Article

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

October 2017
Journal of Adolescence 60(1):39-46

October 2017
60(1):39-46

DOI:10.1016/j.adolescence.2017.07.009

Authors:

University of Zaragoza

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12–17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development.

The Factors Influencing 21st Century Skills and Problem-Solving Skills: The Acceptance of Blackboard as Sustainable Education

Article

Full-text available

Aug 2023

This study aims to investigate the mediating roles of students’ self-efficacy and problem-solving in the relationships between independent variables with the Blackboard System (BS) and performance impact in order to better understand how they relate to one another. This is carried out to fully appreciate the potential benefits of using BS in education and to provide detailed explanations of how BS usage may improve academic attainment. The purpose of this study was to discover the essential factors that determine how college students use BS. This study examined the effects of a number of parameters discovered in the literature about using Blackboard as sustainable education in higher education using the students’ self-efficacy and problem-solving abilities. In total, 396 King Saud university students completed a written questionnaire that served as the source of the data. Structural equation modeling with squares was used to examine the data (Amos-SEM). The results showed that control variables are the main factors influencing learners’ adoption of 21st century skills by using Blackboard as a sustainable education model and, consequently, the effectiveness of organizing training system integration. While students were not entirely in agreement with the rational reflection for problem-solving skills, the results of students’ self-efficacy and issue skills show a good impact on their academic performance in colleges and universities. To foster students’ self-efficacy and problem-solving skills, as well as their use of BS in higher education teaching processes, the study’s findings provide essential information on how colleges and universities may improve students’ acceptance of 21st century skills by using Blackboard Systems as a sustainable education model.

Personal Traits of Educational Counselors Working in Public Schools and Their Relations with Self-efficacy in the Governorates of Salfit and Ramallah and al-Bireh

Article

Full-text available

May 2024

Objectives: The current study aims to investigate the relation between personality traits and self-efficacy among educational counselors in the West Bank provinces. Additionally, it aims to examine the differences in the mean scores of personality traits and self-efficacy among the study sample based on the variables of gender and years of service. Methodology: The study uses the descriptive-relational approach on an available sample of 126 male and female counselors. The results show that the arithmetic mean for the domain of neuroticism is 3.2, for the domain of extroversion is 4.07, and for the domain of openness to others is 3.77, all with a high rating. The average score for the study sample on the self-efficacy scale is 3.90, suggesting a high level of self-efficacy. Results: The results also show a statistically significant relation between personality traits and self-efficacy from the perspective of the study sample, while there are no significant differences in personality traits and self-efficacy among educational counselors due to gender or years of service Conclusion: The study recommends focusing on enhancing personality traits, developing positive thinking skills, and encouraging counselors to set personal and professional goals and plans to achieve them successfully. It also recommends promoting a positive attitude among educational counselors in dealing with current circumstances.

Personal Traits of Educational Counselors Working in Public Schools and Their Relations with Self-efficacy in the Governorates of Salfit and Ramallah and al-Bireh

Article

May 2024

Mohammed Shahin

Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model

Article

Full-text available

Mar 2023

The vital influence of emotional intelligence on college students’ learning motivation has received considerable attention. This study analyzed not only the relationship between emotional intelligence and college students’ learning motivation during the COVID-19 pandemic, but also the serial mediating roles that self-efficacy and social support play in this relationship. Using a cross-sectional survey design, we collected data from 336 college students across 30 provinces in China, using four well-established scales measuring emotional intelligence, learning motivation, self-efficacy, and social support. We analyzed the mediating effects using the Bootstrap method. The results showed that emotional intelligence positively predicted learning motivation, and that self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation. This finding suggests the need for interventions to help college students develop emotional intelligence during the COVID-19 pandemic, and that fostering college students’ self-efficacy and providing multiple social supports would help improve their motivation and academic performance.

Habilidades sociales asertivas y autoeficacia para el desarrollo del desempeño académico en universitarios.

Article

Full-text available

Apr 2023

La presente investigación analizó la relación entre las habilidades sociales asertivas presentes en estudiantes universitarios con la autoefi cacia y el desempeño académico. Se seleccionó una muestra de 295 estudiantes de la Licenciatura en Psicología a quienes se les administró la Escala de autoexpresión universitaria (College Self-Expression Scale, CSES), la escala de Autoeficacia General y un cuestionario sociodemográfico. Los resultados arrojan niveles adecuados de habilidades sociales asertivas y de autoeficacia en los universitarios, sin evidenciar diferencias por género. Por otro lado, se encontró una correlación positiva entre las habilidades sociales y la autoeficacia, y la autoeficacia con el desempeño académico.

“Imagine and Make”: Teaching Construction Robotics for Higher Education Students

Article

Full-text available

Apr 2023

The use of robotics in construction projects is still in its infancy despite the opportunities that robots can present for the improvement of construction practices. One of the strategies to effectively increase the reliance on robots in construction is increasing the knowledge and improving the educational programs about robotics for university students. This paper contributes to the ongoing efforts worldwide to improve the teaching methods about construction robotics through the presentation of a novel method called “Imagine and Make”, in which students learn how to integrate robotics in different aspects and practices in construction projects. The method has been applied at Centrale Lille in France since 2018. The results of the application of “Imagine and Make” in the first semester of 2021-2022, evaluation by students, and teaching outcomes are reported in this paper Keywords – Robotics, Construction management techniques, Construction 4.0, Robotics teaching, France.

Mejora de las competencias socioemocionales en alumnos de educación infantil a través de la educación emocional

Article

Sep 2022
REV ESP PEDAGOG

Working with pupils on appropriate social-emotional education in schools will bring numerous benefits for human beings and for the society of the future (Monjas and González, 2000). The objective of this research is to verify to what extent the students who participate in the programme significantly improve their emotional and social competence. The method used was a quasi-experimental pre-test/post- est design with a non-equivalent control group. Statistical analysis was performed using IBM SPSS software (version 25.0) and the EXCEL spreadsheet (Microsoft Office 2019) and the non-parametric Wilcoxon and Mann Whitney test was used to see if there were statistically significant differences between the different groups. A total of 173 5-year-old pupils participated in the study, of which 89 were from the experimental group and 84 from the control group, all of them from Murcia (Spain). The experimental group was enrolled in the Annual Emotional Intelligence Programme (EMOTI1) (Hurtado and Salas, 2019), and the measuring instrument used was the questionnaire for students on social competence (Caruana and Tercero, 2011). The results showed that the children who participated in the study were less aggressive and showed greater social and communicative competence. After the programme, the pupils in the experimental group interact with each other in a more sociable way and better express their emotions; they develop less violent behaviour and better know how to resolve conflict situations, which has a very positive impact on their emotional and social development.

Social intelligence, an elementary competence in the development of the doctor-patient relationship

Article

Full-text available

Jul 2021

Introduction: The doctor-patient relationship is one of the great foundations of the vocation of medicine in the service of humanity. There can be no professional care without a solid foundation centered on trust and assertive communication. It is only then that competences such as Social Intelligence (SI) can play a defining role since they provide the physician with the practical skills, theoretical knowledge, and relevant attitudes to establish a professional relationship with the patient. Daniel Goleman presents the concept of SI as a continuation of his work on EI, where the whole cognitive process arises from self-knowledge, the ability to delve into the different spheres of the emotional-affective spectrum and self-regulation. Later, the social relationship is reached when the emotional recognition of others is based on the individual capacity for empathy which, together with a harmonized regulation, leads to the development of healthy social skills. Objective: To present the relevance of SI competence in the proper development of the doctor-patient relationship. Methods: A systematic review was carried out based on the PRISMATM statement (2009), using PubMedTM, MedigraphicTM, and ResearchgateTM as search engines. A total of 115 articles were evaluated. Results: Based on its diverse definitions, accepted since 1920, social intelligence is an essential component. However, it is clear that there is a huge contradiction because it is not really considered in formal education. Over the years, the concept of SI has evolved, while the doctor-patient relationship has become increasingly important. Conclusion: The general consensus is that the need to humanize the medical sciences leads us to reflect on the scarcely studied humanistic competences. Then, we can promote a comprehensive medical education to promote a holistic conception of health as those who suggest medicine is a vocation do.

