social inequity on the collective health of a society is well documented and, despite decades of research, the problem persists on a global scale. Nurse practitioners are competent to treat the downstream health effects of social inequity, but nursing students may lack the structural awareness to accurately target primary prevention efforts.

OBJECTIVE

The authors discuss faculty preparation and pedagogical considerations when incorporating social justice learning into a graduate and post-graduate psychiatric nurse practitioner course.

DESIGN/METHODS

Guided by Walter's Emancipatory Nursing Praxis model, several pedagogical strategies were developed to enhance graduate nursing students' awareness of oppressive and unjust realities in the healthcare setting.

CONCLUSION

Emancipatory pedagogical strategies in competency-based graduate nursing education can enhance the transformative social learning essential for the development of health equity praxis.

Emotional arousal and valence in patients with fibromyalgia: a pilot study

The pathogenesis of pain in fibromyalgia is still not completely understood. A disrupted emotional modulation could affect the physiology of nociception and contributes to an altered perception of pain. The aim of this study was to test the role of emotional arousal and valence in pain susceptibility in fibromyalgia using the International Affective Picture System (IAPS) paradigm and the Fibromyalgia Severity Scale (FSS). The study focused on comparing emotional arousal and valence between patients with fibromyalgia and the control group. The secondary objective was to examine the correlation between emotional indices and scores on the FSS and the duration of the disease. The 20 patients with fibromyalgia enrolled showed a higher mean arousal score for all the stimuli, including a higher score for unpleasant and socially unpleasant stimuli. The valence scores for social-relevant stimuli were also higher. Increased arousal to unpleasant and socially unpleasant images and increased valence of them correlated with the duration of the disease and the severity of symptoms and could reflect impairment in social cognition and marked sensitivity to pain in interaction with central nociceptive dysregulation.

A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper

Mental health and wellbeing are increasingly threatened in the current post-pandemic times, with stress, especially in students, reaching preoccupying levels. In addition, while many educational programs are unidimensional (i.e., lacking integration between physical, emotional and cognitive elements), there are ways to promote physical, social and mental health in children and adolescents. In this opinion paper, we will discuss the importance of an integrative approach for health development and examine relevant factors, such as awareness and emotional intelligence. We will highlight evidence ranging from behavioral to electrophysiological, structural and molecular, and report several recent studies supporting the effectiveness of a holistic approach in supporting wellbeing and creativity in children and adults, and detailing a specific paradigm named the Quadrato Motor Training (QMT). QMT is a specifically structured movement meditation, involving cognitive, motor and affective components. Finally, we will support a holistic view on education, integrating motion, emotion and cognition to develop a person-centered, or in this case student-centered, approach to wellbeing and health.

Diagnostics of psychological flexibility and the ability to cope with the inevitable changes among psychology students

The study concerns the question of how much the emotional competence and the ability to cope with problems in one's own personality increase in the process of professional psychological education, for which students of different years of study were tested. The aim of this study is to deeply diagnose various components of psychological flexibility and the ability to cope with unexpected events among psychology students. The study involved 30 students from 1 to 4 years of university grade level participated into study, divided into 4 equal groups from. Based on testing various aspects of psychological flexibility, emotional intelligence test (EQ test), Emotion Regulation Questionnaire (ERQ) and D.V. Lyusin emotional intelligence instrument (Emin) were used; it was tested using Student's t-test and Kruskal-Wallis H-test to evaluate differences between three or more samples simultaneously. As a result of the study, the significant differences between all groups of participants and between the assessment of individual factors of psychological flexibility in different groups was accepted. Each of the groups demonstrated its specific characteristics of the relationship between emotional competence and coping with stress. Comparison of the results of students from different years of study showed that psychological education does not have a significant effect on emotional intelligence as an indicator of emotional flexibility, but positively affects the development of coping with stress, although in predominantly passive forms. The practical application of the research lies in improving psychology students' learning; the research results can be used as methods for determining psychological flexibility factors that require development in study groups.

