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The study attempted to investigate the association between emotional intelligence and self-efficacy among English teachers. It also attempted to examine the role of experience in predicting this relationship. The present study was pioneering in investigating the role of experience in moderating the association between English teachers’ EI and their self-efficacy beliefs in private English school context. The participants in the present study included 120 English teachers from seven private language schools in Urmia, Iran. Two questionnaires of Teachers’ Emotional Intelligence Scale and Teachers’ Sense of Efficacy Scale were utilized in order to collect data. Bivariate correlations, linear and multiple regressions were run to analyze the data. The findings indicated that there is a positive relationship between emotional intelligence, its subscales, and self-efficacy among English teachers. It was found that emotional intelligence can predict some of the variation in the teachers’ self-efficacy beliefs. It was also found that experience does not moderate this relationship. The study concluded that pre-service and in-service teachers can benefit from training programs that can assist them in blossoming their emotional latencies. The implications of the findings of the present study for teacher educators are that they can benefit from enhancing pre-service and in-service teachers’ EI, which will concomitantly ameliorate their self-efficacy. Future research studies are recommended to concentrate on flourishing teachers’ EI by developing pertinent activities and training courses.

 

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Aim: Effective communication has a key role in nursing profession. Furthermore, controlling emotions as a part of communication skills has an important role in initiating and maintaining healthy social communications. The meaning of emotional intelligence is also effected considerably by the importance of this aspect of social communications. The aim of this study was to determine the effect of emotional intelligence training on the communication skills of final-year nursing students of Islamic Azad University, Isfahan branch (Khorasgan) in 2014. Methods: This quasi-experimental study was done with semester 7 and 8 undergraduate (nursing) 77 students. Data were collected by Bar-On Emotional Intelligence Test and Queen-Dom Communication Skills Test. Initially, the questionnaires were completed by the students; then the emotional intelligence workshop was held in 6 sessions’ each took 45 minutes. After a month, again both questionnaires were completed by the students. Analysis of results was performed by descriptive statistics (frequency, mean, middle and standard deviation) and analytic statistics (Kolmogorov-Smirnov test, Wilcoxon and Spearman correlation coefficient) in the SPSS software (version 19). Findings: Difference of communication skills’ scores before and after the intervention had a significant level (p=0.001), and the scores increased after the intervention significantly. Conclusion: Emotional intelligence training has a positive impact on communication skills of nursing students. So holding emotional intelligence workshops in one of the university alternatively annually for nursing students is recommended.

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Aim: The center of family around the mother and her presence or absence can effect on the emotional intelligence and mental health of students. In other words, working mothers inside or outside home have different effects on both the boy and girl students. Thus, this study aimed to investigate the relationship between emotional intelligence and mental health of students with working and non-working mothers. Methods: This cross-sectional study was conducted on a population consisting of all high school girls and boys in the city (total n=140). Data were gathered by a questionnaire. After verifying the validity and reliability, the data were collected, and analyzed using SPSS18 and descriptive statistics. Findings: The findings indicate that mothers’ employment brings no negative and positive consequences for emotional intelligence and mental health, though it positively affects students’ educational performance. Results also revealed that the adolescent children of employed mothers had high emotional intelligence. The female children of employed mothers showed more emotional intelligence, while there were no gender differences in the emotional intelligence of adolescent children of homemakers. Conclusion: The research finding revealed that boys and girls with working mothers have low mental health, this results approves that presence of mother at home is necessary.

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Aim: Happiness is a very important issue in the life of every human, which is influenced by many closely-related variables. The purpose of the present study is to explore the relationship of quality of life, emotional intelligence and life satisfaction among the students of Zahedan University, Iran. Methods: This descriptive-analytic study was done on 204 students (101 males & 103 females) by using census method. Research tools were quality of life, emotional intelligence and life satisfaction scales. These are valid and reliable scales for use in psychological studies. Data were analyzed using Pearson’s correlation and T-tests in SPSS software. Findings: The research findings showed that emotional intelligence had a significant positive correlation with quality of life (r=.454, p<.001) but emotional intelligence was not associated with life satisfaction. Also quality of life had a significant correlation with life satisfaction (r=.402, p<.001). The results of t-test revealed that female students showed higher mean scores in quality of life and life satisfaction in comparison to their male student counterparts; however, there was no significant difference between the two groups in emotional intelligence scores. Conclusion: The results indicated that the higher scores of students’ emotional intelligence show the better quality of life they will have. Also quality of life is a variable that increasing students’ satisfaction of life. In order to raise the level of mental health, it is necessary to pay attention to the mentioned variables and educating people.