Teaching Construction Robotics for Higher Education Students “Imagine and Make”

Conference Paper

Full-text available

May 2022

The use of robotics in construction projects is still in its infancy despite the opportunities that robots can present to the improvement of construction practices. One of the strategies to effectively increase the reliance on robots in construction is increasing the knowledge and improving the educational programs about robotics for university students. This paper contributes to the ongoing efforts around the world to improve the teaching methods about construction robotics through the presentation of a novel method that is called “Imagine and Make”, in which students learn how to integrate robotics in different aspects and practices in construction projects. The method has been applied at Centrale Lille in France since 2018. The results of the application of “Imagine and Make” in the first semester in 2021-2022, evaluation by students, and teaching outcomes are reported in this paper. Keywords – Robotics, Construction management techniques, Construction 4.0, Robotics teaching, France

The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender

Article

Full-text available

Apr 2024

Samiha Hamdi Sayed

BACKGROUND The role of emotional intelligence and learning motivation in shaping university students’ academic outcomes has received greater attention, especially during the modernization era. Thus, this study investigates the mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes while examining the gender-conditional indirect effect. MATERIALS AND METHODS A cross-sectional study was conducted in four randomly chosen cities in Saudi Arabia (Riyadh, Jeddah, Hail, and Yanbu), where 400 health science students were conveniently selected using equal allocation (100 students/campus). A digital survey was used for data collection (April-May 2022) containing three sections: Personal Characteristics and Academic Outcomes, Modified Schutte Self-Report Inventory, and Academic Motivation Scale. RESULTS Emotional intelligence positively correlated with learning motivation (r = 0.525, P < 0.001) and academic outcomes (r = 0.153, P < 0.001), where academic outcomes had a weak positive correlation with learning motivation (r = 0.115, P = 0.014). Mediation analysis confirmed that emotional intelligence fully mediates the relationship between learning motivation and academic outcomes with an insignificant direct effect of learning motivation on academic outcomes [(β =0.049, P = 0.573), 95% CI (-0.059, 0.144)]. The conditional indirect effect of gender significantly moderated 16.1% of the mediating effect of emotional intelligence [(β =0.161, P = 0.005), 95% CI (0.035, 0.273)]. The significant indirect effect was proved for the male gender only [(β = 0.157, P = 0.004), 95% CI (0.072, 0.240)]. No significant gender differences concerning emotional intelligence ( P = 0.534) and academic outcomes ( P = 0.466) were detected. However, male students had significantly higher learning motivation than female students ( P < 0.001). CONCLUSION Emotional intelligence completely mediates the relationship between learning motivation and outcomes with a stronger mediating effect for male students. Thus, policymakers must focus on improving the students’ emotional intelligence skills to boost their learning motivation and academic outcomes.

Parental styles and aggressive beliefs. The mediating role of affects.

Article

Full-text available

Jan 2024
AN PSICOL-SPAIN

Parenting stiles (authoritative, democratic, permissive and neglectful) play a key role in personal development and can be related to aggressive beliefs and affects in the individual. In order to examine this relationship, 769 subjects (359 men; 46.68%), with an average age of 21.89 years, SD = 2.65, were assessed in terms of parenting styles, aggressive beliefs and affects; the mediating role of affects in the relationship between aggressive beliefs and parenting styles was also explored. The study revealed that these constructs are interrelated. The democratic parenting style was found to be the most widespread. In terms of gender, authoritative styles were used more often on men than on women, among which the permissive style was the most common. No significant gender differences were found concerning democratic and neglectful parenting styles. Women were revealed to be more exposed to negative affects, and aggressive beliefs were found to be more prevalent in men. Children educated according to a democratic style scored higher in positive affects and lower in aggressive beliefs. Authoritative styles tend to lead to above-average scores in positive affects and aggressive beliefs. In addition, one in five people educated according to a permissive style returns a high negative affect score, and one in four people educated according to a neglectful style yields high scores in aggressive beliefs. Finally, parenting styles were found to have a direct effect on aggressive beliefs, an effect enhanced by the mediating role played by affects. In conclusion, the study suggests that parenting styles are related to aggressive beliefs and affects. In addition, affects were shown to play a mediating role in the relationship between parenting styles and aggressive beliefs. Finally, it is worth emphasising that, owing to the far-reaching implications of parenting styles on the psychological, social and personal development of the individual, more research needs to be undertaken, not only to examine their relationship with affects and aggressive beliefs, but also with other psychological variables involved in personal development. Los estilos de crianza (autoritario, democrático, permisivo y negligente) juegan un papel clave en el desarrollo personal y pueden estar relacionados con creencias y afectos agresivos en el individuo. Para examinar esta relación, 769 sujetos (359 hombres; 46.68%), con una edad promedio de 21.89 años, DT= 2.65, fueron evaluados en términos de estilos de crianza, creencias agresivas y afectos; También se exploró el papel mediador de los afectos en la relación entre creencias agresivas y estilos de crianza. El estudio reveló que estos constructos están interrelacionados. Se encontró que el estilo de crianza democrático era el más extendido. En términos de género, los estilos autoritativos se utilizaron con mayor frecuencia en hombres que en mujeres, entre los cuales el estilo permisivo fue el más común. No se encontraron diferencias de género significativas en cuanto a los estilos de crianza democráticos y negligentes. Se reveló que las mujeres estaban más expuestas a los afectos negativos y que las creencias agresivas eran más prevalentes en los hombres. Los niños educados según un estilo democrático obtuvieron puntuaciones más altas en afectos positivos y más bajas en creencias agresivas. Los estilos autoritativos tienden a conducir a puntuaciones superiores a la media en afectos positivos y creencias agresivas. Además, una de cada cinco personas educadas según un estilo permisivo obtiene una puntuación alta en afecto negativo, y una de cada cuatro personas educadas según un estilo negligente obtiene puntuaciones altas en creencias agresivas. Finalmente, se descubrió que los estilos de crianza tienen un efecto directo sobre las creencias agresivas, efecto potenciado por el papel mediador que desempeñan los afectos. En conclusión, el estudio sugiere que los estilos de crianza están relacionados con creencias y afectos agresivos. Además, se demostró que los afectos desempeñan un papel mediador en la relación entre los estilos de crianza y las creencias agresivas. Finalmente, vale la pena enfatizar que, debido a las implicaciones de gran alcance que los estilos de crianza tienen en el desarrollo psicológico, social y personal del individuo, es necesario realizar más investigaciones, no sólo para examinar su relación con los afectos y las creencias agresivas, sino también también con otras variables psicológicas implicadas en el desarrollo personal.

The Nexus between Leader Emotional Intelligence and Employee Turnover Intention: Do Gender Differences Matter?

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Dec 2023

Malek Bakheet Elayan

The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19

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Jan 2022

Javed Iqbal

Emotional Intelligence, Spiritual Intelligence, Depression and Anxiety, and Satisfaction with Life Among Emerging Adults in Israel and India

Preprint

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Jul 2023

Much research has focused on how emotional and spiritual intelligences promote well-being and help combat mental health issues. This comparative study, which was conducted in Israel and India with emerging adults enrolled in higher education, explored the relationship of emotional intelligence, spiritual intelligence, anxiety and depression, and satisfaction with life. The results in Israel showed a positive correlation of emotional intelligence with satisfaction with life, but in India, only spiritual intelligence correlated positively with satisfaction with life. In both groups, female participants scored higher on all variables than male participants. We offer initial explanations for these results.