Effects of Emotional Intelligence Training on Symptom Severity in Patients With Depressive Disorders

Depressive disorders affect individual's thoughts, feelings, and social interactions. Enhancing emotional competencies of depressed individuals may alleviate their suffering. Purpose: This study aimed to compare depression severity and emotional intelligence before and after emotional intelligence training in patients with depressive disorders. Methods: A nonrandomized trial (one-group pretest-posttest) research design was applied to 69 patients purposively recruited. The patients' sociodemographic and clinical data were collected. The Beck Depression Inventory-II and Trait Emotional Intelligence Questionnaire-Short Form were completed before and immediately after an 8-weeks of focused weekly group training. Results: A significant improvement in the scores of well-being, self-control, emotionality, and sociability; total emotional intelligence scores; and total depression scores was perceived after training (Z = 5.601, 4.398, 5.686, and 3.516; 4.943; and 2.387, respectively). Implications for Nursing Practice: As emotional intelligence can be learned; it may be a target for interventions when dealing with patients with depressive disorders by strengthening their emotional intelligence.

Exploring self-regulation theory as a mechanism of the effects of psychological contract fulfillment: The role of emotional intelligence

As self-regulation theory has increasingly been used as a theoretical lens to explain the effects of psychological contract evaluations and employee outcomes, we test whether emotional intelligence (an ability for self-regulation) is a potential moderator of these relationships. More concretely, using a multiple times survey design in an education-based organization with 247 participants, we examined whether emotional intelligence moderates the mediation effect of emotional exhaustion on the relationship between psychological contract fulfillment and turnover intentions. Using a structural equations model (SEM) framework, our results support our hypotheses that individuals with low emotional intelligence do not experience the benefits of having fulfilled psychological contracts. Psychological contract fulfillment significantly reduces the likelihood of emotional exhaustion but only for individuals with high emotional intelligence. Consequently, turnover intentions are lower for emotionally intelligent individuals who experience the fulfillment of psychological contracts. Theoretical and practical implications are discussed. We conclude our study by suggesting that emotional intelligence should be considered as a relevant individual difference in future psychological contract research.

Influence of play on positive psychological development in emerging adulthood: A serial mediation model

Introduction

Although the literature reports that play provides substantial psychological benefits for individuals, it is often only emphasized by educators for younger children but less so for emerging adults. This cross-sectional study examined the impact of time spent engaged in play on emerging adults' emotional intelligence, emotional traits, and resilience.

Methods

Participants (N = 131, 93.9% women) were full-time undergraduate students between the ages of 19 and 25 (M = 21.28, SD = 1.08).

Results

Results showed that play experiences cultivated emotional intelligence and strengthened resilience. Further, the findings supported a serial mediation model in which play was indirectly related to resilience through its effect on emotional intelligence and positive emotion.

Discussion

Play is recognized as a means to relieve stress and protect psychological wellbeing. Emerging adults who experience pleasure, enjoyment, learning, and the acquisition of new skills will benefit from play. Individuals should enhance positive play experiences, particularly sporting activities, to maintain a healthy work-life balance given the positive relationship between play, emotional intelligence, emotional traits, and resilience.

Evidence and Strategies for Including Emotional Intelligence in Pharmacy Education

Objective. This integrative review summarizes the literature addressing emotional intelligence among health care professionals and students to better define and incorporate it into the pharmacy curricula.Findings. Emotional intelligence is an essential attribute for relationship building, stress management, and self-regulation. Pharmacy students must develop and improve their emotional intelligence to support their development of successful relationships with patients, pharmacy colleagues, and other health care providers. In addition, awareness of one's own biases and emotions can help with behavioral regulation, which can facilitate enhanced communications with others. Increasing evidence suggests that emotional intelligence can influence academic success, the ability to provide compassionate and competent patient care, the ability to lead and influence others, and the ability to manage stress, all of which are important in pharmacy education. Educators can help learners develop emotional intelligence by designing activities that directly identify and target areas of weakness while leveraging areas of strength.Summary. This article discusses key background studies on emotional intelligence in the health professions literature and identifies specific methods and strategies to develop learners' emotional intelligence within the curriculum.

