Search Results (357)

Background/Objectives: Family caregivers in palliative care often face complex physical, emotional, and logistical challenges, which can result in a significant caregiving burden. Dyadic interventions—designed to support both the patient and the caregiver simultaneously—have emerged as a promising holistic approach to enhancing well-being and quality of life. This systematic review aimed to evaluate the effects of dyadic support interventions in reducing caregiver burden among middle-aged and older adults receiving palliative care. Methods: A systematic literature search was conducted following PRISMA guidelines across five databases (CINAHL, MEDLINE, Web of Science, Scopus, and Google Scholar for grey literature) covering the period from 2019 to January 2025. Results: Of 653 records identified, 8 studies met the inclusion criteria. Interventions were typically delivered by multidisciplinary teams and included weekly in-person consultations, telephone follow-up, telemedicine, physical exercise sessions, laughter therapy, and music therapy over durations ranging from 16 weeks to 6 months. These programs resulted in reduced anxiety and depressive symptoms (PHQ-4, HADS, SDS, BAI, SAS), improved functional and social performance (SF-36), and/or enhanced quality of life (MQLQ, QOL-AD, KCCQ-12, EORTC QLQ-C30). In patients, they contributed to better symptom control (ESAS, CFS), while in caregivers, they effectively reduced burden (ZBI-12, FCBSI, CBI) and/or supported the anticipatory grief process (PGQ, AGS). However, not all studies reported consistently positive outcomes. Conclusions: Structured dyadic interventions that involve both patients and caregivers significantly improve outcomes in palliative care for middle-aged and older adults. Future research should examine their long-term impact and explore the integration of artificial intelligence to optimize intervention delivery. Full article

Middle leaders are acknowledged as important leaders within schools to support and improve teaching and learning. While middle leaders’ (MLs) knowledge and skills are foundational for contributing to school improvement, social emotional intelligence (SEI) has been identified as a crucial capability for developing and maintaining trusting relationships and collaborative teams, both of which are essential for leading school improvement, a central focus of ML work. To understand the empirical evidence base on MLs and SEI, a scoping literature review was conducted. Although empirical research was limited, SEI consistently emerged as a critical factor influencing a range of middle leadership (ML) outcomes. To extend the review findings, a problem-centered interview approach was undertaken with five MLs. The interviews sought to identify the SEI competencies perceived as supportive of ML practices and positive outcomes for both MLs and colleagues. Insights from the literature review and interviews converged to highlight empathy and emotional self-management as foundational SEI competencies. Both competencies were found to underpin several key leadership outcomes, including the regulation of emotions, both personal and interpersonal, for the development of collegial relationships, and the enhancement of ML wellbeing. Considering these findings, professional learning (PL) to foster ML SEI competencies is presented. Full article

Artificial intelligence (AI) soft skills have become increasingly vital in today’s technology-driven world, as they support decision-making systems, strengthen collaboration among stakeholders, and enable individuals to adapt to rapidly changing environments—factors that are fundamental for achieving the sustainability goals of smart cities. Even though AI soft skills are becoming more important, no scale specifically designed to identify and evaluate individuals’ AI soft skills has been found in the existing literature. Therefore, this paper aimed to develop a reliable and valid scale to identify the AI soft skills of individuals. A sample of 685 individuals who were employed in AI-active sectors, with a minimum of a bachelor’s degree, and at least one year of AI-related work experience, participated in the study. A sequential exploratory mixed-methods research design was utilized. Exploratory factor analysis (EFA) identified a five-factor structure that accounted for 67.37% of the total variation, including persuasion, collaboration, adaptability, emotional intelligence, and creativity. Factor loadings ranged from 0.621 to 0.893, and communalities ranged from 0.587 to 0.875. Confirmatory factor analysis (CFA) supported this structure, with strong model fit indices (GFI = 0.940, AGFI = 0.947, NFI = 0.949, PNFI = 0.833, PGFI = 0.823, TLI = 0.972, IFI = 0.975, CFI = 0.975, RMSEA = 0.052, SRMR = 0.035). Internal consistency for each factor was high, with Cronbach’s alpha values of dimensions ranging from 0.804 to 0.875, with a value of 0.921 for the overall scale. Convergent and discriminant validity analyses further confirmed the construct’s robustness. The finalized AI soft skills (AISS) scale, consisting of 24 items, offers a psychometrically valid and reliable tool for assessing essential AI soft skills in professional contexts. Ultimately, this developed scale enables the determination of the social and cognitive skills needed in the human-centered and participatory governance structures of smart cities, supporting the achievement of specific Sustainable Development Goals such as SDG 4, SDG 8, and SDG 11, and contributes to the design of policies and training programs to eliminate the deficiencies of individuals in these areas. Thus, it becomes possible to create qualified human resources that support sustainable development in smart cities, and for these individuals to take an active part in the labor market. Full article