Revisión sobre educación emocional en el ámbito familiar. Retos y propuestas

Article

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Jul 2023

Este texto revisa los aspectos fundamentales de la educación emocional en el ámbito familiar y justifica su necesidad para fomentar la convivencia familiar, basándose en enfoques teóricos sobre educación familiar, estilos educativos, competencias parentales y diversos condicionantes. Con base en directrices internacionales, presenta programas de educación parental basados en evidencias dirigidos a familias con hijos e hijas en distintas etapas escolares y evolutivas. Devela la necesidad de desarrollar estos programas con todas las familias, con independencia de su diversidad y adopta una perspectiva de promoción universal de la salud emocional que facilite la convivencia familiar y la prevención de conflictos que, de darse, podrían condicionar el desarrollo personal tanto de los adultos como de niños, niñas y adolescentes. A partir de ello, propone que los programas se desarrollen desde una perspectiva intersectorial y comunitaria, con metodología grupal y con diseños de evaluación que proporcionen evidencias de su eficacia. Para ello se requiere formación especializada de profesionales y la colaboración entre las instituciones encargadas de desarrollarlos y equipos de investigación. Ello facilita la transferencia de conocimiento y avanzar en procesos de innovación en intervención familiar que ayuden a construir una convivencia emocionalmente saludable en el sistema familiar.

The Effect of 8-week educational game training on cognitive flexibility, emotional ıntelligence and coping strategies

Article

Full-text available

Jun 2023

This study was conducted to investigate the relationship between 8 (eight) weeks of play education and cognitive flexibility, emotional intelligence, and coping strategies of secondary school students. Survey model, one of the quantitative research methods, was used for the study. The study group consists of high school students selected in Bandırma district of Balıkesir province in the school year 2022-2023 through simple random sampling from non-random sampling methods. A total of 223 high school students in the control group and experimental group participated in the study. the Personal Information Form", "Cognitive Flexibility, Emotional Intelligence and Coping Strategies Scale" questionnaires were used to collect data. Repeated measures analysis of variance and linear regression analysis were used to analyze the data. In the study, EG's cognitive flexibility, emotional intelligence and coping strategies did not change in pre-test, mid-test and post-test (respectively; F 2, 333 =1.908, p=.151, F 2, 333 =1.140, p=. 321), but there was a significant difference between emotional intelligence (F2, 333=6.115, p=.003). Cognitive flexibility and coping strategies did not change in CG (F 2, 333 =.219, p=.803, F2, 333 =.808, p=.446), but emotional intelligence results decreased gradually (F 2, 333 =4.808, p=.010). As a result, while eight-week game training applied to secondary school students did not have an effect on cognitive flexibility and coping strategies, it had a positive effect on emotional intelligence levels. As a result of the post-test, it was determined that this behavior became permanent. Although there was no significant difference in the development of secondary students' cognitive flexibility, emotional intelligence, and coping strategies through play, it is reasonable to assume that integrating play into the classroom can increase students' learning ability, positively influence academic performance, regulate sleep quality, and develop the individual as a whole physiologically, psychologically, and cognitively. More reliable results can be obtained by collecting qualitative data from the research group.

Autoeficacia y engagement desde la perspectiva de género

Article

Full-text available

Jun 2023

La autoeficacia y el engagement se vinculan con la salud mental, y ambos pueden diferenciarse según el género. El objetivo de este estudio es analizar el papel del género en la autoeficacia y el engagement en trabajadores colombianos del sector de las telecomunicaciones. Estudio ex post facto, de tipo prospectivo en el que participan 298 trabajadores (M = 124 – H = 174). Se emplea el cuestionario de autoeficacia profesional (AU-10) y el Utrech Work Engagement Scale (UWES-17). Se realizan análisis de correlación, regresión lineal múltiple, de varianza, T- Student y Tukey. Entre los resultados se encuentra que existe una correlación entre autoeficacia y las dimensiones del engagement (vigor-r = ,49, dedicación-r = ,44 y absorción-r = ,43). El género es una variable que afecta la autoeficacia (β = ,118, t = 2,02, P < 0,044). A su vez, existen diferencias significativas en la autoeficacia en función del género (p = 0,01), presentando los hombres una mayor puntuación. Se aportan elementos para la interpretación de esta mayor puntuación en los hombres a partir de las consideraciones propiciadas por las sociedades occidentales, en las que los roles de género y los atributos asignados a lo femenino y lo masculino son distintos. Las implicaciones teóricas y prácticas son discutidas.

Impact of Coaching on the Development of Personal and Social Competences among Secondary School Students

Article

Full-text available

Jun 2023

In this study, the impact of school coaching in Spain on the dimensions that comprise the effective personality construct and the development of those dimensions among secondary school students is analyzed. Differences relating to the variables of gender, course year/age, and the state/private sector of each educational center are specified. A longitudinal study employing a quasi-experimental methodology was conducted with a sample of 310 students in attendance at 6 educational centers within the Community of Madrid, Spain; the study cohort comprised 156 (50.3%) male students and 154 (49.7%) female students. The effective personality questionnaire in secondary education was used for the pre- and post-intervention evaluations, as well as to conduct an open survey once the program had ended. The students who attended the six-session intervention expressed high degrees of satisfaction. Despite the brevity of each session (45–60 min), a slight non-significant improvement was observed in the experimental group relative to the control group in the dimensions that were studied (p > 0.05). Regarding gender, the program worked better with male rather than with female students. It was also more effective within state-aided than in state schools.

Determining Positive Behavioral Skills in Different Age Groups of Young Basketball Players during the Pandemic

Article

Full-text available

May 2023

Assessing psychological indicators such as positive behavioral skills in the context of adolescent personality development during the pandemic era is highly relevant: the growing problem of peer disrespect among adolescents who participate in sports has recently become an undeniable scientific issue. This study aimed to analyze positive behavioral skills in the cadet (U16) and junior (U18) age groups of young basketball players during the COVID-19 pandemic. The participants were 378 male athletes (age 16.36 ± 1.15 years). Results revealed that U18 athletes are more capable of taking responsibility, positively evaluating themselves, behaving pro-socially with teammates, cooperating, demonstrating assertiveness, demonstrating self-control, and managing emotions than U16 adolescent athletes. When comparing the effect sizes in the current study during the pandemic with similar studies by other authors, the pandemic may have had a larger negative effect on some positive behavioral skills (ability to control emotions, social responsibility skills, cooperation skills) in U16 athletes than in U18 athletes, as the effect sizes were small before the pandemic and moderate during the pandemic in the current study. This study’s results may be useful for developing and implementing a young athletes’ education program based on a comprehensive model of positive behavioral skills that include the indicators analyzed.

A Sociotechnical Systems View of Computer Self-Efficacy and Usability Determinants of Technical Readiness

Thesis

Full-text available

Jan 2023

Stefani Tucker

Surgical Safety Checklist: An Element of Work Organization in the Operating Theater

Article

Full-text available

Feb 2023

Objectives: the surgical safety checklist (SSC) is a document that is intended to increase patient safety in the operating theater by eliminating avoidable errors. The original document has been published in English by the WHO which recommends its obligatory use. The document’s name is often distorted when translated into European languages, for instance into the “surgical control list”. This article aims to assess the consequences of the distortion of the originally intended meaning for the completion of SSC in the operating theater. Methods: we compared the exactness of the meaning of translation in 29 European languages based on Google translator. Particular attention was paid to the presence of essential words such as “checklist” and “safety” in the translation.Results: we found that in 15 out of the 29 languages, the translation of these two words was incorrect, particularly in Slavic languages. The most often mistranslation was the “control card” or “control list”, which was a misnomer.Conclusions: the translation of the SSC name into native languages is inadequate in about one-half of the cases, which may jeopardize its proper use by team members of the operating theater, and thus the patient perioperative safety.