Attached but Lonely: Emotional Intelligence as a Mediator and Moderator between Attachment Styles and Loneliness

(1) Background: The aim of the presented research was to examine if emotional intelligence (EI) could be regarded as a mechanism mediating the relationship between attachment and loneliness. The authors also tested the moderating role of this variable, investigating whether EI was a protective factor against loneliness in insecurely attached individuals. (2) Methods: In two cross-sectional studies (N = 246 in Study 1 and N = 186 in Study 2), participants completed a set of questionnaires measuring attachment styles, trait emotional intelligence, and loneliness. (3) Results: Both studies revealed a consistent pattern of results, indicating a dual role of EI in the relationships between attachment styles and loneliness. Firstly, EI was a mediator between attachment and loneliness-both anxious and avoidant attachment were associated with a low level of EI, which in turn translated into increased loneliness. Secondly, EI moderated the relationship between anxious attachment and loneliness. It turned out that the strength of the positive relationship between anxious attachment and loneliness decreased with an increase in EI. (4) Conclusions: These results point to EI as an underlying mechanism between insecure attachment and loneliness. They also suggest that EI is an important psychological resource protecting anxiously attached individuals against a subjective sense of social isolation.

Social media stress and mental health: A brief report on the protective role of emotional intelligence

Evidence on whether social media use is associated with poor mental health and stress remains mixed and controversial. It is suggested that this effect may vary according to individual differences. Emotional intelligence (EI) is considered a protective resource that can buffer the effects of stressors in certain contexts. We examine whether this protective effect extends to the experience of social media stress. 201 young adults (mean age 26.12; 83.6% female) completed measures of EI (trait; ability), social media stress (SMS), anxiety, depression and wellbeing. SMS related to poorer mental health (symptoms and wellbeing) whilst higher EI was linked to reduced levels of SMS and better mental health. Data show the relationship between SMS and depression is moderated by trait (not ability) EI, such that those with lower levels of trait EI, who experience high levels of SMS, report higher levels of depression symptoms compared to those with higher TEI. Implications and directions for research are explored.

Mental Health during COVID-19 Pandemic: The Role of Optimism and Emotional Regulation

In light of different challenges associated with the COVID-19 pandemic, university students are considered a particularly vulnerable population to mental health and study engagement issues. The first years at university represent a crucial period for students and are associated with an increase in mental health problems, particularly in healthcare studies. This study aimed (1) to document the current levels of mental health and study engagement among healthcare students in Tunisia, and (2) to investigate the relationships between emotional regulation, optimism, study engagement and common mental health problems (stress, anxiety and depression) among this population. A cross-sectional, electronic survey-based research design was used to draw a sample of 366 health care students from a University in Tunisia. Participants mostly reported mild (34.7%) or moderate (44.3%) levels of depression, moderate (44.7%) or severe (33.6%) levels of anxiety, average (50.8%) or mild (33.8%) levels of stress, and high levels of study engagement (>85%). Through structural equation modelling, the results showed that emotional regulation negatively affected stress, anxiety, and depression. Optimism partially mediated the relationship between emotional regulation, anxiety and depression and fully mediated the relationship between emotional regulation and study engagement. The findings indicated a high prevalence of psychological distress among healthcare university students in Tunisia, and specific protective factors that may be targeted to reduce mental health problems.

Linking Emotional Intelligence to Mental Health in Chinese High School Teachers: The Mediating Role of Perceived Organizational Justice

Compare with other professions, teachers are reported to have a higher risk of poor mental health. This study examined the relationships between emotional intelligence, perceived organizational justice, and mental health among Chinese high school teachers. Three hundred and eighty-one high school teachers, with their age range between 21 and 50 years, were administered the Emotional Intelligence Scale, Perceived Organizational Justice Scale, and Mental Health Scale. The result found that emotional intelligence and perceived organizational justice directly influence the mental health of high school teachers. In addition, perceived organizational justice mediated the association between emotional intelligence and mental health. Moreover, the present study analyzes the different role of subtypes of perceived organizational justice on the relationships between emotional intelligence and mental health, and the results showed that the mediating effects of perceived distributive justice and interactive justice on emotional intelligence and mental health are not significant, only the perceived procedural justice mediated the relationships between emotional intelligence and teachers' mental health. The results are discussed in a conceptual context.

