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Possession of interpersonal and intrapersonal competencies may explain why some managers are more successful than when their technical skills are not as superior or in fact may be at a lower level. It can also explain how some managers are able to develop better relationships and communicate more effectively with little effort or motivate others with relative ease. Emotional intelligence (EQ) is the ability to analyze and control your own emotions and behaviors to achieve a more positive interpersonal outcome at home and at work. EQ focuses on stress diffusion that eliminates emotional hijacking, personality profiling, self- esteem analysis and pro-active listening. [ABSTRACT FROM AUTHOR]

Emotional intelligence and self-esteem are the new, revolutionary approaches in the teaching-learning context. By handling the emotions, we can contribute in our enlightened life in general and particularly for our success in an academic domain. Assuming the importance of teacher as a nucleus, the current research was designed to measure the role of emotional intelligence and self-esteem in relation with the academic performance among students at IUB. By using convenient sampling technique, a sample of (N=100) students were taken from diversified disciplines. For data collection, Self-Report Measure of Emotional Intelligence (SRMEI, 2010) developed by ©Rizwana & Anila Kamal (2010) was used. The second instrument used was ©Rosenberg Self-Esteem Scale (RSES, 1965) using SPSS. To analyze the research hypotheses, Analysis of Variance (F-test), Regression Co-efficient (Beta values) & T-test were applied. The regression model summary of science students revealed that the academic achievement of these students is highly dependent on both independent variables. Emotional intelligence and self-esteem do affect a variation of 71.2% variation towards their academic achievement. Similarly, the arts students' regression model summary indicates that the academic achievement is slightly dependent on both the independent variables. It highlights 9.1% proportion of the variation in academic achievement due to emotional intelligence and self-esteem. Hence, it is concluded that academic achievement is significantly associated with the different levels of emotional intelligence and self-esteem among these students [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate ways of coping and related factors with regard to the psychopathology of adolescents with epilepsy (AwE). In this study, 41 AwE and 34 healthy controls were assessed. It was found that 24% of AwE had attention problems and 41% had overall problems at a clinical level. The scores for thought problems, attention problems, aggressive behavior and externalizing problems were higher in the epilepsy group. In addition, the AwE had lower self-esteem, and as the adolescents had higher scores for overall problem behavior, they also received lower problem-focused coping scores. As an adolescent's self-esteem increases, problem-focused coping is used more frequently, whereas emotion-focused coping is used less frequently. It is suggested that interventions to help adolescents improve their strategies for coping with stress may mitigate some of the problems with adaptive functioning, which are common in AwE. [ABSTRACT FROM AUTHOR]

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