Juego simbólico en el desarrollo de las habilidades de interacción social en niños de 5 años de dos Instituciones Educativas Públicas del distrito de Ate- Lima

Article

Full-text available

Feb 2023

Rousbell Talavera-Sánchez

El presente trabajo de investigación titulado “Juego simbólico en el desarrollo de las habilidades de interacción social en niños de 5 años, Lima 2021”, tiene como objetivo, determinar la incidencia del juego simbólico en las habilidades de interacción social en niños de 5 años. El enfoque fue cuantitativo, diseño no experimental, nivel explicativo. La muestra fue no probabilística, intencional, conformando un total de 90 niños y niñas matriculados en aulas de 5 años de educación inicial. Los instrumentos utilizados fueron, una guía de observación, de 16 ítems para medir el juego simbólico con Alpha de Cronbach 0,985; y un cuestionario de 24 ítems para medir las habilidades de Interacción Social, con Alpha de Cronbach 0,991; los instrumentos fueron validados por juicio de expertos con el calificativo de aplicable. Como resultado se obtuvo que, el modelo de ajuste indica la dependencia al asociarse el juego simbólico y las habilidades de interacción social. Y de acuerdo con los valores de Chi-cuadrado es 28,200 y p = ,000 < α se rechaza la hipótesis nula. Entonces, se afirma que el modelo explica en un 38,8% (Nagelkerke = 0,388) la variabilidad de las habilidades de interacción social.

Differences in the three swimming style learning outcomes from gender

Article

Full-text available

Mar 2022

Syahrastani Syahrastani

This research was conducted because swimming style learning outcomes are still weak in terms of gender. This study aims to determine the interaction between gender and swimming style learning outcomes. This type of research is quasi-experimental using a 2x3 factorial design. The research method used is descriptive-comparative, with a sample of 100 sports education students. The questionnaire is an effective data collection method to test the variables to be measured and the answers expected by the respondents. The questionnaire applies a Likert scale by providing an opportunity to answer each item. Hypothesis testing was carried out with the SPSS 22.0 program using one-way ANOVA, and two-way ANOVA analysis. The results showed that (1) there were differences in the learning outcomes of swimming style in terms of gender, (2) there was an interaction between gender and swimming style. The learning outcomes of male students' swimming styles were higher than female students, both in the breaststroke, butterfly, and freestyle.

Emotional Regulation in Substance Uses Disorders and Their Generation

Article

Jun 2022

Hamila Tan Tan Davani

The present article focuses on emotion regulation as a predictors and treatment of substance addictions, the scope of this theoretical review is in response to the problematic issue of emotional dysregulation and its intergenerational trauma among families with substance use disorders. It is emphasized that substance dependence is a disorder characterized by a disturbance in the regulation of emotional processes. It has been found that the use of drugs in order to quickly relieve emotional pain acts as a very strong negative reinforcer and disrupts the foundations of the development of emotional management in the consumer. Of course, the children of these families do not learn emotional skills through modeling sick behavior and have difficulty in regulating and managing their emotions. Therefore, the importance of emotional skills and strengthening the management of emotions in the context of restoring emotional maturity and mental health has been investigated as one of the important tools for addiction recovery and the mental health of substance addictions and their children. In the field of emotional management psychotherapy, two classic forms of addiction treatment, which are Cognitive-behavioral therapy (CBT) and Dialectical behavior therapy (DBT), have been examined and compared. The two main known components of CBT for addiction, cognitive-behavioral therapy and functional analysis and training, are generally known to be effective in managing negative emotions. The two main known components of CBT for addiction, cognitive-behavioral therapy and functional analysis and skill training, are generally known to be effective in managing negative emotions. By analyzing specific emotional disorders among substance users' families, these emotional problems have been identified and classified, and in this regard, investigated why skills through emotion regulation therapy (ERT) is a vital part of addiction treatment.

Efecto de la autoeficacia y eutrés en la procrastinación: un análisis multigrupo.

Article

Full-text available

Jan 2023

Introducción: La autoeficacia y el eutrés son elementos motivacionales que guían al éxito académico; mientras que la procrastinación guía al fracaso. Está comprobado que la autoeficacia y eutrés afectan a las conductas de procrastinación, pero ¿en qué medida? Además, en la literatura se evidencian diferencias entre el género en relación con estas variables. No obstante, estos estudios no son concluyentes. Por ello, esta investigación tuvo por objetivo establecer un modelo explicativo e invariante del efecto de la autoeficacia hacia las conductas de procrastinación, mediado por el eutrés. Metodología: Se utilizó el diseño de regresiones estructurales con variables latentes, y se aplicó invarianza multigrupo. La muestra fue no probabilística de 1224 universitarios (61.5% mujeres) entre 18 a 35 años (M = 22.89; DE = 5.46). Resultados: Se hallaron adecuados índices de ajuste del modelo planteado (CFI = 0.951, TLI = 0.943, RMSEA = 0.041) donde se demostró el efecto directo, indirecto y total, a través del eutrés, sobre la conducta de postergación y autorregulación. El tamaño del efecto sobre la autorregulación fue largo (f 2 = 0.54) y pequeño para la postergación (f 2 = 0.14). Asimismo, el modelo resultó ser invariante entre hombres y mujeres. Conclusiones: El estudiante con alta autoeficacia y estrés positivo, será capaz de autorregular su comportamiento académico y evitar la postergación de tareas.

Convivencia escolar y competencias socioemocionales en alumnado de Educación Infantil

Article

Dec 2022

Introducción. El presente estudio examinó el efecto que, tras la aplicación de un programa sobre Inteligencia Emocional, provocaba en la competencia socioemocional y convivencia escolar de los alumnos de Educación Infantil. Método. Se realizó un estudio cuasiexperimental pretest-postest con grupo control no equivalente. La muestra estuvo compuesta por 346 sujetos, 173 alumnos de 5 años y 173 padres, de cuatro centros escolares de la localidad de Lorca (Murcia). Se aplicó el Programa anual de Inteligencia Emocional 1“EMOTI” (Hurtado y Salas, 2019) y un cuestionario dirigido a alumnos sobre competencia social y otro dirigido a familias sobre convivencia escolar. El análisis de los datos se realizó mediante el paquete estadístico SPSS (versión 25.0). Resultados. Los resultados muestran que los estudiantes del grupo experimental al que se le aplicó el programa manifestaron menos conductas agresivas, por lo que mejoraron en la competencia social y mejor habilidad para expresar y regular sus emociones, lo que repercutió en una mejora de la convivencia escolar. Discusión y conclusiones. El presente estudio supone uno de los primeros trabajos desarrollados en una muestra de estudiantes de infantil en los que se analiza el efecto de un programa sobre Inteligencia Emocional y su efecto en la mejora de la competencia social y de la convivencia escolar.