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Anxiety in foreign language class is one of the variables which has main effect in language learning. Therefore researchers in language teaching are always interested in this factor. This study investigates the  relation  between achievement motivation, emotional  intelligence and foreign  language classroom  anxiety, in French  students  of  Ferdowsi  University of Mashhad  and relation of age and gender with these variables. For this purpose, Baron Emotional intelligence questionnaire, Hermans achievement motivation test, foreign language classroom anxiety test and Spielberger's State-Trait Anxiety scale were presented to 87 French students. To analyze research data, T test and Pearson correlation test were used. The results indicate that there is a negative significant correlation between foreign language classroom anxiety and achievement motivation (p= -0/001) in parallel with foreign language classroom anxiety and emotional intelligence (p= -0/007). As a result, it can be claimed that higher emotional intelligence and achievement motivation follow language classroom anxiety decrease.

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Study of the relationship between two important variables, emotional intelligence and leadership style, has been the main purpose of this research. The population under study consists of 266 marketing and sales managers from Mashhad food and automobile industries from which a sample of 73 peaple was drawn. Data was collected by means of two questionnaires, including Weisinger’s emotional intelligence questionnair and Barak’s leadership style questionnair. Face validity and split half method were used to determine the questionnaires validity and reliability respectively. The result of split half reliability for emotional intelligence and leadership style questionnaires was known to be .083 and .079 respectively, which the results of the research revealed that there is a positive and meaningful relation between emotional intelligence and transformational leadership style, and a negative relation between emotional intelligence and transactional leadership style of the population under study.

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Study of the relationship between two important variables, emotional intelligence and leadership style, has been the main purpose of this research. The population under study consists of 266 marketing and sales managers from Mashhad food and automobile industries from which a sample of 73 peaple was drawn. Data was collected by means of two questionnaires, including Weisinger’s emotional intelligence questionnair and Barak’s leadership style questionnair. Face validity and split half method were used to determine the questionnaires validity and reliability respectively. The result of split half reliability for emotional intelligence and leadership style questionnaires was known to be .083 and .079 respectively, which the results of the research revealed that there is a positive and meaningful relation between emotional intelligence and transformational leadership style, and a negative relation between emotional intelligence and transactional leadership style of the population under study.

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Understanding the impact of various factors on language testing is important. Therefore, it is necessary to understand how they affect test scores in order to design and standardize language tests (Bachman, 1990). Based on the same logic and considering the need of fair reviewing for any tests claimed by ETS (2010), it is essential to identify, reduce and eliminate factors unrelated to the structure that hinder the optimal performance of test takers (Messick, 1989).
 According to Vinson (2014), words themselves are a powerful tool for expressing emotions. Does a factor such as vocabularies in a text stimulate emotional reactions? When we read a text, we use our knowledge to understand its vocabularies, but in addition, by reading the vocabularies, emotion may be stimulated, which are deliberately not examined during the test.  This research is intended to investigate if the vocabularies of TOEFL passages are likely to stimulate emotion as the construct-irrelevant factor which could affect the accuracy and legitimacy of the TOEFL test. Also, our hypothesis is that the amount of emotion evoked in the words of TOEFL texts is different from each other, and other factors intervene in this category.
By using the initial pilot sampling and with the help of PASS Software  to determine the size of the final sample, 393 people were randomly selected by Random Number Generator Software. In addition, according to  the method of detecting emotions by forming an  emotional dictionry proposed by Turney (2002), the present study labled parts of speech of each word and then the words were grouped together as meaningful expressions into a five-page list of phrases like a dictionary. Through this method, the present study could determine the intensity and valenance of the selected particpants’ emotions in relation to the phrases selected from TOEFL iBT reading passages. Also, it was significant to measure if emotional intelligence could be influential on the evoked emotions of the words and phrases; thus, Emotional Intelligence Questionare of Schutte (1998) was selected.  The research procedure was that the selected participants read three TOEFL passages without answering their reading questions; instead, they did Emotional Intelligence Questionnaire and self-reported their emotions through the five-page list of  words and phrases.
The results of this study confirmed the validity of the research hypotheses, in the sense that not only the words and phrases of the three TOEFL passages in this research caused emotions but also the three passages were different in terms of emotion, and it can be argued that this can be a construct-irrelevant factor when reading and comprehending TOEFL passages.