Workplace toxicity in the tourism sector remains a widespread issue, particularly for hotel staff who are constantly suffering from verbal, emotional, or physical abuse. While previous research has primarily highlighted the negative consequences of abusive behavior, this study examines a different perspective—how abusive supervision may be associated with reduced helping behavior among hotel employees, with emotional contagion and self-esteem serving as key moderating and mediating variables. Based on the Conservation of Resources (COR) theory, the current paper suggests that abusive supervision causes people’s psychological resources to be depleted, which decreases their self-esteem and, in turn, their helpful behavior. Furthermore, it is revealed that emotional contagion can act as a moderator to amplify the detrimental association between abusive supervision and self-esteem. Data were gathered from frontline hotels employees. Employing structural equation modeling with SmartPLS 3, the findings reveal that abusive supervision was negatively related to both self-esteem and helping behaviors. Additionally, the correlation between helpful behavior and abusive supervision was strongly mediated by self-esteem. It is also shown that emotional contagion mitigated the detrimental relationship between abusive supervision and self-esteem, such that people with high emotional contagion experienced a stronger negative relationship. This paper advances our theoretical knowledge of workplace dynamics by expanding COR theory to justify how and why abusive supervision impairs pro-social behavior. From a practical standpoint, the findings underscore the significance of management behavior and emotional intelligence in service-oriented sectors. Employee self-esteem and cooperative workplace behavior may be preserved by interventions that deplete supervisory abuse and boost emotional resilience. Full article

Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education. Full article

As the global population ages, older adults face growing psychological challenges such as loneliness, cognitive decline, and loss of social roles. Meanwhile, artificial intelligence (AI) technologies, including chatbots and voice-based systems, offer new pathways to emotional support and mental stimulation. However, older adults often encounter significant barriers in accessing and effectively using AI tools. This review examines the current landscape of AI applications aimed at enhancing psychological well-being among older adults, identifies key challenges such as digital literacy and usability, and highlights design and training strategies to bridge the digital divide. Using socioemotional selectivity theory and technology acceptance models as guiding frameworks, we argue that AI—especially in the form of conversational agents—holds transformative potential in reducing isolation and promoting emotional resilience in aging populations. We conclude with recommendations for inclusive design, participatory development, and future interdisciplinary research. Full article

This study explores entertainment consumption patterns in Romania, a transitional digital culture characterized by high digital connectivity but underdeveloped physical infrastructure. Employing a dual qualitative coding methodology, this research combines inductive analysis of consumer focus groups with deductive analysis of expert interviews, enabling a multi-layered interpretation of both overt behaviors and latent emotional drivers. Seven key thematic dimensions, motivational depth, perceived barriers, emotional needs, clarity of preferences, future behavioral intentions, social connection, and identity construction, were analyzed and compared using a Likert-based scoring framework, supported by a radar chart and comparison matrix. Findings reveal both convergence and divergence between consumer and expert perspectives. While consumers emphasize immediate experiences and logistical constraints, experts uncover deeper emotional motivators such as validation, mentorship, and identity formation. This behavioral–emotional gap suggests that, although digital entertainment dominates due to accessibility, it often lacks the emotional richness associated with physical formats, which are preferred but less accessible. This study underscores the importance of triangulated qualitative inquiry in revealing not only stated preferences but also unconscious psychological needs. It offers actionable insights for designing emotionally intelligent and culturally responsive entertainment strategies in digitally saturated yet infrastructure-limited environments. Full article

