Kobra Eshkor Vakili; Seyedsadra nojabaei,
Abstract
Abstract
The current research has been conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of health network employees of Tonkabon city. The research method was descriptive-correlative in nature, and applicable in terms ...
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Abstract
The current research has been conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of health network employees of Tonkabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 181 employees of Tonkabon health network. For this purpose, 123 employees of the mentioned department were selected as the statistical sample of the study by simple random sampling method. In this research, three standard questionnaires of emotional intelligence by Nwaka and Ahayuzu (2009), self-management skills by Manz et al. (2000), and organizational innovation by Amid et al. (2002) were used. The findings of the research showed that the research model had a favorable fit and indicated that emotional intelligence and self-management were directly related to the organizational innovation of employees. The results of the research also showed that the components of social awareness and reward had the highest correlation with organizational innovation.
Extended Abstract
Introduction
Emotional intelligence is among the features that can help managers in the field of design and new thinking and compromise and adaptation to new conditions, especially in the field of decision-making in critical and undetermined conditions (Enayat Sani, 2018). In order to survive in the new paradigm of competition, organizations must look at innovation as a necessary strategy in the current era and, while recognizing environmental changes and developments, identify organizational indicators that influence organizational innovation in order to deal with them, and give the most appropriate answers to these changes (Akbari Zanjani, B. 2016).
Another category that causes employees' innovation in the organization is their self-management. Self-management is the foundation on which other management skills are built. In other words, intrapersonal skills are the introduction to interpersonal skills; and knowing and managing others requires knowing and managing yourself. This process is a sequential strategy through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Mirkarimi, 2015). Self-management is a process in which employees in the organization motivate, guide, and direct themselves in order to achieve behavior, performance, or a special goal, or in the process of achieving them (Mirsafian, 2018; Bues, 2013).
Considering that emotional intelligence and self-management can play an important role in employee innovation and organizational performance, the researcher in this research seeks to answer the question whether there is a relationship between emotional intelligence and self-management with organizational innovation in the employees of Tonkabon health network.
Theoretical framework
Emotional intelligence is a factor that motivates a person when he fails, and due to having high social skills, leads to establishing a good relationship with people (Safari, 2020). Today, emotional intelligence has been explained as a type of intelligence that includes both the accurate understanding of one's own emotions and the accurate interpretation of the emotional states of others. He is aware of his feelings and how he controls and manages them. The remarkable thing about emotional intelligence is that the abilities of emotional intelligence are not inherent, they can be learned (Aflakifard, 2020).
Self-management is an orderly process through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Mousavi & Sardari, 2019). The root of this concept goes back to the theories related to the impact on themselves, in which the emphasis on themselves is to find ways to control themselves and manage themselves (Heydari & Dasht, 2021).
Innovation refers to the ability to combine resources in a new way to create goods and new production methods and open new markets and even sometimes reorganize the industry (Azeem et al, 2021).
Jena & Goyal (2022) in their research investigated the sequential mediating effect of individual-group fit and adaptive performance in the relationship between emotional intelligence and employee innovation, and concluded that intelligence leads to better performance and ultimately organizational innovation, and individual- Group fitness and adaptive function change the strength of this effect incrementally.
Ziaei et al. (2022) investigated the relationship between organizational innovation and emotional intelligence with organizational commitment. The results of this research, which was conducted among the librarians of public libraries in Rasht city, showed that organizational innovation is a positive and significant predictor of organizational commitment, and emotional intelligence is a positive and significant predictor of organizational commitment.
Methodology
The research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 181 employees of Tonkabon health network. A number of 123 people were selected as the statistical sample of the study based on the Karjesi and Morgan table and by simple random sampling. In order to collect data related to the variable of emotional intelligence, the questionnaire by Nwaka and Ahayouzo (2009); and for the variable of self-management skills, the questionnaire of Manz et al. (2000); and for the variable of organizational innovation, the questionnaire of Amid et al. (2002) were used.
