Emotional Intelligence

INTRODUCTION: Perceived organizational support facilitates employees' tendency to identify the humanitarian characteristics of an organization. Social capital encompasses concepts such as trust, cooperation, and collaboration among members of a group or society, forming a purposeful system that guides them toward achieving goals. Also, emotional intelligence represents an evolved form of attention to human resources in organizations and serves as a modern and appropriate tool for managers to control crises and guide individuals toward organizational objectives. METHODS: This study is of a survey-cross-sectional type in terms of its applied purpose. The statistical population includes all senior staff and experts of the Red Crescent Society of Yazd province, 220 people were selected as a sample using Morgan's table. FINDINGS: This study utilized causal relationships based on structural equations. The PLS model was tested based on two models, initially evaluating external models. The validity and reliability estimates of external models were assessed according to the criteria proposed in the reflective and mixed external models, then the internal model was evaluated. The external model, equivalent to the measurement model in covariance-based structural equation models, determined the relationship between latent variables and observed indicators. CONCLUSION: The results indicate that the coefficient of influence of perceived organizational support on emotional intelligence is significant and 0.8% of the variance of perceived organizational support is shared with emotional intelligence based on the Coefficient of Determination (R2).

Emotional Intelligence, the ability to be aware of, understand, and express oneself, the ability to be aware of, understand, and relate to others, the ability to deal with strong emotions, and the ability to adapt to change and solve problems of a social or personal nature, can be considered an important factor in learning a language as it enhances the verbal fluency which is the ultimate goal in FLL. The present study intended to consider the relationship between emotional intelligence and academic performance in Osku-Iran Islamic Azad University`s EFL classes. For this purpose, 110 undergraduate EFL sophomore and junior students participated in this study. First, in the middle of the term they were required to complete Bar-On (1997) Emotional Intelligence Inventory and their EI scores were computed based on the guidelines Bar-On (1997) provided. At the end of the term the academic course final exam was administered to the students to achieve their academic mean score which was computed out of 20. After that the degree of correlation between EI and academic mean score was found. It became evident that there is no meaningful relationship between total EI score and academic mean score but there is a meaningful and positive relationship between some sub-scales of emotional intelligence and academic mean score. Therefore, material developers and syllabus designers are required to take emotional factors into account when they want to design syllabuses or make materials ready for teaching.

Emotional Intelligence is a challenging topic in the area of language research. Among other factors that might manipulate translators’ mind, their Emotional Intelligence level might be an influential element, too. The present research focused on examining the relationship between emotional intelligence and the students’ translation ability. It was carried out among 59 translation students in the Payam-Noor University in Iran, Mazandaran. After homogenizing the sample, the sample size was reduced to 32. The participants were required to translate some paragraphs of the short story 'A rose for Emily' and answer the Bar-On EQ-I questionnaire (1997). The results indicated that there was no relationship between EQ and the learners’ translation ability but some of the main subscales of emotional intelligence (i.e., problem solving, happiness, and flexibility) had statistically weak relationship with the learners’ translation ability. The results also showed that the combination of EQ and gender were positively correlated.