The results of this study can increase the awareness of TOEFL test designers. In other words, TOEFL test designers must consider the effect of emotional elements in language assessment because these elements may disrupt the mental order of test takers and can affect their performances. This study casts doubt on the validity and reliability of the TOEFL as a standard test. ETS (2010) is interested in a fair review of tests to identify and reduce factors unrelated to the structure so it is useful considering the emotional interactions in the process of assessing the validity and reliability of any tests.

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Positive emotions are regarded as vital constructs in L2 learning. With the advent of positive psychology in SLA, the link between L2 grit and Foreign Language Enjoyment (FLE), as an achievement emotion, has drawn the attention of numerous scholars. However, despite these investigations, what remains is to see to what extent this link can be accounted for by the control and value appraisals of classroom activities and tasks. In other words, what is the matter of debate is how L2 learners’ perseverance and consistency of interest during the performance of language tasks and activities can predict their enjoyment when they are in control of, or out of control of these activities and tasks. Given this gap, this conceptual study attempts to argue the need for the investigation of L2 grit and FLE in light of control-value theory (CVT) and its methodological orientation. These arguments can pave the way for future research on this link via the CVT framework and provide pedagogical and methodological implications for investigators, learners, teachers, teacher educators, educational policy-makers, and advisors to raise their awareness of how the proximal determinants of enjoyment in learning a foreign language can be realized in terms of their perseverance of effort and consistency of interest in achievement activities.

 

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One of the important abilities to understand emotions of others and oneself is emotional intelligence (EI). In addition, studies in the realm of psycholinguistics have indicated that EI is a highly relevant variable for managing negative emotions such as foreign language classroom anxiety (FLCA). In this study, we investigated the longitudinal association between adult English as a foreign language (EFL) learners’ trait emotional intelligence (TEI) and foreign language anxiety (FLCA). To this end, we conducted Latent Growth Curve Modeling (LGCM) to analyze data collected from 309 Iranian L2 learners in three measurement occasions during a year of learning English in private institutes. The results showed that while L2 learners' TEI increased, their level of FLCA decreased during the year. Also, at the beginning of the study, the significant negative correlation between L2 learners' TEI and FLCA was low but, during the semester, the negative correlation between the two variables turned out to be high.
1. Introduction
One of the important abilities to understand the emotions of others and oneself is emotional intelligence (EI). EI can be conceptualized based on different theoretical approaches (see  Petrides, 2010; Hughes & Evans, 2018). Among these, the trait approach (Petrides et al., 2016) defines EI as an individual’s self-rating of his/her emotional ability. Trait emotional intelligence (TEI) has been categorized into four main subdomains: well-being, emotionality, self-control, and sociability (Petrides& Furnham, 2000, 2001). Despite the fact that research has indicated that TEI is a pivotal antecedent of learning a new language, the basic processes that underpin its effects are yet to be explored (Pekaar et al., 2020). Regarding this, Pekaar et al. (2020) have inspired researchers to take advantage of multilevel designs to capture individual differences in TEI and its fluctuations across time. To do so, the following research questions were raised:

1.  To what extent and in what direction do TEI's subdomains change over 12 months?
2.  To what extent are changes in well-being, emotionality, self-control, and sociability related over 12 months?
3.  How does global factor growth curve of TEI influence language learners’ emotion perception?
4.  To what extend do the growth parameters the subdomains of TEI predict language learners’ emotion perception?

2. Literature Review
A number EI models have been introduced in the field of psychology. Two more dominant models are ability EI model (Salovey & Mayer, 1990) and the TEI model (Petrides, 2017). Using a deductive approach, Salovey and Mayer (1990) introduced the model of ability EI with four branches: (1) the ability to detect emotions precisely, (2) the ability to apply emotions to further thought, (3) the ability to comprehend emotions, and (4) the ability to manage emotions. On the other hand, Petrides and Furnham (2000) proposed TEI model, which captures individuals' self-perceived or subjective emotional abilities, which  is estimated with self-rated questionnaire. TEI entails fifteen facets categorized into four main subdomains or dimensions: well-being, emotionality, self-control, and sociability (Petrides & Furnham, 2003).
With this in mind, considering the advantages of parallel process model (PPM) and factor of curve model (FCM) in this study, we aimed to investigate both the primary growth factors of TEI and their covariations in order to explore the co-development of the different subdomains of TEI and the contribution of each subdomain to the global factor of TEI. Our model was extended by including emotion perception (EP) as a distal outcome.