Serious game to promote socioemotional learning and mental health (emoTIC): a study protocol for randomised controlled trial

INTRODUCTION

The development of emotional competences may be a protective factor for mental health problems, promoting well-being at such a complex age as adolescence. Technologies may be used to carry out this empowerment because adolescents are attracted to them. The purpose of the study is to design a serious game based on the Mayer et al's emotional intelligence ability model and analyse the effectiveness of the emoTIC programme to develop emotional competences, well-being, mental health, and personal strengths immediately after completion and at 12 months.

METHODS AND ANALYSIS

The new version of emoTIC will be designed following the suggestions of the adolescents who participated in the pilot study and the results obtained from the statistical analysis. The participants will be 385 adolescents aged 11-16 years who will be randomly assigned to the control group and the experimental group. The experimental group will complete the emoTIC programme. The primary outcomes include emotional competences and subjective well-being. The secondary outcomes are self-esteem; general self-efficacy; personality; social and personal responsibility; school social climate; somatic complaints; depression, anxiety and stress symptoms; emotional and behavioural difficulties; suicidal behaviour; and subjective happiness. Data will be collected at three moments: baseline (T1), immediately post-intervention (T2) and 12-month follow-up (T3). The effectiveness of the programme will be analysed using different statistical packages.

ETHICS AND DISSEMINATION

The study has been approved by the Ethics Commission of the University of Valencia (H152865096049), and the standards of the Declaration of Helsinki to collect the data will be followed. Results will be disseminated across the scientific community.

TRIAL REGISTRATION NUMBER

ClinicalTrials.gov Registry (NCT04414449).

TRIAL SPONSOR

University of Valencia. Principal investigator: Inmaculada Montoya-Castilla.

Exploring resilience and workplace adversity in registered nurses: A qualitative analysis

The aim of this study was to explore New Zealand registered nurses' experiences of resilience and workplace adversity. Resilience research in nursing has concentrated on quantitative and individual aspects. Contextual factors have been largely ignored. This study addresses this gap by qualitatively researching and documenting nurses' experiences of resilience and workplace adversity. An online survey of New Zealand registered nurses was conducted in 2018. Qualitative responses were analyzed using Braun and Clarke's thematic analysis method. Three themes emerged: 1) perseverance, 2) how the past influences my present resilience, and 3) things I do to stay strong. Nurses rely on personal resilience to overcome workplace adversity. Health service organizations must implement policies and procedures that: 1) reduce workplace adversity and 2) encourage and develop strategies for nurses to individually and collectively face adversity with resilience. Future research needs to explore how healthcare organizations can modify existing systems and structures to align with nurses' efforts to sustain and develop resilience. This article is protected by copyright. All rights reserved.

COVID-19: How the stress generated by the pandemic may affect work performance through the moderating role of emotional intelligence

This study aimed to assess the moderating effect of emotional intelligence (EI) in the direct impact of the stress generated by the pandemic on work performance and counterproductive work behaviors (CWB) in a multioccupational sample of 1048 professionals (60.7% women). The participants filled the Wong and Law Emotional Intelligence Scale, the Impact of Event Scale 6 and the Individual Work Performance Questionnaire. The results proved a relationship between Covid stress, performance and EI, which has a moderating effect between the stress and both indicators of performance, even when sociodemographic variables were controlled. In essence, professionals with high levels of EI and low Covid stress showed the highest performance and the lowest CWB when compared to those who presented less emotional capabilities and higher stress. These results confirm the importance of EI in improving the effectiveness of work performance and reinforce the role of EI as a protective variable that can safeguard occupational health.

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social-emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers' achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

Does non-invasive brain stimulation modulate emotional stress reactivity?

