The relationship between behavioral deviation credit and emotional intelligence in leadership: An empirical research

Behavioral deviance credit theory can be defined as acceptance within the group and in-group status. The aim of the study is to examine the relationship between the leadership behavior of third and fourth year undergraduate students of Süleyman Demirel University Human Resources Management department and the general success grade averages of these students, based on the Behavioral Deviation Credit (Idiosyncrasy Credit) theory, which is one of the new trends in the field of Leadership, and to analyze emotions effectively. To investigate its relationship with the concept of Emotional Intelligence, which can be defined as the ability to use. Statistical analyzes of the study were carried out with SPSS 29.0 (IBM Incorp, Armonk, USA). The population of the research, which was conducted in accordance with the relational scanning model, was undergraduate students of Süleyman Demirel University Human Resources Management department; The sample consists of third and fourth year undergraduate students of the Human Resources Management department. The data obtained from the students participating in the research, the relationship between behavioral deviation credit in leadership and emotional intelligence were obtained by survey method using quantitative methods. The data obtained from the students participating in the research, the relationship between behavioral deviation credit in leadership and emotional intelligence were obtained by survey method using quantitative methods. Within the scope of the research, "Who Gets the Credit for Behavioral Deviance Credit in Work Groups?" published in Harvard University SAGE Social Science Reviews. Based on the article titled, each of the third and fourth year undergraduate students of Süleyman Demirel University Human Resources Management was asked four questions to evaluate their classmates in line with the theory of behavioral deviation credit. In addition, the students' emotional intelligence levels were measured and the relationship between course success and emotional intelligence of students with high self-credit perception was examined. This research is a first step toward measuring idiosyncratic credit perceptions within work groups. The research shows that there is significant significance within the study group regarding the unique level of credit accumulated by each group member. It also shows that perceptions of private credit are internally reliable and become increasingly reliable over time.