FAMILY STRUCTURE AS DETERMINANT OF EMOTIONAL INTELLIGENCE OF ADOLESCENTS

Article

Full-text available

Mar 2023

The present study analyzed the predictive association of family structure and emotional intelligence, family structure wise difference and gender difference in emotional intelligence of adolescents. After literature review following hypotheses were formulated: (1) Family structure will predict the emotional intelligence of the participants; (2) There will be a significant difference in the emotional intelligence of the participants from joint and nuclear families; (3) There would be gender difference in emotional intelligence. A sample comprising 400 adolescents, (200 belonging to joint and 200 to nuclear families) with mean age 14.49 (SD=+1.29) was drawn from various schools of Karachi, Pakistan. Consent form, demographic form, and Trait Emotional Intelligence Questionnaire for Adolescents (TEIQue-ASF) (Petrides et al, 2006) were administered. Descriptive statistics, regression analysis, and t-test were calculated. Results indicate that family structure does not predict emotional intelligence while the mean scores difference of emotional intelligence of participants belonging to nuclear or joint families was insignificant. However, the research found gender differences in emotional intelligence.

21st century STEM education: An increase in mathematical critical thinking skills and gender through technological integration

Article

Full-text available

Jan 2022

STEM learning is a process of improving one's mathematical critical thinking skills in the twenty-first century. The study aimed to compare the mathematical skills of critical thinking between genders through STEM learning. The researchers employed the quasi-experiment design with 2 x 2 factorial designs and a simple random sampling technique. The research data were collected using tests to assess students' mathematical critical thinking skills. The normality, homogeneity, and hypothesis tests analysis were performed using two-way ANOVA. The research findings are as follows: (1) there were differences between STEM and conventional learning in mathematical critical thinking skills. STEM learning through technological integration is more effective than conventional learning; (2) there was a difference in the mathematical critical thinking skills results between male and female students, with female students having a higher ability to use critical thinking skills. It is expected that STEM learning can be used as a learning solution in the twenty-first century.

A multiple indicators multiple causes model of engagement in English language learning and self-directed behaviours

Article

Nov 2022

The present study sought to examine the effect of gender on student engagement in English language learning and self-regulation in a tertiary institution. Three hundred and eighty-nine first-year students from a Gulf state responded to the engagement in English language learning and self-regulation (EELLS) survey developed by Zubaidi et al. (2016). Multiple indicators multiple causes (MIMIC) approach was used to investigate the effect of gender on the structure of a four-factor model of EELLS survey consisting of learning goal orientation (LGO), task value (TV), self-efficacy (SE), and self-regulation (SR). The results indicated statistically significant differences in gender in LGO, TV, SE, and SR. Reference to this paper should be made as follows: Afari, E. and Khine, M.S. (xxxx) 'A multiple indicators multiple causes model of engagement in English language learning and self-directed behaviours', Int.

La comparación del enfoque STEM y el modelo de aprendizaje SSCS para la escuela secundaria basado en el plan de estudios K-13: el impacto en la capacidad de pensamiento creativo y crítico

Article

Full-text available

Jul 2022

In the 21st century, the significance of competencies is increasing in our everyday lives and in the labor market. Such complex competencies like critical and creative thinking is a topic that are becoming more and more relevant. In the past, researchers have shown a direct link between creative thinking and teaching methods. The project will apply a STEM research method throughout the study and comparing SSCS learning. The study focuses on the critical examination of specific assignments and students' critical and creative thinking. In this study, researchers used prisms and pyramids as stimuli for 125 students to evaluate their imagination. This study uses a quasi-experimental design to explore a different hypothesis about the link between STEM and SSCS on student creativity and critical thinking. To determine whether or not the data collection technique can assist students in improving their critical and creative thinking, it has been put through its paces. MANOVA has been shown to be effective in testing hypotheses in several studies. Compared to the SSCS learning model, the STEM-based K-13 curriculum positively impacts critical and creative thinking. It can be concluded that the STEM approach, as opposed to the SSCS model, can be used as an alternative solution for learning in the industrial era 4.0. En el siglo XXI, la importancia de las competencias está aumentando en nuestra vida cotidiana y en el mercado laboral. Competencias tan complejas como el pensamiento crítico y creativo es un tema que se está volviendo cada vez más relevante. En el pasado, los investigadores han demostrado un vínculo directo entre el pensamiento creativo y los métodos de enseñanza. El proyecto aplicará un método de investigación STEM a lo largo del estudio y comparará el aprendizaje de SSCS. El estudio se centra en el examen crítico de tareas específicas y el pensamiento crítico y creativo de los estudiantes. En este estudio, los investigadores utilizaron prismas y pirámides como estímulos para que 125 estudiantes evaluaran su imaginación. Este estudio utiliza un diseño cuasi-experimental para explorar una hipótesis diferente sobre el vínculo entre STEM y SSCS en la creatividad y el pensamiento crítico de los estudiantes. Para determinar si la técnica de recopilación de datos puede o no ayudar a los estudiantes a mejorar su pensamiento crítico y creativo, se ha puesto a prueba. Se ha demostrado que MANOVA es efectivo para probar hipótesis en varios estudios. En comparación con el modelo de aprendizaje SSCS, el plan de estudios K-13 basado en STEM tiene un impacto positivo en el pensamiento crítico y creativo. Se puede concluir que el enfoque STEM, a diferencia del modelo SSCS, puede utilizarse como una solución alternativa para el aprendizaje en la era industrial 4.0.

Vol 20 No 11 November 2021

Book

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Jul 2022

Fatima Zohra Belkhir

We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations. To learn more about this journal, please visit the website http://www.ijlter.org. We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue. We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers. We will endeavour to ensure the reputation and quality of this journal with this issue.

Improving Students’ Social Intelligence Using Folktales during the Covid-19 Pandemic

Article

Jul 2022

The mediating role of self-efficacy in the relationship between emotional intelligence and organizational commitment

Article

Full-text available

May 2022

Purpose This study examines the relationship between emotional intelligence, self-efficacy and organizational commitment, focusing on the mediating role of self-efficacy in the relationship between emotional intelligence and organizational commitment. Design/methodology/approach The authors used an online survey to collect data for this purpose. The sample consisted of 145 employees of different organizations in Kosovo. To test the hypothetical model, a mediation analysis was conducted using PROCESS Model Type 4. Findings The results show that emotional intelligence is positively related to self-efficacy and that self-efficacy is positively related to organizational commitment. Furthermore, the results of the mediation analysis confirm that the relationship between emotional intelligence and organizational commitment is mediated by self-efficacy. Research limitations/implications For future research, the authors recommend using the sub-dimensions of the above variables to test this model, and multiple models could be formulated. At the same time, the survey can be applied to managers to examine their emotional intelligence and to determine whether emotional intelligence influences their organizational commitment through self-efficacy. Consistent with the findings of this study, managers and executives in organizations should consider the emotional intelligence of their employees and that the employees with higher emotional intelligence have higher self-efficacy and can perform better. Originality/value This study extends the current literature in organizational behavior and provides a comprehensive understanding of the relationship between emotional intelligence, self-efficacy and organizational commitment. This study was also conducted in a developing country context, which can always lead to different results than studies conducted in developed countries.

Gender Differences in E-Learning Self-Efficacy during Pandemic Covid-19

Conference Paper

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Jan 2022

Impacts of a Cognitive Behavioral Approach Based Social Skills Training on the Social Skills of Freshman Students

Article

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Apr 2022

Keywords Abstract Social Skills Social Skills Training Cognitive Behavioral Therapy Freshman Students The present study aims to examine the impacts of CBT-based social skills training on the social skill levels of university freshmen. The sample of the study was comprised of 131 first year university students including experimental design with pre-test, post-test, and follow-up test with the control group. Social Skills Inventory (SSI) was applied to these 131 students and 20 students with scores below the standard deviation of the average were included in the study. The students were randomly assigned to the experiment and control groups in equal numbers. Mann-Whitney U Test, the Friedman test, and Wilcoxon Marked Rank Test was used. According to the results of this research, the SSI scores of the students in the CBT-based social skills group showed a significant increase after the social skills training and the effect of this increase continued in the follow-up study. An increase in the post-test scores of students in the control group received from SSI was also observed, and it was concluded that this increase was not statistically significant. As a result, it has been revealed that social skills training based on CBT is effective in increasing the social skill levels of first year university students.

