دانلود مقاله مجموعه داده‌ای از رابطه بین هوش هیجانی و نتایج کار گروهی دانشجویان
چکیده
کلید واژه ها
جدول مشخصات
ارزش داده ها
1. شرح داده ها
2. طراحی آزمایشی، مواد و روش ها
بیانیه اخلاق
قدردانی ها
در دسترس بودن داده ها
منابع
Abstract
Keywords
Specifications Table
Value of the Data
1. Data Description
2. Experimental Design, Materials and Methods
Ethics Statement
CRediT authorship contribution statement
Declaration of Competing Interest
Acknowledgments
Data Availability
References
چکیده
مجموعه داده رابطه بین هوش هیجانی و نتایج کار تیمی دانشجویان را بررسی می کند. این مطالعه بر اساس نظرسنجی از 372 دانشجوی دانشگاه در ویتنام انجام شد. چهار بعد هوش هیجانی: آگاهی هیجانی، استفاده از هیجان، درک هیجانی و کنترل هیجانی با مقیاس 18 ماده ای طراحی شده توسط مایر و سالوی (1997) و شوته و همکاران اندازه گیری شد. (1998). نتایج کار تیمی با استفاده از 6 مورد توسعه یافته توسط Volet و Mansfield (2006) ارزیابی شد. ویژگی‌های پاسخ‌دهنده نیز که از طریق نظرسنجی مورد بررسی قرار گرفته‌اند عبارتند از: جنسیت، دانش‌آموزان از چه سالی هستند، چند وقت یک‌بار در گروه کار می‌کنند. مجموعه داده برای مطالعه تأثیر مستقیم هوش هیجانی بر عملکرد کار تیمی دانشجویان و ارائه برخی توصیه‌ها به مدیران، اساتید و دانشجویان دانشگاه برای ارتقای عملکرد کار گروهی دانشجویان دانشگاه به طور کلی و در ویتنام به طور خاص جمع‌آوری شد.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
The dataset explores the relationship between emotional intelligence and teamwork results of university students. This study was based on a survey of 372 university students in Vietnam. Four dimensions of emotional intelligence: emotional awareness, emotion’s usage, emotional understanding and emotional controlling were measured with the 18-item scale designed by Mayer and Salovey (1997) and Schutte et al. (1998). Teamwork results was assessed by using the 6- item developed by Volet and Mansfield (2006). The respondent’s characteristics also explored through the survey include: gender, what year students are from, how often they work in teams. The dataset was collected to study the direct effects of emotional intelligence on teamwork performance of university students and give some recommendations to managers, lecturers and university students to promote teamwork performance of university students in general and in Vietnam in particular.
Data Description
The dataset explores the relationship between emotional intelligence and teamwork results of university students by applying empirical statistical methods. The initial emotional intelligence scale consisted of 33 items was designed based on the definition of Mayer and Salovey [3], Ghuman [4] and the original questionnaire by Shutte et al. [1]. A preliminary quantitative study with 20 students to check the reliability of the scales and items was done before conducting a large-scale survey. The results showed that, in the 33-item Schutte Self-Report Inventory (SSRI) developed by Schutte et al. [1], 18 items were kept and 15 items had to be removed because item-total correlations were less than 0.3 [5]. 18 items of the emotional intelligence scale were used to measure four dimensions including emotional awareness (5 items), emotion’s usage (5 items), emotional understanding (5 items) and emotional controlling (3 items). The scale of teamwork results includes 6 items was proposed by Volet and Mansfield [2]. The questionnaire is provided as a supplementary file.
EA - EA1 - EA2 - EA3 - EA4 - EA5
EU - EU1 - EU2 - EU3 - EU4 - EU5 - EUS
EUS1 - EUS2 - EUS3 - EUS4 - EUS5
EC - EC1 - EC2 - EC3
R - R1 - R2 - R3 - R4 - R5 - R6
Emotional awareness (Schutte et al. [1])
I am aware of the personal feelings when meeting someone.
I know the content/implicit that I want to convey to other members when working in a team.
I can feel and capture the emotions of other team members when talking or working with me .
When my emotions at work change, I know clearly why I have that change.
I feel the evaluation through the hidden meanings of the group members to me through their actions and gestures.
Emotion’s usage (Schutte et al. [1])
I always evaluate the importance of work and events to myself.
My ability to come up with new ideas is affected by my mood.
My problem-solving ability/level is affected by mood.
My responsibilities and enthusiasm for work are influenced by mood.
Emotions are one of the most meaningful things in my life because I use them all the time.
Emotional understanding (Schutte et al.[1])
I know when to share my own problemswith others.
When communicating, I know how to arrange event content so that listeners feel comfortable.
When I need to express myself to someone, I always know how to make an impression on that person.
I empathize with the stories others share with me.
I always believe in myself to do a good job.
Emotional controlling (Schutte et al.[1])
I know how to maintain positive emotions.
I always create positive motivation when taking on a job.
I always control my emotions in every situation.
Teamwork results (Volet and Mansfield[2])
My team worked together to complete the task in a timely manner.
My team acted with calm and control.
My team is always actively supporting each other, with a spirit of confidence, optimism and determination.
My team adapts to changing situations.
My team has been monitoring and reassessing the situation.
My team anticipates possible scenarios.