Emotional intelligence and resilience in secondary school Physical Education students during the COVID-19 pandemic

Emotional intelligence (EI) and resilience play an important role in the lives of adolescents, and this has been especially so during the coronavirus pandemic, which has affected the mental health of young people. The study objectives were: (i) to analyse the correlations between the EI variables and resilience;(ii) to analyse the differences between the resilience variable and the EI variables according to the sex variable;and (iii) to analyse the predictive relationship between the EI variables and the resilience variable according to sex. A cross-sectional, observational, and descriptive design study was carried out with a convenience sample consisting of 150 students (78 girls;72 boys) between the ages of 12 and 18 years (M=14.83;SD=1.72). The scales administered were: The Emotional Quotient Inventory and the Resilience Scale. The descriptive statistics were calculated -Student's T test was used to check for differences based on the sex variable, and linear regression analysis was performed to check the prediction ratio of the EI subscales on resilience. The results demonstrated positive and significant relationships between the EI variables and resilience, with EI and resilience being higher in boys than in girls -this differs from previous data, perhaps influenced by the Covid-19 pandemic. The results also reflect that EI positively predicts resilience to a greater extent in boys than in girls.

The relationship of parents' emotional intelligence with child abuse events in children aged 6-12 years during the pandemic of Covid-19

Background: The incidence of child abuse begins with parents who cannot control their emotions in educating their children. The ability of parents to manage their emotions effectively is the main thing that parents need to have. The way that can be done to increase the emotional intelligence of parents is by socializing more and respecting others. Based on the results of the field survey, 60% of mothers who commit violence. Methods: This research method is correlation with cross sectional design. The total population in the study is the same as the total sample of 70 respondents who were found using the total sampling technique. Data collection is done directly using a questionnaire. The results of this study found the average emotional intelligence was 133.29 with a standard deviation of 5.949 and an estimated interval of 131.94-134.63, while the average incidence of child abuse was 29.84 with a standard deviation of 9.743 and an estimated interval of 27.46-31.99. Based on the results of the Pearson Product Moment test, the p-value = 0.022 (α < 0.05), meaning that there is a relationship between parental emotional intelligence and the incidence of child abuse. Based on the results of the close relationship, the value of r = -0.274, means that the lower the emotional intelligence of parents, the higher the incidence of child abuse. Conclusion: It is expected that parents can control their emotions by deep breathing relaxation, make visits for parents who have just had children to do self-assessment, and provide good parenting education in educating children. © 2022, ResearchTrentz Academy Publishing Education Services. All rights reserved.

An Empirical Study of the Effect of Emotional Intelligence on Job Performance the Case Study of Educational Non-Governmental Organizations During the Covid-19 Outbreak

The Third-sector organizations, known as Non-Governmental Organizations (NGOs) working on had an essential role in improving education, building human capital, sustainable development, humanitarian aid, and raising entrepreneurs, especially in the areas of political conflict and increased poverty. This research aims to analyze the effect of Emotional Intelligence on Job Performance in three selected Educational and human aid NGOs in the Kurdistan Region/Iraq during the Covid-19 pandemic. This research is claimed to be novel to study the concepts in businesses on NGOs. The author used a self-administered questionnaire with included two validated measures and demographic items. The data has been collected from 83 respondents working as employees in the NGOs selected. The author used Pearson correlation, ANOVA, and linear regression to justify the hypothesis developed. The results show a strong positive relationship between EI and job performance. The EI positively and significantly affects Job Performance and there is no difference between the genders of the study in terms of Emotional Intelligence and Job performance. The study recommends educational and human aid NGOs consider EI as an important factor in increasing the performance of their employees, and this research is to be a foundation for further research to understand the application of management concepts of Businesses in the context of NGOs.

Training in Emotional Intelligence: A Proposed Solution to COVID-19 Related Problems that Interfere with Innovation Management

People from all over the world are overwhelmed by the news and information related to the global COVID-19 pandemic on a daily basis. The social, economic, political, environmental, and technological landscapes have been undergoing unprecedented vicissitudes which have hindered innovation management. It hence behooves policy makers and leaders to develop and implement effective solutions and practices to immediately address the issues and catastrophes engendered by COVID-19. We discuss the promises of emotional intelligence to deal with the negative impact of COVID-19 and propose a list of practical recommendations for policy makers and leaders to consider when developing and assigning emotional intelligence training. © 2023 Journal of Innovation Management. All rights reserved.