Habilidades socioemocionales en el ámbito universitario

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Dec 2020

La presente obra se deriva de un ejercicio de investigación llevado a cabo con estudiantes universitarios entre 2019 y 2020, siendo este último año el que, en todo sentido, marcó un parteaguas para la humanidad. El periodo de clases durante el confinamiento significó todo un reto para los estudiantes y profesores (de todos los niveles) ya que, además de las capacidades cognitivas y de rendimiento académico, las competencias emocionales para dar respuesta a las responsabilidades escolares, sin duda, fueron impactadas. Es así como se expone el proceso y resultados del proyecto con el propósito general de explorar el perfil de habilidades socioemocionales (HSE) en una población de estudiantes durante su primer año de estudios. A lo largo de los dos últimos años, el área de Orientación Educativa y Psicológica (OEP) de la Facultad de Ciencias Humanas, además de atender los programas de aspirantes, nuevo ingreso, seguimiento y asesoría docentes, ha observado un incremento en la incidencia de la atención de casos estudiantiles relativos al funcionamiento de las habilidades socioemocionales, ya sea por acercamiento propio del estudiante a solicitar la atención, o bien por los casos detectados durante la semana de inducción o por los docentes. Las problemáticas más frecuentes han sido las relacionadas con el estrés, ansiedad, ideación suicida, violencia, autoestima, entre otros.

Migration Letters Emotional Intelligence Among Medical Students And Residents In Palestine: A Cross-Sectional Study

Article

Full-text available

Jan 2024

Background: Emotional intelligence (EI) is the ability to understand your own and others' feelings, to respond to them, and to use your understanding in order to guide your actions. In medical education and clinical practice, EI has been related to improved doctor-patient relationships. Objective: To assess EI level among Palestinian medical students in two stages of their studies, clinical and basic sciences, and to assess factors that may affect it. Methods: A quantitative, cross-sectional, questionnaire-based, online survey was conducted among 639 medical students attending Al-Quds and Al-Najah Universities in Palestine. Emotional intelligence was evaluated using the 33-item scale introduced by Schutte et al. (1998). Then data was analyzed in a quantitative manner using the Statistical Package for Social Sciences (Ver. 20.0). Results: The mean EI was 3.72 (SD=0.36) out of maximum possible score of 5, with 55.9% having high EI (>3.68). EI decreased significantly at α≤0.05 across basic and clinical stages of study, with a negative correlation between EI and academic year (PCC=-0.086). This indicates that as academic year increases, EI decreases (p=0.023). Moreover, EI was affected positively and significantly at α≤0.05 by having a hobby or doing extracurricular activities. In addition, students who indicate continual regret for studying medicine tend to have lower EI. Conclusion: Participating medical students, both male and female, had relatively high levels of emotional intelligence. However, students in the clinical stage had lower EI than those in the basic sciences stage, which indicates a conflict between objectivity and humanity while training clinically. Therefore, emotional support during clinical years would aid in improving EI. Moreover, EI increases by doin 1 g hobbies or extracurricular activities indicates that EI can be modulated through encouragement of such activities. While it decreases with regretting getting into medical school, which may reflect a lack of interest in studying this field.

التنبؤ بالذكاء الانفعالي في ضوء كل من التعلم المنظم ذاتيًا والدافعية العقلية لدي طلاب المرحلة الثانوية

Article

Jul 2023

سمير محمد حميدة عبدالقوي رسلان

A cross-national study of the emotional intelligence of young adults in the Middle East

Article

Full-text available

Oct 2023

Purpose This study aimed to assess emotional intelligence (EI) among young adults across three Arab countries: Egypt, Jordan and the United Arab Emirates. Design/methodology/approach A total of 1884 university students participated from the three countries and completed the Schutte Self Report Emotional Intelligence Test (SSEIT). Data were validated by confirmatory factor analysis using SPSS AMOS version 29. Path analysis, t -tests and analyses of variance were performed to understand the influence of background variables on the EI of the study participants. Findings The results provide theoretical support for the SSEIT and the hypothesized relationship between managing personal and others' emotions. Although significant differences were found between participants in terms of gender and grade point average (GPA), no difference was found between participants based on nationality. The results of this study indicate the need to prioritize EI in young adults and other implications. Originality/value The importance of EI in individuals' daily lives cannot be overemphasized. However, scholarly insights into the state of EI in the Arab context are scarce.

Perspectives in Social Work FACTORS AFFECTING EMOTIONAL INTELLIGENCE AND PERFORMANCE OF SALES EXECUTIVES

Research

Full-text available

Aug 2023

Human beings are highly complex species when it comes to their reason and emotions. The concept of emotional intelligence forecasting can improve the life skills of individuals as well as the quality of work. Employees are the pillars of any organization and their performance depends on several factors such as economic, social-emotional, etc. Emotional Intelligence (EI) is one of the key factors which plays an important role in the success of any organization and its employees. When it comes to the performance of sales executives it is even more complex to manage their emotions while performing their jobs. Here EI plays an important role for the sales executives to encounter various challenges and accomplishes organizational commitments. The present study aims to identify the factors influencing the EI and performance of sales executives. The sample of 150 sales executives was taken as respondents from the pharma industry in Himachal Pradesh.

Habilidades sociais, suporte familiar e clima escolar em estudantes do sexto ano

Article

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Jul 2023

Fundamentando na teoria bioecológica e da resiliência, o objetivo deste estudo foi analisar em que medida a percepção de um conjunto de fatores de proteção (habilidades sociais, suporte familiar e clima escolar) difere conforme as características sociodemográficas como sexo e reprovação escolar de alunos do 6º ano. Os dados foram coletados em uma amostra de 448 alunos de escolas públicas do estado do Rio de Janeiro usando a Versão Breve do Inventário de Habilidades Sociais para Adolescentes, a Escala da Percepção Infantil dos Suportes do Ambiente Familiar, o Questionário de Clima Escolar e o Questionário sociodemográfico. Os principais resultados da análise estatística indicaram diferenças no autocontrole e abordagem afetiva entre meninos e meninas, e que os estudantes sem experiência escolar de reprovação reportaram mais suporte familiar afetivo. Os achados do estudo apresentam implicações relevantes para futuras investigações e para programas educacionais destinados a adolescentes.

Evaluation of Loneliness, Social Self-efficacy, and Burnout Relationship among Islamic University Students

Article

Full-text available

Jan 2023

This study examines the impact of loneliness-related online learning on students during emergency remote teaching. Specifically, this study aims to: (1) evaluate the consistency between times of loneliness, burnout, and social self-efficacy, (2) examine the differences in the three measurements based on gender, and (3) examine the detrimental effects of loneliness on burnout and social self-efficacy of students at two Islamic state universities. Using a short-term longitudinal study design involving 237 students from two state Islamic universities. Data were analyzed using descriptive, comparative, correlation, and regression to test the proposed model. The results showed that loneliness and burnout at one point in time could consistently predict loneliness and burnout in the future. The comparative test results found differences in loneliness, burnout, and social self-efficacy based on gender, giving mixed results: significant differences were only found in loneliness (T2) and burnout (T2). Finally, there was no significant difference in social self-efficacy between male and female students at the two-time points.