3. Methodology
In the current study, a convenience sampling approach was applied according to our access to language learners in the private institutes of four cities in Iran. The sampling setting included learners who were acquiring English as a foreign language in these institutes. The data were collected from 28 classes with a range of 8 to 14 students per class. We gathered data from 309 (217 females, 92 males). The data collection occurred from February 2020 to February 2021. The proficiency level of this sample ranged between lower-intermediate to upper-intermediate.
This study aimed to investigate both the primary growth factors of TEI and their covariations in an effort to clarify the co-development of the subdomains of TEI.  Given these, the following four hypotheses were developed for the present study.
The following instruments were used to collect the data in this study:
The Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF) (Petrides, 2009). Firstly, the participants filled out the Persian translated short version of the TEI Questionnaire (Petrides, 2009), with 30 items. The TEI questionnaire also allowed us to estimate scores on the four TEI subdomains: well-being, emotionality, self-control, and sociability. Emotion Perception Task which (EPT) consists of 6 short audiovisual clips representing examples of four negative emotions (anger, fear, sadness, and disgust) and two positive emotions (surprise and happiness). We asked the participants to complete several sets of questions. The first set included questions on the participants’ semibiographical background, their age, their gender, and their language learning history, such as the languages known, and their self-perceived proficiency of these languages Additionally, the Persian version of TEIQue-SF (Petrides, 2009) was given to the participants in three measurement occasions with six-month intervals. The software program used to analyze the data in this study was Mplus 8.4 with a robust maximum likelihood estimator (MLR). The analysis followed the incremental steps for FCM recommended by Wickrama, et al. (2016).

4. Results
Corresponding to the incremental steps of conducting an FCM procedure, based on which each research question was developed, the results of the analysis are presented here in four steps. With respect to the longitudinal correlation patterns among repeated measures of each subdomain, correlation matrix revealed that the correlation coefficients between the two adjacent occasions for each subdomain were higher than the correlations between non-adjacent occasions. For Parallel process growth curve model (PPM), the intercept and slope variance of each model is also correlated. The model results showed that all between-subdomain auto-correlated errors were statistically significant and were within the acceptable bounds. In Estimating an unconditional Factor-of-Curves Model (FCM) and achieving empirical proof of the successful estimation of second-order growth factors for an FCM of TEI subdomains, the covariances (or correlations) among primary growth factors of these subdomains, as the indicators of the second-order growth curve, were supposed to be checked first. Concerning the association of the initial level of each subdomain with its slope, the PPM results showed moderately high correlations between intercept and slope growth factors within these subdomains.

5. Discussion
The current study investigated the trajectories of global factor of TEI as well as parallel development of the TEI's subdomains (e.g., well-being, emotionality, self-control, and sociability) over one year in the context of a foreign language classroom using PPM and FCM. With regard to the first research question addressing the direction and amount of change in four subdomains of TEI, the PPM results showed a statically significant increase over one year in these subdomains. We can conjecture that both the situational cues and the contextual factors during a foreign language course might have contributed to the increase in the students’ subdomains of TEI. As for the second research question, the association of the initial level of each subdomain of TEI with its slope, the PPM results revealed moderately high and positive associations between intercept and slope growth factors within the subdomains of TEI. The FCM results, with regard to the third research question, showed that the factor loadings for four primary growth factors on the global factors were high and statistically significant, which indicates that each of the primary growth factors contributed significantly to defining the global factor of TEI. To answer the fourth research question, regarding the direct effects of the global growth factors on the distal outcome after controlling for the effects of the primary growth factors, the results indicated that intercept and slope of the global TEI were associated with EP.
The overall findings of this research showed that the FCM procedure was a privileged and comprehensive analytical approach for the exploration of the co-development of L2 learners’ well-being, self-control, emotionality, and sociability subdomains of TEI in the dynamic context of a language class.