Analysis of predictors of stress during confinement by COVID-19 in Spain

Introduction: Confinement has had a great emotional impact on the population, especially in terms of stress. Factors such as the presence of previous mental or physical illness, resilience or emotional intelligence may influence the occurrence or increase of stress. The aim was to assess predictors of stress by comparing two statistical methodologies (one linear and one non-linear). Method: 802 Spaniards (65.50% women) who completed the questionnaires autonomously after signing the informed consent form participated. Stress (PSPP), COVID-19 threat perception (BIPQ-5), resilience (CD-RISC-10) and emotional intelligence (TMMS-24) were assessed. Descriptive statistics, hierarchical regression (HRM) and fuzzy set comparative qualitative analysis (fsQCA) were conducted. Results: Data obtained by HRM showed that the presence of previous mental illness, low resilience and emotional clarity, high emotional alertness and COVID-19 threat perception predicted 51% of the variance in stress. On the other hand, the results of the QCA showed that different combinations of these variables explained 71% of high stress and 56% of low stress. Pointing out how the presence of previous mental illness, high resilience, high emotional clarity and repair, low emotional alertness and low COVID-19 threat perception play a key role in explaining stress. Conclusions: These aspects will help to promote personal resources to buffer stress in confinement situations. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Spanish) Introduccion: El confinamiento ha supuesto un gran impacto emocional en la poblacion observandose, especialmente, el padecimiento de estres. Factores como la presencia de enfermedades mentales o fisicas previas, la resiliencia o la inteligencia emocional, pueden influir en la aparicion o el aumento del estres. El objetivo fue evaluar los predictores del estres mediante la comparacion de dos metodologias estadisticas (una lineal y otra no lineal). Metodo: Participaron 802 espanoles (65,50% mujeres), que rellenaron de manera autonoma los cuestionarios tras la firma del consentimiento informado. Se valoro el estres (PSPP), la percepcion de amenaza del COVID-19 (BIPQ- 5), la resiliencia (CD-RISC-10) y la inteligencia emocional (TMMS-24). Se llevaron a cabo estadisticos descriptivos, regresiones jerarquicas (MRJ) y analisis cualitativos comparativos de conjuntos difusos (fsQCA). Resultados: Los datos obtenidos por MRJ evidenciaron que la presencia de una enfermedad mental previa, una baja resiliencia y claridad emocional, una alta atencion emocional y percepcion de amenaza del COVID-19, predijeron el 51% de la varianza del estres. Por su parte, los resultados del QCA mostraron que las diferentes combinaciones de estas variables explicaron el 71% de los casos de altos niveles de estres y, el 56%, de los bajos niveles de estres, senalando como la presencia de una enfermedad mental previa, la alta resiliencia, la alta claridad y reparacion emocional, la baja atencion emocional y la baja percepcion de amenaza del COVID-19, juegan un papel fundamental en la explicacion del estres. Conclusiones: Estos aspectos ayudaran a promover los recursos personales para amortiguar el estres en situaciones de confinamiento. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Mental health parameters of adolescents during COVID-19 Pandemic, an era of compulsory online education in India

Background: COVID-19-Pandemic Lockdowns initiated online teaching-learning in India. We aimed to assess mental health (MH) of adolescents studying online for academic milestone of matriculation during these circumstances. Material(s) and Method(s): It was a cross sectional study carried out in Western Maharashtra, during 2021. MH of study subjects was assessed by presence and severity of symptoms of depression, anxiety, stress (DAS) and emotional intelligence (EI). They were measured by DAS Scale-42 (DASS-42) and Schutte's self-report EI test (SET) respectively with collection of socio-demographic information maintaining confidentiality. Data were analysed by SPSS-20 software. MH parameters were compared with pre-pandemic pilot and other studies to study effect of online education and overall COVID-19 Pandemic scenario on MH of study subjects. Result(s): Total 1162 adolescents participated, out of which 59 were omitted from the analysis due to incomplete data. Out of remaining 1103 participants, 43% boys & 57 % girls with the mean age of 14.69 (+0.78) years. Majority of them belonged to middle socio-economic-status. Mean DAS and EI scores denoted mild anxiety with no evidence of depression and stress. Mean EI score was in normal range. Mean DAS scores were significantly lower and mean EI score was significantly higher than reported in -pandemic pilot and other studies. Conclusion(s): MH derangement of matriculating adolescents during COVID-19- Pandemic with online education seemed to be less severe than that was in pre-pandemic times with in-class education. Recommendations: MH support at schools needs to be strengthened. During the post-COVID-19 period, online school education may be continued in LMIC like India on the basis of willingness of students and parents but with caution and understanding of socio-cultural background and support.Copyright © 2022 Pravara Institute of Medical Sciences. All rights reserved.

