Background and Objectives: Students, as the builders of tomorrow's society, can be the foundation of many changes and developments. The present study was conducted with the aim of investigating the relationship of EMOTIONAL INTELLIGENCE with hope and self-concept among nursing students of Hamedan University of Medical Sciences. Materials and Methods: This descriptive correlational study was conducted on 486 nursing students of Hamedan University of Medical Sciences in 2022-23 who met the inclusion criteria. The samples were selected by census method. The data were collected using a demographic information form, the Schutte Self-Report EMOTIONAL INTELLIGENCE Test, Miller's Hope Questionnaire, and Beck's Self-Concept Questionnaire. Data analysis was done in SPSS 20 software using Pearson's correlation tests, one-way analysis of variance, t-test for two independent samples, and linear regression. Results: In this research, 50.40% of the participants were male and 49.60% were female. Most of the participants (13%) were studying in the first and third semesters. The mean and standard deviation of study variables were obtained at 129.58±10.76 for EMOTIONAL INTELLIGENCE, 41.64±4.79 for hope, and 86.68±8.82 for self-concept. With the exception of the relationship between the emotion regulation component and the deviant expression component (P=0.548), other components of the EMOTIONAL INTELLIGENCE variable showed a significant direct statistical relationship with all the components of hope and also the total hope score (P<0.001). Regarding the strength of the relationships, the strongest relationship was observed between the EMOTIONAL regulation component and the agency thinking component (Pearson correlation coefficient=0.431). The component of evaluating emotions in oneself and others only showed a statistically significant direct relationship with the job effectiveness component (Pearson correlation coefficient=0.114, P=0.012) and with total self-esteem score (Pearson correlation coefficient=0.031, P=0.031). Moreover, a statistically significant direct relationship was found between total EMOTIONAL INTELLIGENCE score and job effectiveness component (Pearson correlation coefficient=0.154, P=0.001), as well as total self-esteem score (Pearson correlation coefficient=0.103, P=0.023). Conclusion: The study indicates a positive relationship between EMOTIONAL INTELLIGENCE, hope, and self-concept among nursing students. The results of this study showed that improving EMOTIONAL INTELLIGENCE can enhance the skills and performance of nursing students, and it is proposed as an effective strategy for improving patient care in the nursing field.

Leading an organization, to go in tandem with changes and in order to survive and develop in. new environments requira certain Features that managers. Generally have problems to respond to. One of the most prominent features that could help managers in the this respect is EMOTIONAL INTELLIGENCE. It is one of the features that can enormously play an important role in relationships between managers and members of an organization. scholars have found that EI is more important than IQ for a manager. It is worth mentioning that the EMOTIONAL INTELLIGENCE capabilities are not essentially inherent but can be learned. without management capabilities of EI ,managers and authorities would likely fail in their jobs. For the following reasons, communication effective is an important skill in management: -Managers should instruct and guide the staff-Managers should be capable to motivate the staff-Mansgers should be capable to convinc their customers to engage in trade with them.-Managers should be capable to persuade others-Managers having EMOTIONAL INTELLIGENCE are most efficient as they fulfil their goal with optimum benefits and the satisfaction and commitment of the staff The studies have shown that the managers capable of communicating efficiently with their human resources are likely to get ahead of the others in future.