COVID-19 PANDEMİ SÜRECİNDE ÜNİVERSİTE ÖĞRENCİLERİNDE GÖZLEMLENEN PSİKOLOJİK UYUMSUZLUK, OLUMLU GELECEK BEKLENTİSİ ve ÖZ-YETERLİLİK ALGISI ÜZERİNE BİR ARAŞTIRMA A Study on Psychological Disorder, Positive Future Expectation and Self-efficacy Perception Observed in University Students During Covid-19 Pandemic Process

Chapter

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Feb 2023

Z: Bu çalışma, dünyayı ve Türkiye'yi etkisi altına almış olan küresel salgının (pandemi) birinci yılı biterken, salgının en çok etkilemiş olduğu kesimler arasında olduğu düşünülen üniversite öğrencileri üzerinde gerçekleştirilmiştir. Toplumdaki sağlık sorunları ve kısıtlama önlemler, uzaktan eğitim süreci ve toplumsal ekonomik ve sosyal değişimlerin de eşlik ettiği süreçte özellikle üniversite eğitimi devam eden öğrencilerin stres ve kaygı düzeylerinde, psikolojik sorunlarında bir artış olduğu, buna karşın geleceğe dair olumlu beklenti ve umut düzeylerinde bir düşüş olduğu gözlenmiştir. Söz konusu süreçte, öğrencilerin kendilerine yönelik benlik değerlendirmeleri ve algılanan öz-yeterlilik düzeyinin de değerlendirilmesi bir inceleme konusu olmuştur. Böylece bu çalışmada, üniversite öğrencilerinde gözlemlenen psikolojik uyumsuzluk durumu, geleceğe yönelik olumlu beklenti düzeyi ve öz-yeterlilik algısı incelenmiştir. 2021 yılı Şubat-Nisan ayları arasında uygulanan ve tanımlayıcı ve kesitsel nitelikte tasarlanan araştırma üniversite öğrenimi yapan öğrenciler üzerinde gerçekleştirilmiştir. Araştırmanın evreni, Marmara Üniversitesi İşletme Fakültesi ve İktisat Fakültesinde öğrenim görmekte olan tüm üniversite (lisans düzeyi) öğrencilerinden oluşmuştur. Ulaşılan araştırma sonuçları, kuramsal zemin ve önceki çalışma bulguları ışığında tartışılarak, konunun bireysel ve toplumsal açıdan önemi değerlendirilmiş, çalışmanın katkıları ve olası kısıtları ortaya koyulmaya çalışılmıştır. ABSTRACT: This study has been performed after the first year of the global epidemic that has engulfed the world and Turkey (pandemic). The research study was carried out among university students considered to be among the most affected groups where outbreaks have happened. Due to the process accompanied by health problems and restrictive measures in the society, the distance education process, and economic and social changes, it was observed that there was an increase in the stress and anxiety levels and psychological problems of students, but a decrease in the levels of hope for the future. In such a pandemics time, particularly, the self-evaluation of students and the evaluation of their perceived self-efficacy level have been the subject of investigation. Thus, in this study, psychological disorder, positive future expectations level and self-efficacy perception observed in university students were examined. A descriptive cross-sectional reseach design was applied between February and April 2021, consisting the university (undergraduate) students studying at Marmara University Faculty of Business Administration and Faculty of Economics. The obtained research results were discussed in the light of the previous study findings and conceptual background. Finally, the individual and social importance of the subject was evaluated, the contributions and possible limitations of the study were provided.

Emotional Promiscuity and Emotional Intelligence: An Empirical Study

Article

Full-text available

Dec 2022

Afreen Faiza

Promiscuous behaviours are evident among students(Cooper, 2002; Douglas et al.,1997). The present study aims to investigate the relationship between emotional promiscuity and emotional intelligence among the student population. 120 individuals with ages ranging from 19 to 26 years participated via an online Google-based survey and completed the Emotional Promiscuity Scale (EPS; Jones, 2011) and Trait Emotional Intelligence Scale Short Form (TEIQue-SF;Petrides & Furnham, 2006). Results showed negative correlation coefficients between emotional promiscuity and emotional intelligence (r (120) =-.205, p < .05) and its subscales for well-being (r(120) =-.186, p < .05), self-control (r (120) =-.214, p < .05), emotionality (r (120) =-.219, p < .05), and sociability (r (120) =-.237, p < .05). Findings suggests the importance of emotional skills to effectively manage promiscuous emotional behaviours to promote the well-being of students.

FİZİKSEL ETKİNLİK KARTLARININ ÖĞRENCİLERİN SPORTMENLİK DAVRANIŞLARINA VE SOSYAL BECERİ DÜZEYLERİNE ETKİSİ

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Nov 2022

Fatih Sülün

Examination of the Associations of Happiness, Self-Efficacy, Peer Relationships and Need for Social Approval Among Adolescents

Article

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Jun 2022

Adolescent is an important period on the way to become an individual. Studies that will help adolescents complete this period in a healthy way have gained importance in recent years. In this study, it was aimed to determine the relationships between the psychosocial indicators of happiness in adolescents attending high school. Self-efficacy, peer relations, and the need for social approval were considered as psychosocial indicators. The study group of the research consists of 637 high school students. The ages of the students in the research group ranged from 13 to 19 (M=15.56; SD= 1.19). In the study, Adolescent Happiness Scale, Children Self-Efficacy Scale, Peer Relationship Scale, Need for Social Approval Scale and Personal Information Form were used as data collection tools. The research was conducted based on the correlational design in line with the quantitative research paradigm. The results of the analysis show that there are significant relationships between adolescent happiness and self-efficacy, need for peer relationships and social approval, and between self-efficacy and need for peer and social approval. According to the Structural Equation Modeling (SEM) results, it was determined that peer relations and the need for social approval had a partial mediating role in the relationship between adolescent happiness and self-efficacy. Self-efficacy, peer relationships, and the need for social approval explain 54% of the total variance of adolescent happiness. In the study, it was concluded that self-efficacy, peer relations, and the need for social approval, which were considered as psychosocial indicators, were significant predictors of adolescent happiness. The findings were discussed in line with the literature and suggestions were presented.

Hizmet Oryantasyonluluk Üzerinde Duygusal Zeka, Duygusal Emek ve Transaksiyonel Analiz Ego Durumları Etkilerinin İncelenmesi: Konaklama İşletmeleri Örneği

Article

Jun 2022

Çağrı İZCİ

Araştırmanın amacı hizmet oryantasyonluluğu üzerinde duygusal zeka, duygusal emek ve transaksiyonel analiz ego durumlarının etkilerinin belirlenmesidir. Bu doğrultuda, Muğla ilinde faaliyet gösteren 4 ve 5 yıldızlı otel çalışanlarından anket uygulaması ile 960 veri toplanmıştır. Araştırma sonuçlarına göre; hizmet oryantasyonluluk üzerinde duygusal zeka boyutlarından başkalarının duygularını değerlendirme ve duyguların kullanımı ile duygusal emek boyutlarından derin ve samimi davranışın pozitif, yüzeysel davranışın ise negatif etkisinin olduğu saptanmıştır. Bunun yanında, hizmet oryantasyonluluk üzerinde eleştirel ebeveyn ve isyankar çocuk ego durumunun negatif, destekleyici ebeveyn ego durumunun ise pozitif ve anlamlı etkileri bulunmuştur. Yetişkin, doğal çocuk ve itaatkar çocuk ego durumunun ise hizmet oryantasyonluluk üzerinde anlamlı bir etkisi ortaya çıkmamıştır.