In crisis-stricken economies, leadership effectiveness increasingly hinges not on technical expertise alone but on emotional competence. While emotional intelligence (EI) has been widely acknowledged as a catalyst for effective leadership and employee outcomes, its role in volatile and resource-scarce contexts remains underexplored. This study addresses this critical gap by investigating the impact of five core EI dimensions, namely self-awareness, self-regulation, motivation, empathy, and social skills, on employee performance amid Lebanon’s ongoing multidimensional crisis. Drawing on Goleman’s EI framework and the Job Demands–Resources theory, the research employs a quantitative, cross-sectional design with data collected from 398 employees across sectors in Lebanon. Structural Equation Modeling revealed that all EI dimensions significantly and positively influenced employee performance, with self-regulation (β = 0.485) and empathy (β = 0.361) emerging as the most potent predictors. These findings underscore the value of emotionally intelligent leadership in fostering productivity, resilience, and team cohesion during organizational instability. This study contributes to the literature by contextualizing EI in an under-researched, crisis-affected setting, offering nuanced insights into which emotional competencies are most impactful during prolonged uncertainty. Practically, it positions EI as a strategic leadership asset for crisis management and sustainable human resource development in fragile economies. The results inform leadership training, policy design, and organizational strategies that aim to enhance employee performance through emotionally intelligent practices. Full article

Due to technological advancements such as generative artificial intelligence (AI) and large language models, chatbots enable increasingly human-like, real-time conversations through text (e.g., OpenAI’s ChatGPT) and voice (e.g., Amazon’s Alexa). One AI chatbot that is specifically designed to meet the social-supportive needs of youth is Snapchat’s My AI. Given its increasing popularity among adolescents, the present study investigated whether adolescents’ likelihood of using My AI, as well as their positive or negative emotional experiences from interacting with the chatbot, is related to socio-demographic factors (i.e., gender, age, and socioeconomic status (SES)). A cross-sectional study was conducted among 303 adolescents (64.1% girls, 35.9% boys, 1.0% other, 0.7% preferred not to say their gender; M_age = 15.89, SD_age = 1.69). The findings revealed that younger adolescents were more likely to use My AI and experienced more positive emotions from these interactions than older adolescents. No significant relationships were found for gender or SES. These results highlight the potential for age to play a critical role in shaping adolescents’ engagement with AI chatbots on social media and their emotional outcomes from such interactions, underscoring the need to consider developmental factors in AI design and policy. Full article

This article explores the integration of artificial intelligence (AI) in digital marketing through social and mobile networks and its role in fostering sustainable consumer behavior. AI enhances personalization, sentiment analysis, and campaign automation, reshaping marketing dynamics and enabling brands to engage interactively with users. A quantitative study conducted on 501 social media users evaluates how perceived benefits, risks, trust, transparency, satisfaction, and social norms influence the acceptance of AI-driven marketing tools. Using structural equation modeling (SEM), the findings show that social norms and perceived transparency significantly enhance trust in AI, while perceived benefits and satisfaction drive user acceptance; conversely, perceived risks and negative emotions undermine trust. From a sustainability perspective, AI supports the efficient targeting and personalization of eco-conscious content, aligning marketing with environmentally responsible practices. This study contributes to ethical AI and sustainable digital strategies by offering empirical evidence and practical insights for responsible AI integration in marketing. Full article

In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates how professors’ emotional competencies influence student outcomes—such as academic performance, engagement, motivation, and mental health—and identifies the factors that mediate or moderate these effects. Findings indicate that professors’ EI, particularly empathy, emotional regulation, and interpersonal skills, significantly enhances student engagement, motivation, and academic satisfaction, with indirect effects on psychological well-being. Cultural context, teaching modality (e.g., online vs. in-person), and professors’ age and experience moderate these effects and influence effect sizes. Qualitative synthesis further highlighted contextual gaps in the literature. The limited focus on well-being and outcomes and reliance on self-report measures underscore the need for longitudinal, culturally diverse studies and performance-based EI assessments. The value of this research lies in its potential to inform evidence-based educational practices and institutional policies. By elucidating the role of professors’ EI, the review lays the groundwork for developing faculty training programs aimed at strengthening emotional competencies and fostering inclusive, supportive learning environments that promote student growth and resilience. This is especially relevant given the growing prevalence of stress, anxiety, and disengagement among university students, exacerbated by post-pandemic challenges and academic pressures. Understanding the impact of EI can inform culturally responsive interventions, improve student retention, and enhance institutional effectiveness, thereby addressing a pressing need in contemporary higher education. In today’s rapidly evolving technological, social, and cultural landscape, universities have both the opportunity and the responsibility to act as catalysts for the creation of an educational culture that promotes social well-being. This requires adopting educational and organizational models that prioritize human care and the quality of interpersonal relationships. To be effective, these priorities must be integrated into all university operations, from governance to student support and talent development. Full article

