Measuring Emotional Intelligence of University Students: A Comparison between China and Bahrain

Measuring Emotional Intelligence of University Students: A Comparison between China and Bahrain

Suhaila E. Alhashemi
DOI: 10.4018/ijsodit.2013100104
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Emotional intelligence (EI) is being recognised to be a vital element in many educational institutions today. Tuning into one's feelings and understanding others help to build and strengthen relationships in classrooms. There are some Emotional Intelligence skills most often related to academic success such as assertion, drive, strength, commitment ethic, time management, and stress management. This paper looks at emotional intelligence of students in one of Bahrain's reputable national university. A comparison is made between students in Barhain and participants in China to look at cultural differences and the role of national culture in the levels of emotional intelligence among individuals. The results revealed no direct relationship between scores, grade point average, age and emotional intelligence competencies. Overall the scores were in moderation, reflecting moderate levels of emotional intelligence. However, there some subtle culture issues and variations between the culture in China and Bahrain, where some of the items in the EI instruments were found to be culture bound.
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Review Of Literature

Emotional intelligence is about being more aware of one’s emotions, using them intelligently to improve performance at work through helping people to be perhaps happier (Hein, 1996), satisfied with their responsibilities and assigned work, better motivated and strive for greater achievement (Goleman, 1999). It has been stated by many authors that emotional intelligence is about tuning into our emotions, understanding them and being aware of our emotions, managing them or taking appropriate action (Goleman, 1996; Goleman, 1998; Higgs & Dulewicz, 1999; Mayer & Salovey, 1999; Orme, 2001; Mayer, Salovey, Caruso & Sitarenious, 2001).

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