HUBUNGAN KECERDASAN EMOSI DENGAN KETIDAKPUASAN TUBUH WANITA DEWASA AWAL DI ERA PANDEMI COVID-19

Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan antara kecerdasan emosi dengan ketidakpuasan tubuh pada wanita usia dewasa awal di era pandemi COVID-19. Sebuah penelitian baru menemukan bahwa kecemasan dan stres yang terkait langsung dengan COVID-19 dapat menyebabkan sejumlah masalah citra tubuh, salah satunya adalah ketidakpuasan tubuh dan keinginan untuk kurus pada wanita. Penelitian menyatakan adanya hubungan antara kecerdasan emosi dengan ketidakpuasan tubuh. Namun, penelitian lain menyatakan sebaliknya, tidak terdapat hubungan antara kecerdasan emosi dengan ketidakpuasan tubuh. Pendekatan kuantitatif digunakan dalam penelitian ini dengan alat ukur Emotional Intelligence Scale dan Body Shape Questionnaire-34. Pengambilan data dilakukan secara daring yang melibatkan 125 partisipan. Analisis data menggunakan analisis Product Moment, hasil korelasi data r = 0,078 dan p = 0,386 (p > 0,005). Disimpulkan tidak terdapat hubungan antara kecerdasan emosi dengan ketidapuasan tubuh pada wanita usia dewasa awal di era pandemi COVID-19. Wanita pada usia dewasa awal memiliki keinginan tampil menarik dihadapan orang lain, hal ini bertolak belakang dengan dampak pandemi yang menyebabkan berkurangnya intensitas interaksi antar manusia. Interaksi antar manusia banyak dilakukan secara daring, dimana sudah banyak aplikasi yang menyediakan fitur edit wajah. Hal ini menyebabkan berkurangnya perasaan tidak puas akan tubuhnya, terutama pada wanita usia dewasa awal.

The Relationship between Employees’ Belief in a Just World and Sustainable Organizational Citizenship Behaviors in Chinese Enterprises: The Moderating Effect Model of Interpersonal Intelligence

To both survive and develop continuously, enterprises must overcome many kinds of competition and challenges. Cultivating employees' active and sustainable organizational citizenship behavior is important for enterprises to successfully cope with turbulence and uncertain events during their development. In this study, we investigated the development level of and factors influencing employees' organizational citizenship behavior in current organizations. By using the Belief in a Just World Scale, Organizational Citizenship Behavior Scale, and Interpersonal Intelligence Scale, we investigated 230 employees from 15 different enterprises. The results showed that belief in a just world, interpersonal intelligence, and organizational citizenship behavior were significantly positively correlated. Interpersonal intelligence played a moderating role between belief in a just world and organizational citizenship behavior; the organizational citizenship behavior of individuals with high interpersonal intelligence increased with the strengthening of the belief in a just world, and this increase was larger than that experienced by individuals with low interpersonal intelligence. This meant that under a certain level of belief in a just world, a high level of interpersonal intelligence was more conducive to promoting employees' sustainable organizational citizenship behavior.

The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels

The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.

Terapi rasional-emotif perilaku untuk menurunkan tingkat depresi pada wanita

The subject is a college student woman who has changes in functionality in everyday life. Subject has a bad view of herself and tend to like to compare herself with others, especially physical problems. As a result, subject tend to be easily sad, lose interest, often feel tired and sometimes bring up suicidal thoughts. The assessment methods used were clinical interview, observation, and psychological tests, namely the Weschler Adult Intelligence Scale, graphics, Thematic Apperception Test, the Beck Depression Inventory II scale and WHODAS. Subject was diagnosed with major depressive disorder with moderate level of functioning. The intervention used was rational-emotive behavior therapy which was composed of five sessions. This therapy is used with the aim of reducing depression levels through changing irrational beliefs to become more rational. The results of the intervention showed a decrease in the subject's level of depression as indicated by changes in the scores obtained before and after the intervention was given.

Does Emotional Intelligence Prevent Workplace Bullying? A Research on Sports Institution Employees

This study aimed to investigate the relationship between emotional intelligence and workplace bullying in the Provincial Directorate of Youth Services and Sports. 309 (215 men, 94 women) Sports Provincial Directorate of Youth Services staff from seven different cities of Turkey participated as volunteers in the research. In the study, the personal information form prepared by the researcher, the “Wong and Law Emotional Intelligence Scale” developed by Wong and Law (2002) and adapted to Turkish by Deniz (2012) were used. To determine the workplace bullying level, 21-question “Negative Behaviors Scale” developed by Einarsen (1996) and adapted to Turkish by Cemaloglu (2007) was used. A statistically significant difference was found between the groups according to the emotional intelligence level in the sub-dimension of evaluation of others’ emotions in terms of gender variables. No statistically significant difference was determined between the groups according to the gender variable in terms of workplace bullying. A statistically significant difference was found between the groups in terms of the duration of work, according to emotional intelligence levels and workplace bullying. When the relationship between emotional intelligence and workplace bullying was examined, it was found that there were negative significant correlations in some sub-dimensions. As the level of emotional intelligence of the employees increased, the cases of exposure to bullying decreased.

Profile Multiple Intelligence Siswa SMA Negeri 5 Kerinci: Linguistic, Interpersonal, Intrapersonal

Students' ignorance of the potential they have, especially the intelligence they have, is an obstacle for students to be able to improve their achievements in school. For that, it needs to be revealed multiple intelligence profiles, especially linguistic, interpersonal, and intrapersonal intelligence of students. This research is a type of quantitative research with a descriptive approach. The population in this study was a student of State Junior High School 5 Sungai Penuh that amounted to 145 people and the study sample was taken with the formula Slovin with random sampling cluster sampling technique so that the number of samples in this study amounted to 107 people. This research instrument uses the Multiple Intelligence Scale that researchers develop themselves, and then the data that has been collected is tabulated and analyzed with descriptive statistics to calculate respondents' scores using ideal scores. The results of this study revealed that students' multiple intelligence profiles related to linguistic intelligence were in the medium category, then the student's interpersonal intelligence was in a low category, and the student's intrapersonal intelligence was in the medium category

An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness

The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data was gathered from the freshman students (N = 68) who studied at the Department of Primary Education. Four measures were used in this case study: interviews, multiple intelligence inventory (MII), ecological intelligence scale (EIS), and students' 5-min notes. Correlation analysis was used to find the relationship between the students’ ecological intelligence and the types of MI. The responses to interview questions were coded into discrete themes. Findings indicated that the intelligence type which had the most correlation with the sub-dimensions of EIS was InterP. Moreover, moderate relations were determined between the sub-dimensions of EIS and the types of MI which were Bodily/Kinesthetic (BK) and Visual/Spatial (VS). Although the students had difficulties in activities such as drama and role-playing for BK intelligence, they enjoyed, and had better motivation to learn collaboratively during the activities through visual tools. Ecological intelligence relates to various types of MI. Based on this assertion the activities of MI should be integrated in-class environmental activities for students to acquire ecological awareness and sensitivity.