Academic perspectives on the importance of emotional intelligence and organizational citizenship behavior: Insights for IT leadership programs

The health pandemic has rapidly pushed many organizations to a virtual workplace. Working remotely has triggered an increase in anxiety, emotions, behaviors, and technostress among employees and IT professionals worldwide. Thus, today, change management and communication skills are critical in the new virtual workplace. This study's purpose endeavors to examine whether emotional intelligence is a true indicator of extra-role behaviors measured by employee organizational citizenship behavior. The research methodology uses an online survey. A total of 150 higher education faculty and leaders participated. The results indicate a statistically significant relationship p < .001 between the total emotional intelligence and organizational citizenship behaviors scores. The findings support the positive effects of employee emotional intelligence and citizenship behaviors that contribute to individual and organizational performance. This study may assist companies, researchers, and IT Leadership programs in retooling their IT leaders with the communication skills necessary for the new virtual workforce. © 2022 International Association for Computer Information Systems

A study to explore the linkage between green training and sustainable organizational performance through emotional intelligence and green work life balance

PurposeThis study aims to review the role of green training and green work life balance (GWLB) on sustainable organizational performance (SOP) with a moderating variable "Emotional Intelligence” (EI).Design/methodology/approachFor the development of the construct of the present study, a Scopus database was selected and research papers published in indexed journals were considered. Relevant keywords were selected and literature was searched on green training, EI, SOP, GWLB. The literature was reviewed to find out the linkage and possibility of development of integrated model. The main focus was on highlighting the relevance of green training on GWLB and its influence on SOP.FindingsSOP can be achieved with the intervention of EI and GWLB;further green training is one of the influential practices of human resource development (HRD) which helps to develop the green behavior.Research limitations/implicationsIt can give new insight to the organization for application of green human resource practices for SOP. Development and designing the cohesive environmental work culture and willingness to protect environment through green training can be implemented by HRD. Perhaps, the application of green training encourages GWLB.Practical implicationsQuantitative research and cross sectional study is required to find out the intervening role of EI and work–life balance between green training and SOP across a broader range of sectors.Originality/valueThis research extends the literature review and developed a new integrated model which shows the link between green training and SOP.

The effect of a global pandemic on students' social emotional competencies

The objective of this study was to determine the effect of COVID-19 on youth's social emotional competencies. Specifically, this study examined whether there was a significant difference in social emotional competency proficiency levels of self-management, social awareness, and emotion regulation as measured by the Panorama SEL Survey from October 2019 to October 2021 in fifth through twelfth grade students who attended a large, diverse suburban school district in Illinois. This study showed statistically significant differences in students' proficiency levels, which increased for self-management and decreased for social awareness and emotion regulation. Based on these results, school district leaders should consider investing funds to increase interventions and strategies for students regarding social awareness and emotion regulation. Future research should consider analyzing mindfulness interventions implemented as well as the different demographic subgroups with pre-pandemic and during-pandemic data. An extension study with additional years from the same cohort may also provide meaningful insights to school district leaders. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

SOCIOEMOTIONAL ASPECTS OF THE TEACHER IN THE FACE OF COVID-19

The objective of this research was to analyze the relationship between levels of emotional intelligence and family support in a sample of teachers linking variables of teaching, age and sex. We worked with an incidental sample made up of 249 teachers of different educational levels under a non-experimental, cross-sectional and correlational design. For data collection, the TMMS-24 and family APGAR instruments were used. The results indicate adequate levels of clarity and emotional repair in the teachers, as well as normal levels of family support. Regarding the relationship between both constructs, there is a direct and medium-strength association between the clarity and repair factors and family support, indicating that when the perception of support from the family nucleus increases, there is greater emotional intelligence. Regarding the variables age and sex, no significant associations were found. It is concluded that teachers who have family support networks have greater ability to identify, understand and regulate their emotions, as well as develop coping strategies in school and non-school contexts. © 2023, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.