Excessive emotional responses to stressful events can detrimentally affect psychological functioning and mental health. Recent studies have provided evidence that non-invasive brain stimulation (NBS) targeting the prefrontal cortex (PFC) can affect the regulation of stress-related emotional responses. However, the reliability and effect sizes have not been systematically analyzed. In the present study, we reviewed and meta-analyzed the effects of repetitive transcranial magnetic (rTMS) and transcranial direct current stimulation (tDCS) over the PFC on acute emotional stress reactivity in healthy individuals. Forty sham-controlled single-session rTMS and tDCS studies were included. Separate random effects models were performed to estimate the mean effect sizes of emotional reactivity. Twelve rTMS studies together showed no evidence that rTMS over the PFC influenced emotional reactivity. Twenty-six anodal tDCS studies yielded a weak beneficial effect on stress-related emotional reactivity (Hedges’ g = −0.16, CI_95% = [−0.33, 0.00]). These findings suggest that a single session of NBS is insufficient to induce reliable, clinically significant effects but also provide preliminary evidence that specific NBS methods can affect emotional reactivity. This may motivate further research into augmenting the efficacy of NBS protocols on stress-related processes.

Trait Emotional Intelligence and Wellbeing During the Pandemic: The Mediating Role of Meaning-Centered Coping

Studies investigating the COVID-19 pandemic from a psychological point of view have mostly focused on psychological distress. This study adopts the framework of existential positive psychology, a second wave of positive psychology that emphasizes the importance of effective coping with the negative aspects of living in order to achieve greater wellbeing. Trait emotional intelligence (trait EI) can be crucial in this context as it refers to emotion-related personality dispositions concerning the understanding and regulation of one's emotions and those of others. The present study investigated the relationship between trait EI and both wellbeing and psychological distress (i.e., depression, anxiety, and stress), while exploring the mediating role of meaning-centered coping (proactive transformative strategies based on meaning in life) and maladaptive coping (i.e., behavioral disengagement and self-blame) during the first few months of the COVID-19 pandemic. A sample of 326 Lebanese adults completed measures of trait EI, wellbeing, psychological distress, coping, and meaning-centered coping. Results showed a strong positive correlation between trait EI and meaning-centered coping. Trait EI also correlated positively with wellbeing and negatively with psychological distress. Structural equation modeling showed that meaning-centered coping partially mediated the relationship between trait EI and wellbeing. Maladaptive coping fully mediated the relationship between trait EI and psychological distress. Findings indicate that trait EI is positively related to dealing with a stressful situation such as the pandemic in positive ways at both the cognitive level, by reformulating the situation to see something valuable in it, and behavioral level, by being proactive about it. Trait EI was positively linked to seeing the situation as an opportunity for personal growth, finding personal meaning in this situation, maintaining an attitude of hope and courage, and acting more responsibly with one's self and others during the current crisis. In turn, this coping formula was related to lower psychological distress and improved mental health. These results are consistent with the existential positive psychology framework and can inform implementation programs and policies aiming at raising awareness and promoting healthy and successful coping during the pandemic.

Initial Evidence for the Hypersensitivity Hypothesis: Emotional Intelligence as a Magnifier of Emotional Experience

In this article, we provide preliminary evidence for the ‘hypersensitivity hypothesis’, according to which Emotional Intelligence (EI) functions as a magnifier of emotional experience, enhancing the effect of emotion and emotion information on thinking and social perception. Measuring ability EI, and in particular Emotion Understanding, we describe an experiment designed to determine whether, relative to those low in EI, individuals high in EI were more affected by the valence of a scenario describing a target when making an affective social judgment. Employing a sample of individuals from the general population, high EI participants were found to provide more extreme (positive or negative) impressions of the target as a function of the scenario valence: positive information about the target increased high EI participants’ positive impressions more than it increased low EI participants’ impressions, and negative information increased their negative impressions more. In addition, EI affected the amount of recalled information and this led high EI individuals to intensify their affective ratings of the target. These initial results show that individuals high on EI may be particularly sensitive to emotions and emotion information, and they suggest that this hypersensitivity might account for both the beneficial and detrimental effects of EI documented in the literature. Implications are discussed.

