SavedAdd your journal

Journals / Business and Management Studies: An International Journal / 2019 / Cilt: 7 - Sayı: 4

AN EMPIRICAL STUDY ON PERSONAL FACTORS AFFECTING EMOTIONAL INTELLIGENCE LEVELS OF EMPLOYEES IN THE U.S

ABD’DE ÇALIŞANLARIN DUYGUSAL ZEKA DUZEYLERİNİ ETKİLEYEN KİŞİSEL FAKTÖRLER ÜZERİNE AMPİRİK BİR ÇALIŞMA

Sevim ÖZTİMURLENK
Pages
1605–1620
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results of the study show that education is a factoraffecting emotional intelligence of employees positively in the U.S.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study explores the impact of some personal factors (i.e., gender, age, education, marital status) onemployees’ emotional intelligence levels in service sector in the U.S.
📊
Key Findings & Data:Using a questionnaire survey, pertinentdata is gathered from a group of 98 employees who works in different companies and industries in New York andNew Jersey.
💡
Conclusion & Impact:The results of the study show that education is a factoraffecting emotional intelligence of employees positively in the U.S.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study explores the impact of some personal factors (i.e., gender, age, education, marital status) onemployees’ emotional intelligence levels in service sector in the U.S. Using a questionnaire survey, pertinentdata is gathered from a group of 98 employees who works in different companies and industries in New York andNew Jersey. Employees’ EI is measured using Wong and Low Emotional Intelligence Scale (WLEIS). The datawas analyzed using Microsoft Excel and SPSS. First, descriptive statistics were obtained. Then, t-tests ANOVAand Mann Whitney- U tests were conducted. Also, the differences obtained through ANOVA among the meansare further compared through Tukey Post-hoc Tests. The results of the study show that education is a factoraffecting emotional intelligence of employees positively in the U.S.

Özet

Bu çalışma bazı kişisel faktörlerin (cinsiyet, yaş, eğitim ve medeni durum) Amerika’da servis sektöründe çalışanların duygusal zeka düzeyleri üzerindeki etkisini araştıracaktır. Çalışma için uygun data New York ve New Jersey ‘de farklı şirketlerde çalışan 98 kişiden anket aracılığı ile toplanmıştır. Çalışanların duygusal zeka düzeyleri Wong ve Low Duygusal Zeka Ölçeği (WLEIS) yardımıyla ölçülmüştür. Toplanan data Excel ve SPSS kullanılarak analiz edilmiştir. Önce, tanımlayıcı istatistikler hesaplamalar yapılmış, sonra t-tests, ANOVA ve Mann Whitney U testleri uygulanmıştır. Ayrica farklılık yaratan değişkenlerde alt gruplar arasindaki farklılıkları bulmak için Tukey Post-Hoc testi uygulanmıştır. Çalışma sonuçlari eğitimin Amerika’da çalışanların duygusal zeka düzeylerini pozitif olarak etkileyen bir faktör olduğunu ortaya koymuştur.

🔖

Cite This Article

ÖZTİMURLENK, S. (2022). AN EMPIRICAL STUDY ON PERSONAL FACTORS AFFECTING EMOTIONAL INTELLIGENCE LEVELS OF EMPLOYEES IN THE U.S. Business and Management Studies: An International Journal, Cilt: 7 - Sayı: 4, 1605–1620. https://ajindex.com/articles/470522

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Acar, F. T. (2001) “Duygusal zeka yeteneklerinin göreve yönelik ve insana yönelik liderlik davranışları ile ilişkisi: Banka şube müdürleri üzerine bir alan araştırması” Yayımlanmamış Doktora Tezi, İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, Istanbul. Ahmadi, A. (2014). Surveying the relationship between teacher’s emotional intelligence and self-efficacy in first region of Tabriz education department. Singaporean Journal of Business Economics and Management Studies, 2(11), 202- 206. Alumran, J. & Punamaki, R. (2008). Relationship between gender, age, academic achievement, emotional intelligence, and coping styles in Bahraini adolescents. Individual Differences Research, 6, 104-119.
  2. Bakan, I., & Guler, B. (2017). Duygusal zekânın, yaşam doyumu ve akademik başarıya etkileri ve demografik ozellikler bağlamında algı farklılıkları. KMÜ Sosyal ve Ekonomik Araştırmalar Dergisi, 19 (33), 1-11.
  3. Bar-On R (1997). Bar-On emotional quotient inventory technical manual. Toronto: MHS Publications. Bar-On, R. (2002). Bar-On emotional quotient inventory: A measure of emotional intelligence. Toronto, Canada: MHS. Bar-On, R. (2005). The Bar-On model of emotional-social intelligence, In P. FernándezBerrocal and N. Extremera (Guest Editors), Special Issue on Emotional Intelligence. Psicothema, 17. Bar-On, R., & Handley, R. (2003). The Bar-On EQ-360. Toronto, Canada: Multi-Health Systems. Bennett, E., Chamorro-Premuzic, T., & Furnham, A. (2007). The happy personality: Mediational role of trait emotional intelligence. Personality Individual Differences, 42, 1633-9.
  4. Bibi F., Chaundry A. G., & Awan, E. A. (2015). Impact of gender, age, culture on life satisfaction. Pakistan Association of Anthropology, 27(4), 3793-3795.
  5. Bissessar, C. (2011). Gender, age differences and emotional intelligences: Implications for workforce development. Unpublished doctoral dissertation, The University of the West Indies, Jamaica. Blell, D. S. (2011). Emotional Intelligence: For the Authentic and Diverse Workplace. New York: I Universe Bloomington. Brackett, M. A., Warner, R. M., & Bosco, J. S. (2005). Emotional intelligence and relationship quality among couples. Personal Relationships, 12, 197–212.
  6. Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29, 1147–1158.
  7. Chen, Y., Peng, Y., & Kirk, R. (2015). Age differences in emotional intelligence: Cross-cultural evidence