COVID-19 Stress in Relation to Parent Emotional Intelligence and Child Mental Health among a Canadian Sample

Due to the unprecedented nature of COVID-19, more studies are needed to examine how parents and children are impacted by the pandemic, and more specifically the role of parental Emotional Intelligence (EI) in the link between COVID-19 stressors and child mental health outcomes. This cross-sectional study investigated the relationships between COVID-19 stressors, parental EI, and child anxiety and depression outcomes. Fifty parents (mean age = 41.98 years;88% mothers) of children between the ages of 8-11 years old (mean age = 9.46 years;74% boys) completed online questionnaires assessing COVID-19 stress, parental EI, and child anxiety and depression symptoms. Although no significant results were found between parent COVID-19 stress, parent EI, and child depression symptoms, the results suggest that parental COVID-19 stress was related to child anxiety. Exploratory analyses were conducted examining specific domains of COVID-19 stress, parental EI, and child anxiety and depression symptoms. Findings indicate the resilience of child mood and parental EI to COVID-19 stress among this sample, as well as child anxiety being a potential area of risk during the pandemic. Knowledge of these associations gives insight into areas to prioritize for mental health clinicians in assessment and intervention.

Handbook of Research on Language Teacher Identity. Advances in Higher Education and Professional Development (AHEPD) Book Series

In today's educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The "Handbook of Research on Language Teacher Identity" addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency.

Background: The evolution toward future education following the 4th industrial revolution and the coronavirus disease 2019 (COVID-19) pandemic have changed nursing education dramatically. Online classes have become a new paradigm of education, and are expected to develop and be maintained in various forms even after the end of COVID-19. Therefore, attention is focused on finding ways to improve learners' achievements in a distance learning environment. This study aimed to examine the mediating effects of self-directed learning competency on the relationships between optimism, emotional intelligence and academic resilience among nursing students. Methods: A cross-sectional descriptive design was conducted using convenience sampling of 195 nursing students in South Korea. Data were analyzed with descriptive statistics, Pearson's correlation coefficients, multiple regression, and mediation analysis using SPSS/WIN 26.0 program. Results: There were significant positive correlations among self-directed learning competency, optimism, emotional intelligence and academic resilience. The self-directed learning competency acts as a mediator in explaining relationship between optimism, emotional intelligence and academic resilience, respectively. Conclusion: This study provides the evidence for the role of self-directed learning competency in the relationship between optimism, emotional intelligence and academic resilience in nursing students. Rapid changes in education are inevitable due to changes in clinical settings and the impact of repeated infectious disease outbreaks including the COVID-19 pandemic. This study suggests strengthening positive psychology and self-directed learning capability of nursing students as a strategy to prepare for changes in education and clinical areas.

Virtual Leadership and Nurses' Psychological Stress during COVID-19 in the Tertiary Hospitals of Pakistan: The Role of Emotional Intelligence.

Although intelligence has been widely examined in the literature, the correlation of emotional intelligence (EI) has with virtual leadership, work stress, work burnout, and job performance in the nursing profession needs further consideration. Prior studies have confirmed that leadership style and emotional intelligence massively contribute to better outcomes in the nursing profession. Based on these confirmations, this research intended to explore the impact of virtual leadership and EI on work stress, work burnout, and job performance among nurses during the COVID-19 pandemic. A convenient sampling technique was adopted to select the data sample. To analyze our hypotheses, 274 self-reported surveys were distributed in five tertiary hospitals in Pakistan through a cross-sectional quantitative research design. The hypotheses were tested with SmartPLS-3.3.9. Our findings revealed that virtual leadership and EI have considerably influenced nurses' work stress, burnout level, and job performance. The study concludes that EI significantly moderates virtual leadership and psychological stress among nurses.

Using theory of mind to understand the impact of Covid-19 fear on healthcare workers' withdrawal intentions

PurposeHealthcare workers' (HCWs') job-related high exposure to Covid-19 virus arouses fear of Covid-19 among them. Based on the Theory of Mind (ToM), the study predicts that fears will lead to negative psychological (psychological distress) and behavioral (withdrawal intentions) outcomes. ToM is also used to identify social intelligence as a means to counter fear of Covid-19 on heightened psychological distress and increased withdrawal intentions.Design/methodology/approachTo investigate the study design, a sample of 262 HCWs, including doctors, nurses and technicians, were surveyed using standardized questionnaires.FindingsAs predicted, Covid-19 fear led to increased withdrawal intentions with heightened psychological distress partially mediating the relationship. The alleviating role of social intelligence on the effects of Covid-19 was supported as high social intelligence reduced HCWs' turnover intentions, with decreased psychological distress partially mediating the relationship.Originality/valueGiven the universality of the Theory of Mind (ToM), the findings of this study are likely to be generalizable to all pandemics. The study results support the increased application of ToM in organizational settings and have both theoretical and practical implications for health administrators. Based on study results, health administrators are exhorted to develop ToM-based mental models to understand and deal with the fear of contagious diseases. Health administrators can also increase HCWs' social intelligence to deal with the negative perceptual and behavioral outcomes arising from the emotions aroused by the nature of their work.