Discussion and Results
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then PLS software was used to test the hypotheses or the conceptual model of the research, and the results showed that the path coefficient of the relationship between emotional intelligence and organizational innovation is (0.241). The t-statistic for this coefficient is also (5.271) and its value is more than the significance threshold, i.e. (1.96). Therefore, the first hypothesis based on the relationship between emotional intelligence and organizational innovation is confirmed. The path coefficient of the strength of the relationship between self-management and organizational innovation is (0.559). The t-statistic for this coefficient is also (5.631) and its value is more than the threshold of significance i.e. (1.96). Therefore, the second hypothesis based on the relationship between self-management and organizational innovation is confirmed.
Conclusion
The present research was conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of employees of Tonkabon health network. This finding is consistent with the results of Mardani (2018) and Younesifar et al. (2014); Emotional intelligence is a set of abilities which helps us to establish a friendly and tolerant relationship with others in our personal or professional life. Emotional intelligence alone is the biggest factor for predicting a person's performance in the work environment and the strongest force for leadership and success. Characteristics such as the ability to excite and arouse oneself, endurance and stability against failure, not losing the spirit of empathy and hope are related to emotional intelligence. Creativity and innovation are essential elements in maintaining the life and movement of any society in an organizational environment (Singhai & Agrawal, 2021). Self-management is an orderly process through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Arif & Akram, 2019). Increasing self-awareness and behavioral management, setting personal goals, self-encouragement and self-punishment, visualization of successful performance are the characteristics of people with self-management skills. Self-management skills are critical to exhibit innovative behavior (Heydari & Dasht, 2021). In this regard, the following practical suggestions can be proposed: The value of applying knowledge and performance pressure as a whole provides a suitable environment for the implementation of emotional intelligence and innovation, which is suggested to be given more attention and more detailed planning. Sufficient care should be taken in attracting and recruiting human resources to their self-management category, and then, continuous training and necessary skills should be designed to maintain and update the knowledge of these resources and strengthen their memory and individual innovation. In terms of informing and empowering employees in the field of intelligence and its types, especially emotional intelligence, the heads of the Tonkabon health network have made the necessary arrangements, including holding a workshop on emotional intelligence and its effects on the organization, in order for the employees to achieve organizational learning and become a learner organization, and finally do organizational innovations; because emotional skills can be used to create a favorable environment for learning and effective communication in organizations.
Khadijah Hussein
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study ...
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Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tools included Walland Academic Motivation Questionnaire (1992), Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire (1979). Data analysis by means of structural equation modeling method showed that the model has a good fit; As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study emphasize the importance of strengthening emotional intelligence in order to strengthen mental health and achieve academic achievement of learners.IntroductionSuccess and academic achievement in any society indicates the success of the educational system in the field of goal setting and attention to meeting individual needs; Therefore, the educational system can be considered efficient and successful if the academic achievement of its students in different courses has the greatest and highest figures (Talebi Khansari, 2020). In general, motivation for academic achievement as a motivation for progress is an internal force that leads the learner to comprehensively evaluate his performance according to the highest standards, strive for success in performance and enjoy the pleasure that accompanies success in performance (Seif, 2019). Academic motivation is one of the requirements of learning and is a factor that helps the learner to maintain its continuity (Kordloo & Behrangi, 2020). One of the effective factors in academic achievement is emotional intelligence (Hossein Mardi & Hossein Mardi, 2015) and emotional intelligence can be considered as a significant predictor of academic achievement (Fernandez, et al., 2012; MacCann, et. al., 2020; Goh & Kim, 2021). According to Gelman (1995) Emotional intelligence includes a set of emotions, social knowledge and abilities that directs and strengthens the overall strength of the individual in a way that can respond appropriately to environmental factors and pressures (Mohammadi ahmad abadi & Fallahzadeh, 2021).Self-awareness means being aware of one's mental