QEPro: An ability measure of emotional intelligence for managers in a French cultural environment

Managers' interest in the concept of emotional intelligence (EI) has grown steadily due to an accumulation of published articles and books touting EI's benefits. For over thirty years, many researchers have used or designed tools for measuring EI, most of which raise important psychometric, cultural and contextual issues. The aim of this article is to address some of the main limitations observed in previous studies of EI. By developing and validating QEPro we propose a new performance-based measure of EI based on a modified version of Mayer and Salovey's (1997) four-branch model. QEPro is an ability EI measure specifically dedicated to managers and business executives in a French cultural environment (N = 1035 managers and executives). In order to increase both the ecological and the face validity of the test for the target population we used the Situational Judgment Tests framework and a theory-based item development and scoring approach. For all items, correct and incorrect response options were developed using established theories from the emotion and management fields. Our study showed that QEPro has good psychometric qualities such as high measurement precision and internal consistency, an appropriate level of difficulty and a clear factorial structure. The tool also correlates in meaningful and theoretically congruent ways with general intelligence, Trait EI measures, the Big Five factors of personality, and the Affect measures used in this study. For all these reasons, QEPro is a promising tool for studying the role of EI competencies in managerial outcomes.

Emotional Intelligence Mitigates the Effects of Customer Incivility on Surface Acting and Exhaustion in Service Occupations: A Moderated Mediation Model

This study contributes to the constantly accumulating evidence on the effects of customer incivility (CI) on service employee exhaustion. Previous research has demonstrated that surface acting (SA) acts as a mediating variable in the relationship between CI and exhaustion. This study extended prior findings in two ways. The results of Study 1 (315 retail sales employees, 62.2% female) demonstrated that SA mediates the positive relationship between CI and exhaustion while controlling for employees’ trait positive and negative affectivity (NA). The results of Study 2 (292 customer service representatives, 51% female) supported a moderated mediation model demonstrating that trait emotional intelligence (EI) buffers the direct and indirect (through SA) effects of CI on exhaustion. Specifically, it was found that employees exposed to many uncivil customer behaviors but high in trait EI reported using less SA and, thus, experienced fewer exhaustion symptoms than their low in trait EI counterparts. These results highlight EI as an important personal resource that mitigates the adverse effects of CI on service employees’ exhaustion, and suggest that organizations should consider implementing EI training programmes for their frontline service employees.

Maladaptive emotion regulation traits predict altered corticolimbic recovery from psychosocial stress

BACKGROUND

Adaptive recovery from stress promotes healthy cognitive affective functioning, whereas maladaptive recovery is linked to poor psychological outcomes. Neural regions, like the anterior cingulate and hippocampus, play critical roles in psychosocial stress responding and serve as hubs in the corticolimbic neural system. To date, however, it is unknown how cognitive emotion regulation traits (cER), adaptive and maladaptive, influence corticolimbic stress recovery. Here, we examined acute psychosocial stress neural recovery, accounting for cER.

METHODS

Functional neuroimaging data were collected while forty-seven healthy participants performed blocks of challenging, time-sensitive, mental calculations. Participants immediately received performance feedback (positive/negative/neutral) and their ranking, relative to fictitious peers. Participants rested for 90 seconds after each feedback, allowing for a neural stress recovery period. Collected before scanning, cER scores were correlated with neural activity during each recovery condition.

RESULTS

Negative feedback recovery yielded increased activity within the dorsomedial prefrontal cortex and amygdala, but this effect was ultimately explained by maladaptive cER (M-cER), like rumination. Isolating positive after-effects (i.e. positive > negative recovery) yielded a significant positive correlation between M-cER and the anterior cingulate, anterior insula, hippocampus, and striatum.

CONCLUSIONS

We provide first evidence of M-cER to predict altered neural recovery from positive stress within corticolimbic regions. Positive feedback may be potentially threatening to individuals with poor stress regulation. Identifying positive stress-induced activation patterns in corticolimbic neural networks linked to M-cER creates the possibility to identify these neural responses as risk factors for social-emotional dysregulation subsequent to rewarding social information, often witnessed in affective disorders, like depression.