Rocking the boat but keeping it steady: Lockdown, online classes, emotional intelligence and burnout among students

Background: Burnout is a stress-induced syndrome that predominantly affects adolescents. Some environmental and personal factors can contribute to the onset of burnout and its severe consequences, including attrition, sleep disorders, and depression. Objective: Our study examined the impact of the COVID lockdown on emotional intelligence, academic burnout, and academic performance. Materials and Methods: Data were collected from a sample of 471 school-going students. Participants are selected by simple random sampling by the randomization table technique. Participants completed questionnaires, including the evaluation of academic burnout (exhaustion, cynicism, and efficacy). Results: Among the study population, 59% were females, and 41% were males. The mean age was 15.5 +/- 1.26 years. The mean score for Cynicism was 10.06 +/- 3.8. The mean score for Academic Efficacy was 20.71 +/- 4.63. The mean difference in Emotional Exhaustion Score between males and females was not statistically significant (P = 0.063). The mean difference in Cynicism Score between males and females was not statistically significant (P = 0.730). The mean difference between males and females was statistically significant in the Academic Efficacy and Total scores (P < 0.001). Conclusion: The findings suggest that emotional intelligence strongly correlates with burnout during the COVID-19 lockdown. Adaptive coping, mental health, and optimism help prevent academic burnout and consequently positively affect academic performance. Intervention and future research implications should be discussed.

Diagnostics of psychological flexibility and the ability to cope with the inevitable changes among psychology students.

The study concerns the question of how much the emotional competence and the ability to cope with problems in one's own personality increase in the process of professional psychological education, for which students of different years of study were tested. The aim of this study is to deeply diagnose various components of psychological flexibility and the ability to cope with unexpected events among psychology students. The study involved 30 students from 1 to 4 years of university grade level participated into study, divided into 4 equal groups from. Based on testing various aspects of psychological flexibility, emotional intelligence test (EQ test), Emotion Regulation Questionnaire (ERQ) and D.V. Lyusin emotional intelligence instrument (Emin) were used; it was tested using Student's t-test and Kruskal-Wallis H-test to evaluate differences between three or more samples simultaneously. As a result of the study, the significant differences between all groups of participants and between the assessment of individual factors of psychological flexibility in different groups was accepted. Each of the groups demonstrated its specific characteristics of the relationship between emotional competence and coping with stress. Comparison of the results of students from different years of study showed that psychological education does not have a significant effect on emotional intelligence as an indicator of emotional flexibility, but positively affects the development of coping with stress, although in predominantly passive forms. The practical application of the research lies in improving psychology students' learning; the research results can be used as methods for determining psychological flexibility factors that require development in study groups.

Are you "following" me?: Gen Z's emotional intelligence in online activism

The author rather than accepting the prevailing narrative that adolescents are becoming socially impaired by technology, explores the ways in which digital natives have utilized and at times advanced beyond their forebears in terms of social intelligence, exploring the convergence of social, racial, gender, and political identity on the internet during the COVID-19 pandemic. At the same time, she considers the experience of the psychotherapist wrestling with personal loss and attunement and repair within the therapeutic relationship. The Social Dilemma, a Netflix film released in 2020, daunts a chilling narrative of the online social sphere. The Social Dilemma depicts how essentially we are puppets of digital creators and being exploited for capital gains. Technology is smart, sometimes too smart. And if we are not learning how to be responsible, mindful, productive consumers of social media and emphasizing the need to cultivate emotional intelligence traits both offline and online through social-emotional learning and digital literacy, we will most certainly find ourselves riddled with technological addictions and other significant mental health impairments inclusive of rising suicide rates among more avid online users. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Soft Skills, Emotional and Social Intelligence, and Resilience