state and also thinking about it. Conscious people know their values and goals. A sense of self-motivation Extinguishes failures, and anxieties that may discourage one from going on; which means that the helplessness and avoidable failures that each goal brings can be used to progress. Self-control or self-management also indicates a person's ability of adaptability, takeing initiative, desire for success, work conscience, inner confidence, flexibility and a comprehensive attitude to everyone's opinion and harmony with feelings of them. Gelman believes that the social awareness of others will be important in moral decisions and judgments, and that lack of empathy is a fundamental deficiency in emotional intelligence. Considering that there is little research on the role of the relationship between variables present in students; the researcher decided to investigate the relationship between emotional intelligence and academic motivation with the mediating role of mental health of Gachsaran pre-university students. On the other hand, today, in spite of profound cultural changes and changes in lifestyles, many adolescents lack the necessary and basic abilities in dealing with life issues, and this harms them in the face of problems and issues of daily life and its requirements. Usually these students are treated unkindly, unloved and punished by others and have low mental health. Therefore, in this research, while examining the relationship between emotional intelligence and students' academic achievement motivation, an attempt is made to answer the question of whether mental health has a positive role in this relationship.Theoretical frameworkRelationship management, also called social skills, is the ability to listen to the emotions and feelings of others, the skill of listening to the feelings of others when people have emotions and feelings and need to be listened (Amiri, 2019). Numerous studies have shown a significant relationship between emotional intelligence and academic achievement (Mohammadi Molod & Zavvar, 2020). Loghmanpour Zarrini et al. (2020) in a study on students of Mazandaran Technical and Vocational University showed that strengthening emotional intelligence in students increases their motivation for academic achievement (LoghmanpourZarini, et al., 2020). Pekran et al. (2011) in a study examined the relationship between emotional intelligence and motivation for academic achievement in students, according to which, the students who had higher emotional intelligence, rarely had low grades and allowed absences, which indicates a high level of academic motivation among them (Pekrun, et al., 2011). The importance of emotional intelligence is such that it is considered one of the necessary skills to manage daily stress, which improves mental health (Rosenstein & Stark, 2015). Research on the relationship between mental health and academic motivation has shown that mental health is effective on motivation for academic achievement (Mirkamali, et al., 2015). A study by Azimpour et al. (2020) on 167 first-year university students showed that academic performance was positively related to psychological well-being and negatively related to depression and social anxiety (Azimpour, et al., 2020). Pali & Azani study (2020) on elementary school students showed that there is a relationship between happiness and academic motivation (Pali & Ezani, 2020).MethodologyThis research is descriptive, because it has described the conditions and variables under consideration. Also it is correlative, because the present study has investigated and determined the relationship between the variables of mental health, emotional intelligence and academic motivation. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tool was three standard questionnaires. In this study, Walland Academic Motivation Questionnaire, Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire were used to collect information. In order to analyze the collected data, the structural equation modeling method was used by LISREL statistical software.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of mental health in the relationship between emotional intelligence and Gachsaran pre-university academic motivation. Since the root mean index of the mean squared is approximately 0.039, the model has a good fit. In order to investigate the mediating effect of mental health in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving the mediating variable should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.49. The indirect effect in the presence of a mediating variable is 0.567. Due to the fact that the effect of direct path is less than the effect of indirect path, the existence of mediator variable increases the effect, and the role of mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study showed that the direct effect of emotional intelligence on academic motivation is 0.49 and significant. This finding was consistent with the study of Loghmanpour Zarini.et al. (2020) and Pekrun et al. (2011) which showed that there is a correlation between emotional intelligence and motivation for academic achievement. This finding was also in line with the study of Mohammadi Molod and Zavvar (2020) that there is a relationship between emotional intelligence and academic achievement. In explaining this finding, it can be noted that emotional intelligence can be a good ground for creating a favorable environment for effective learning and communication, through which people can freely