6. Conclusion
There is a shift in SLA from traditional one-time survey methods to more dynamic process-based approaches that allow for a distinction in causes, mechanisms, and consequences. Our model, as an inspiring and comprehensive model, intended to clarify the dynamics of TEI. It goes beyond them, however, in four important respects. First, the multilevel format of our model allows examining individual differences in TEI (which is characteristic of the TEI literature) and within-person emotion processes (which is characteristic of the dynamic perspective literature (Pekaar, et. al., 2020)), in tandem. Second, TEI- FCM also includes combinations of TEI dimensions. Research has suggested that not all individuals use all their TEI dimensions to the same extent, but that a unique mixture of TEI dimensions better resembles reality (Dave, et al., 2021; Pekaar, et al., 2020). Third, our model focuses on the role of time, which is an often-disregarded factor in psycholinguistics research (Hiver & Al-Hoorie, 2019). Incorporating time allows the investigation of the interplay of different subdomains of TEI and their amount of contribution to the global construct of TEI. Finally, our model also incorporated EI as a distal outcome of TEI. The inclusion of EP in investigating the developmental process of TEI over time could shed light on the interplay between different TEI dimensions when individuals are processing the emotions of others. This framework can serve as a starting point for the empirical investigation of more detailed processes that may play a role in the enactment of TEI.

 

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Policy, research, and extension support are among the various drivers that helped India to become self-sufficient in food production. In order to contribute better towards agricultural development, the extension and advisory agents need new capacities to confront the present challenges in agriculture. The present study was conducted in four Indian Council of Agricultural Research (ICAR) zones of Krishi Vigyan Kendra’s (KVK) selected by simple random sampling without replacement to map the present level of competencies of the extensionists. Twenty KVK from each zone were selected randomly and three extensionists from each KVK were selected by using simple random sampling technique. The total sample size was 240. Mapping of the competency was dealt in two parts viz Emotional Intelligence (EI) and Professional Competency (PC). Correspondence Analysis (CA) technique was used to map the professional competencies of the extensionists. The first part of mapping dealing with EI showed that the respondents had average level of EI. The analysis of the competencies showed that most of the competency statements for the extension professionals were clustered around the center of the biplot showing medium level of PC. Hence, this provides an opportunity to the policy makers to devise suitable strategies to develop these competencies of the extensionists so that they become efficient and effective in their job.

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This study is intended to examine the relationship between critical thinking disposition and English learning achievement among Iranian high school third-grade EFL learners mediated by emotional intelligence. A sample of 264 students (145 males and 119 females) was assessed for their level of critical thinking disposition and emotional intelligence. Participant's scores on their final English test were also used as the measurement of their English achievement. The results revealed a positive correlation between total critical thinking dispositions (r=.506, p<.01) and its subscales i.e., engagement(r=.33), maturity(r=47), and innovativeness (r=44.6) with English learning achievement. The results also suggested that emotional intelligence acts as a mediator of the relationship between critical thinking disposition and English learning achievement. 
 
 

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The present study is aimed at determining the role of teachers' emotional intelligence components (composition class­) in predicting the aspects of creativity (writing­) among students. A descriptive-correlation method is adopted in the course of this study. The sample includes 291 students of the 10th grade as well as 10 composition teachers from the city of Qom in the academic year of 2018-2019. They were selected through multi-stage random cluster sampling and were evaluated by Torrance Test of Creativity and BarOn Emotional Intelligence Questionnaire. The results of correlation analysis and multivariate regression indicated that there is a meaningful relationship between teachers' interpersonal skills and innovation and the elaboration of creativity among students. Also, there is a meaningful relationship between teachers' stress management and flexibility, innovation and elaboration of the students. The results also indicated that teachers' interpersonal skills meaningfully predict innovation and expansion in students; their stress management meaningfully predicts flexibility and innovation in students; and their general mood meaningfully predicts the elaboration of students' creativity. The results of the present study support that the emotional intelligence components of teachers are significant to foster the aspects of students’ creativity. Therefore, holding Teacher Training Emotional Intelligence Course seems to be necessary.
 
 

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With the shift of research attention from human malfunctioning to human optimal functioning in the workplace, job engagement which is regarded the opposite of job burnout has attracted researchers’ attention in organizational psychology. This exploratory study aimed to investigate the predictive role of emotional intelligence (EI) as a personal resource in determining levels of job engagement among Iranian English language teachers within job demands-resources model (JD-R). To this end, 442 English language teachers who were teaching in both public and private contexts were selected through non-probability convenience sampling and were surveyed regarding their demographic information, the perception of their levels of job engagement and emotional intelligence through a demographic questionnaire, the Utrecht Work Engagement Scale (UWES), and emotional intelligence scale. The results of hierarchical multiple regression analyses revealed that after controlling for the effect of demographic variables, there were significant positive predicting relationships between two emotional intelligence subscales of management of own emotions (MOE) and management of others’ emotions (MTE) and job engagement components of vigor, dedication, and absorption. The results imply that training teachers to improve their emotional intelligence can be a strategy to boost their job engagement.