This chapter examines the importance of skills, such as emotional and social intelligence, and resilience in the professional development of healthcare workers (HCW), and how these skills are crucial for maintaining medical competence and professionalism when facing a health crisis. The COVID-19 pandemic generated rapid change, uncertainty, and ambiguity like no other health crisis has done previously. The SBH Health System has experienced the stress and burden of illness and death during the months of March to June 2020, which characterized the first surge in New York, but was especially prevalent in this socioeconomically more deprived borough where the hospital is located - the Bronx. As the crisis unfolded, so too did multiple fears and concerns within the SHB Health System such as lack of adequate PPE and a high volume of deaths, and each HCW had to rely on their own reserves of resilience and coping skills to overcome personal barriers for the benefit of their patients. In examining these important skills through the surge of the crisis, this chapter also provides practical suggestions and advice on the interventions implemented at the SBH Health System to care for the healthcare worker's mental health, alleviate stress, and promote a healthy and supportive environment. © SBH Health System 2022.

Emotional intelligence among nursing students in the COVID-19 pandemic / Inteligência emocional entre estudantes de enfermagem na pandemia de COVID-19 / Inteligencia emocional en estudiantes de enfermería durante la pandemia de COVID-19

Resumo Objetivo Analisar a inteligência emocional entre estudantes de enfermagem na pandemia de COVID-19 e descrever os escores de atenção emocional, clareza e reparação na gestão das emoções. Métodos Trata-se de um estudo quantitativo, observacional de delineamento transversal, composto por 121 estudantes do Curso de Enfermagem da Universidade Federal do Vale do São Francisco. A coleta de dados foi realizada por meio de um formulário autoaplicável contendo Termo de Consentimento Livre e Esclarecido, questionário sociodemográfico e a escala Trait Meta-Mood Scale-24, validado para o uso em língua portuguesa. Os dados foram submetidos a tratamento estatístico utilizando-se o programa Statistical Package for the Social Sciences, versão 20.0. Resultados Não houve diferenças significativas entre sexo, dados sociodemográficos e período da graduação com a pontuação do Trait Meta-Mood Scale-24. Entretanto, os alunos do quarto e do oitavo semestre apresentaram significativamente menores médias desta escala (p=0,015). Conclusão Evidenciou-se a necessidade de abordar a inteligência emocional ao longo da graduação em enfermagem, além de reforçar o amparo psicológico dos estudantes, a partir de serviços já disponibilizados pela universidade.

Resumen Objetivo Analizar la inteligencia emocional de estudiantes de enfermería durante la pandemia de COVID-19 y describir los puntajes de atención emocional, claridad y reparación en la gestión de las emociones. Métodos Se trata de un estudio cuantitativo, observacional de diseño transversal, compuesto por 121 estudiantes de la carrera de Enfermería de la Universidad Federal do Vale do São Francisco. La recopilación de datos se realizó a través de un formulario autoaplicado que contenía el Consentimiento Informado, un cuestionario sociodemográfico y la escala Trait Meta-Mood Scale-24, validada para uso en idioma portugués. Los datos pasaron por tratamiento estadístico utilizando el programa Statistical Package for the Social Sciences, versión 20.0. Resultados No hubo diferencias significativas entre sexo, datos sociodemográficos y semestre de la carrera con el puntaje de la Trait Meta-Mood Scale-24. Sin embargo, los alumnos del cuarto y del octavo semestre presentaron promedios considerablemente inferiores en esta escala (p=0,015). Conclusión Se evidenció la necesidad de tratar la inteligencia emocional a lo largo de la carrera de enfermería, además de reforzar la contención psicológica de los estudiantes, a partir de servicios que la universidad ya ofrece.

Abstract Objective To analyze emotional intelligence among nursing students during the COVID-19 pandemic and describe emotional attention, clarity and repair scores in managing emotions. Methods This is a quantitative, observational cross-sectional study, comprising 121 nursing students at the Universidade Federal do Vale do São Francisco. Data collection was performed using a self-administered form containing the Informed Consent Form, a sociodemographic questionnaire and the Trait Meta-Mood Scale-24, validated for use in Portuguese. Data were submitted to statistical treatment using the Statistical Package for the Social Sciences, version 20.0. Results There were no significant differences between gender, sociodemographic data, and graduation period with Trait Meta-Mood Scale-24 scores. However, fourth and eighth semester students had significantly lower averages on this scale (p=0.015). Conclusion The need to address emotional intelligence throughout the nursing graduation was evidenced, in addition to reinforcing the psychological support of students, based on services already provided by the university.