express their needs and expectations for support from others. Basically, emotional intelligence is manifested in communication. Emotional abilities play an important role in identifying appropriate emotional responses when confronted with everyday academic events, and create a positive attitude about academic events and issues. Findings of this study also showed that the effect of mental health on academic motivation is -0.86 and significant. It also showed that the effect of emotional intelligence on mental health is -0.66. This finding was in line with the study of Sungur and Kahraman (2011), Gross (2015), Gross and Jazaieri (2014) and Hides et al. (2019) who emphasized the role of emotion and its regulation in the development of mental disorders. In explaining this finding, it is worth mentioning that people who perform well in regulating their emotions have more social support and a sense of satisfaction, and this support can play an important protective role against depression, anxiety and other psychological problems. Students with higher emotional intelligence have a more positive outlook on life, are more optimistic than others, are more satisfied, and score lower on the symptoms of mental disorders. In a general conclusion, the present study showed that the indirect effect of emotional intelligence on academic motivation in the presence of the mediating variable of mental health is 0.576 and due to the lower effect of the direct path than the indirect path, the mediating variable increases the effect, and the mediating role in the present hypothesis is confirmed. As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The results of the present study emphasize the importance of creating and increasing students' academic motivation and the educational system can use the existing potentials and flourish the dimensions of emotional intelligence and mental health of students to help them improve their academic status and academic performance.
naser mohammadi ahmad abadi; tahereh Fallahzadeh
Abstract
The present study was conducted with the aim of investigating the effect of emotional intelligence and communication skills of Ardakan educational managers, in three levels; primary, junior high, and high schools, in the 2019-2020 academic year, in predicting stress management practices by descriptive ...
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The present study was conducted with the aim of investigating the effect of emotional intelligence and communication skills of Ardakan educational managers, in three levels; primary, junior high, and high schools, in the 2019-2020 academic year, in predicting stress management practices by descriptive method. To this end, all the 98 managers of the above-mentioned community were selected as a sample group and responded to valid questionnaires of Sibria Shring's emotional intelligence (1998) with 0.84 Krunbach Alpha, Barton communication Skills with 0744 Krunbach Alpha, and Robins Stress Management Scale, after the administrative and initial briefing Session. Multivariate regression analysis methods were used in inferential analysis of data, to determine the predictive power of stress management practices by emotional intelligence, communication skills and their components. The findings indicated that emotional intelligence and communication skills and all its components had a significant power of prediction for the criterion variable (stress management) (p>0.05). Based on these results, apparently reinforcement of emotional intelligence and communication skills of managers can play a significant role in promoting the level of stress management practices in educational managers.
Azadeh Amiri
Abstract
The present study was conducted to investigate the role of school atmosphere and emotional intelligence in the entrepreneurial self-efficiency of female students in Mashhad vocational schools and was descriptive-correlational. The statistical population of the study included all female students of Mashhad ...
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The present study was conducted to investigate the role of school atmosphere and emotional intelligence in the entrepreneurial self-efficiency of female students in Mashhad vocational schools and was descriptive-correlational. The statistical population of the study included all female students of Mashhad vocational schools in the year 1398-99; 335 students were selected as samples by cluster sampling method according to Morgan table. Data collection was performed using school atmosphere scale of Zolig et al. (2010), emotional intelligence scale of Bradbury-Graves (2005) and entrepreneurial self- efficiency scale of Wilson et al. (2007). The research hypotheses were tested using structural equations modeling. The findings of this study showed that the entrepreneurial self- efficiency of female students in Mashhad vocational schools can be explained and predicted from the school atmosphere and emotional intelligence (P <0.05). There was also a significant relationship between emotional intelligence and entrepreneurial self- efficiency and between school atmosphere and entrepreneurial self- efficiency of female students of Mashhad vocational schools (P <0.01). The results of this study showed that by reforming the school atmosphere and reviewing the academic evaluation in order to foster students' creativity and self- efficiency, their entrepreneurial ideas should be strengthened and applied to increase entrepreneurial self- efficiency.