This study investigates the quantitative relationship between the four dimensions of emotional intelligence and the two types of contemporary filial piety, academic achievement in a Chinese university setting. Based on a sample of 240 Chinese undergraduates, the regression analysis was employed to examine how academic achievement and the two types of contemporary filial piety, namely Pragmatic Obligation (PO) and Compassionate Reverence (CR), relate to four dimensions of emotional intelligence—Self-Emotional Monitoring (SEM), Emotional Utilization (EU), Social Competence (SC), and Others’ Emotional Appraisal (OEA). Results revealed that CR, PO, and Grade Point Average (GPA) predicted emotional intelligence positively and significantly. Notably, PO was the strongest predictor of emotional intelligence compared to CR and GPA. These findings advance theoretical understanding in two aspects. Firstly, they challenge the traditional dichotomy of filial piety by demonstrating that both CR and PO serve as cultural resources enhancing emotional competencies. Afterwards, the study bridges collectivistic values by filial piety with emotional intelligence, offering a culturally nuanced framework for interpreting academic success in Confucian societies. Full article

Emotional intelligence is a crucial determinant of socioemotional adaptation, psychological well-being and healthy habits in a population, although it has been barely studied in Generation Z. Therefore, the following research objectives were established: (1) to measure the levels of attention, clarity and emotional repair of Spanish university students in teaching undergraduates and (2) to design predictive models of emotional intelligence considering sex, anthropometric measurements, physical activity and the use of social networks as factors. A cross-sectional study was conducted with the involvement of Spanish teaching undergraduates. An online questionnaire integrating sociodemographic questions, the International Physical Activity Questionnaire Short Form, Trait Meta-State Mood Scale TMMS-24 and Social Network Addiction Scale SNAddS-6S were administered. University students exhibited higher levels of emotional attention (30.32 ± 6.08) than those of emotional clarity (28.18 ± 6.34) and emotional repair (28.51 ± 6.02). Most students use X, Pinterest, TikTok, Instagram, YouTube and WhatsApp most days of the week. There are positive relationships between attention and emotional clarity (r = 0.33; p ≤ 0.001), attention and emotional repair (r = 0.18; p ≤ 0.001) and clarity and emotional repair (r = 0.44; p ≤ 0.001). In conclusion, males have higher levels of emotional clarity and emotional repair, but females show higher levels of emotional attention. The model with the highest explanatory power is the one obtained for men’s emotional attention. Full article

Artificial intelligence (AI) is reshaping mobile food-ordering apps, yet its impact on customer experience (CX) has not been fully mapped. Following systematic review guidelines (PRISMA 2020), a search of SCOPUS, Web of Science, ScienceDirect, and Google Scholar in March 2025 identified 55 studies published between 2022 and 2025. Since 2022, research has expanded from intention-based studies to include real-time app interactions and live app experiments. This shift has helped to identify five key CX dimensions: (1) instrumental usability: how quickly and smoothly users can order; (2) personalization value: AI-generated menus and meal suggestions; (3) affective engagement: emotional appeal of the app interface; (4) data trust and procedural fairness: users’ confidence in fair pricing and responsible data handling; (5) social co-experience: sharing orders and interacting through live reviews. Studies have shown that personalized recommendations and chatbots enhance relevance and enjoyment, while unclear surge pricing, repetitive menus, and algorithmic anxiety reduce trust and satisfaction. Given the limitations of this study, including its reliance on English-only sources, a cross-sectional design, and limited cultural representation, future research should investigate long-term usage patterns across diverse markets. This approach would help uncover nutritional biases, cultural variations, and sustained effects on customer experience. Full article

In the era of GenAI, user attitude—shaped by cognition, emotion, and behavior—plays a critical role in the sustainable development of human–AI interaction. Human creativity and intelligence, as core drivers of social progress, are important factors influencing user attitudes. This paper systematically reviews 243 peer-reviewed studies on GenAI user attitudes published since 2019, identifying major research methods and theoretical perspectives, including the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the AI Device Use Acceptance (AIDUA) model. Drawing on contemporary creativity theories—such as Sternberg’s Theory of Successful Intelligence, the 4C Model by Kaufman and Beghetto, and the Dynamic Creativity Framework—we analyze how creativity and intelligence are conceptualized in current studies and how they affect user responses to GenAI. Through cross-cultural analysis and multimodal comparison, this review offers a comprehensive understanding of the interplay between GenAI and human creativity, aiming to support more inclusive and sustainable human–AI collaboration. Full article