Personality Traits, Stress, and Emotional Intelligence Associated with Central Serous Chorioretinopathy

BACKGROUND The aim of the present study was to investigate the relationship between personality traits, stress, emotional intelligence, and central serous chorioretinopathy (CSCR). MATERIAL AND METHODS This prospective case-control study included 57 patients with acute CSCR and 57 age- and sex-matched controls with refractive errors. Inclusion criteria for CSCR group were acute unilateral onset of visual disturbances within 2 weeks until the first visit to the ophthalmologist and ophthalmoscopic finding of a round or oval macular detachment confirmed by optical coherence tomography as a dome-shaped serous neuroretinal elevation. RESULTS Using the Sixteen Personality Factor Questionnaire (16 PF), patients with CSCR achieved slightly higher scores on primary characteristics such as warmth (P=0.612) and perfectionism (P=0.137) when compared to the control subjects. Mean scores measured with the Social Readjustment Rating Scale (SRRS) were significantly higher in patients with CSCR (P=0.004), which means that these patients had notably elevated average reactivity to stressful life events. In addition, the number of patients with a high stress level was higher in the CSCR group than in the control group. Considering the level of emotional intelligence measured with the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), patients with CSCR achieved significantly lower scores on well-being (P=0.003) and sociability (P=0.011) factors, as well as on total score (P=0.014). CONCLUSIONS A higher level of perceived stress is the most important psychological risk factor for CSCR. According to our results, a low level of emotional intelligence may be an additional factor that contributes to the occurrence of CSCR.

Relationships between Trait Emotional Intelligence, mood states, and future orientation among female Italian victims of Intimate Partner Violence

Objective

Trait Emotional Intelligence (EI) has been associated with psychological outcomes in many conditions; however, it has received little attention in the field of Intimate Partner Violence (IPV). We explored the relationship between trait EI, mood states, and future orientation in a sample of Italian women victims of IPV.

Method

We recruited 409 help-seeking women who were victims of IPV. They completed the Trait Emotional Intelligence Questionnaire, Positive Affect-Negative Affect Schedule, Long-Term Personal Direction Scale, and Achievability of Future Goals Scale.

Results

The results showed that trait EI was associated with the future orientation of IPV victims both directly and indirectly through the mood states.

Conclusions

Our findings suggest potential paths for developing future psychoeducation methodologies designed at improving the quality of life of women IPV victims.

Days of worry: Emotional intelligence and social support mediate worry in the COVID-19 pandemic

This study tested a model accounting for worries among 275 adults during the height of the COVID-19 pandemic in Israel. The main hypothesis posited that psychological and instrumental social support will mediate the association between emotional intelligence and worry, controlling for the level of exposure to the virus risk and demographics. The results showed that social support mediated the above association: social support showed a negative association with worries while instrumental support showed a positive one. The results are discussed in light of existing findings and theories.

Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth

This study investigates the protective mental health function of high emotional intelligence (EI), and cognitive skills (CS) among Ghanaian adolescents when exposed to stressful life-events and violence. It examines, first, how exposure to stressful life-events and violent experiences is associated with mental health, indicated by depressive and psychological distress symptoms, and, second, whether EI and CS could serve as possible moderators between stress, violence and mental health problems. Participants were 415 Ghanaian secondary education students. They reported about their depressive symptoms (Bireleson), psychological distress (Strength and Difficult Questionnaire, SDQ), and emotional intelligence (Trait Emotional Intelligence Question-naire, TEIQue), cognitive skills (The Amsterdam Executive Function Inventory). They also reported their stressful life-events and violent experiences. Statistical analyses were conducted using structural equation modeling (SEM). As hypothesized, high level of stressful life events were associated with high levels of depressive symptoms and psychological distress. Yet violent experiences did not associate with mental health problems. Against hypothesis, high levels of EI and CS could not protect adolescents mental health from negative effects of stressful life events or violent experiences. A direct effects were found between low level of EI and CS and high level of mental health problems. The results are discussed in relations to psychological and cultural factors present in EI and CS in adolescence.