Predictive Factors of Essential Satisfaction in Pedagogy Students of the Universidad Surcolombiana Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional

Article

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Jan 2018

Factores predictores de la satisfacción vital en estudiantes de educación de la Universidad Surcolombiana Resumen. Preguntarse por la satisfacción vital en una facultad de educación permite un acercamiento a expectativas de futuros agentes formadores de la sociedad. Desde esa perspectiva, el objetivo de este estudio es analizar qué factores predicen la satisfacción vital del estudiantado de Educación de la Universidad Surcolombiana y compararlo con otros constructos en función de la variable sexo. Se realizó un estudio analítico y transversal con 408 participantes. Se recogieron datos a través de la Escala de Satisfacción con la vida en Adolescentes (ESVA), Versión española del Trait Meta-Mood Scale (TMMS-24), Cuestionario de Esquema Interpersonal Asertivo (AISQ) y Autoconcepto (Forma AF-5). Los resultados evidenciaron cómo la satisfacción vital fue predicha por la dimensión familiar del AF-5 (autoconcepto) (β = .274 [.210-.324]; p < .001) y dimensión de reparación emocional del TMMS-24 (inteligencia emocional) (β = .201 [.144-.231]; p < .001). No hay diferencias significativas en función de la variable sexo. Los resultados se discuten en relación con la literatura existente. Palabras clave. Inteligencia emocional, asertividad, autoconcepto, satisfacción, vida. Abstract. Asking oneself about the satisfaction of life within a faculty of education brings us closer to the expectations of the future trainers of society. From this perspective, the objective of this study is to analyze which factors predict life satisfaction of students at Surcolombiana University and compare them to other constructs based on the sex variable. An analytical and transversal study was carried out with 408 participants. Data were collected through the Adolescent Life Satisfaction Scale (ESVA), Spanish version of the Trait Meta-Mood Scale (TMMS-24), Assertive Interpersonal Scheme Questionnaire (AISQ) and the Self-concept (Form AF-5). Results showed that life satisfaction was predicted by the family dimension of AF-5 (self-concept) (β = .274 [.210-.324]; p < .001) and the dimension of emotional repair of TMMS-24 (emotional intelligence) (β = .201 [.144-.231], p < .001). There are no significant differences depending on the sex variable. Results are discussed in relation to the existing literature.

Inteligencia Emocional Autopercibida y Desempeño Académico en Educación Física De Adolescentes en la Escuela de Aplicación de Universidad de Sao Paulo, Brasil

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Aug 2022

En esta investigación examinamos la relación entre Inteligencia Emocional Autopercibida (IEA) y el rendimiento académico en educación física, teniendo en cuenta el género y la edad de los adolescentes. En el método se ha utilizado una muestra de 208 estudiantes brasileños, (50,8% mujeres) de entre 14 y 18 años. En relación con el rendimiento académico en la asignatura de educación física, los resultados indicaron que existe relación con la dimensión claridad y reparación del instrumento TMMS-24 con el sexo mientras que la edad está relacionada con la dimensión atención. En cuanto a la relación de la dimensión del IEA con el rendimiento académico en educación física, la dimensión reparación es la que genera mayores diferenciales entre los grupos con calificación en la educación física por encima o por debajo de la media de la población.

Analysis of Emotional Intelligence and Learning Outcomes of Students in Science Learning

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Apr 2022

Emotional intelligence is one indicator of academic success, where students who have high emotional intelligence will be active and work better in their groups. Emotional intelligence is very necessary for understanding the lesson delivered by the teacher. This study aims to analyze the effect of the learning model on student learning outcomes and analyze the influence of emotional intelligence on student learning outcomes. This study uses 3 learning models, namely, Project-Based Learning (PBL), guided inquiry, and conventional. This study employs a quasi-experimental method known as "factorial design 3 x 3. Data was collected using a questionnaire sheet to measure the emotional intelligence of students and an essay test to measure student learning outcomes. Data analysis used normality test, homogeneity test, and hypothesis test using one-way ANOVA at a significant level of 0.05. The results of testing the learning model hypothesis using analysis of variance (ANOVA) with the SPSS version 22 for windows program at a significant level, = 0.05, obtained a significance value (0.003 <0.05). This shows that there is an influence of learning models and emotional intelligence on student learning outcomes. The results of testing the emotional intelligence hypothesis at a significant level, = 0.05, obtained a significance value (0.001>0.05). This shows that there is an influence of emotional intelligence on student learning outcomes

Differences in Happiness and Coping with Stress in Secondary Education Students

Article

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Feb 2017

The objective of this study was to describe the coping strategies adopted by adolescents in different situations of stress that occur in their daily-to-day lives, and their perception of happiness. To go about this, first- and four-year students of Spanish compulsory Secondary Education (ESO in Spanish), who went to different Secondary Schools, were evaluated. The study sample was formed by 1,402 students (711 males and 691 females) aged 11-18 years.

The Psychometric Properties of the Swedish Version of the General Self-Efficacy Scale: A Rasch Analysis Based on Adolescent Data

Article

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Dec 2018
CURR PSYCHOL

Self-efficacy describes people’s belief in their own ability to perform the behaviors required to produce a desired outcome. The purpose of this study was to examine the psychometric properties of the Swedish version of the General Self-Efficacy Scale (GSES) with an adolescent sample, using Rasch analysis. The scale was examined with a focus on invariant functioning along the latent trait as well as across sample groups. The data were collected 2009 and 2010 among 3764 students aged between 13 and 15 years, in the 7th to 9th grade, in compulsory schools in the municipality of Karlstad, Sweden. The item fit was acceptable, the categorization of the items worked well and the scale worked invariantly between years of investigations. Although the GSES worked well as a whole, there was some evidence of misfit indicating room for improvements. The targeting may be improved by adding more questions of medium difficulty. Also, further attention needs to be paid to the dimensionality of the GSES as well as to whether the psychometric properties of GSES are affected by using more recent data.

Predictors of academic performance among Indian students

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Mar 2017
Soc Psychol Educ

There are two dominant strains in the literature on academic performance, the attribution studies and the self-efficacy studies. The present study attempted to incorporate these two strains while examining the academic performance of engineering undergraduate students in India. Time management and perceived stress were included in the model to predict grade goals and academic performance. Two age groups were compared to assess the impact of developmental change on the predictors of academic performance. Two studies were conducted with 372 first year students and 232 third, fourth and fifth year students from the same engineering institute. Different predictors emerged for the two groups, reflective of developmental change. Self-efficacy emerged as an important predictor for the older students.

Academic Self-Efficacy, School Engagement and Family Functioning, Among Postsecondary Students in the Caribbean

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Mar 2017
J Child Fam Stud

A neglected area of study in adolescent development is family functioning in relation to adolescents’ sense of self and academic success. This study investigates students’ perceptions of their levels of family functioning (cohesiveness and adaptability) as it relates to their academic self-efficacy and school engagement, and answers the following questions: (1) Are there any significant differences in the academic self-efficacy beliefs and school engagement of Caribbean adolescents based on levels of family cohesion and family adaptability? (2) To what extent does the combination of family cohesion and family adaptability predict the academic self-efficacy and school engagement of Caribbean adolescents? Data were collected from a sample of 523 adolescents (197 males and 326 females) aged 17–19 years, enroled in postsecondary institutions in two Anglophone Caribbean countries (Barbados and St. Lucia). Results indicated that adolescents from families with balanced cohesion held significantly higher academic self-efficacy beliefs and school engagement levels than those from families with low cohesion. Regression analyses indicated that the family functioning model significantly predicted academic self-efficacy and school engagement. Interpretation of these results are discussed.

The Role of Perceived Stress and Self-Efficacy in Young People’s Life Satisfaction: A Longitudinal Study

Article

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Jan 2017
J YOUTH ADOLESCENCE

Life satisfaction is an important indicator of successful development. However, adolescents' life satisfaction tends to be relatively unsteady, and environmental influences play a critical role in shaping life satisfaction among adolescents in the transition to young adulthood. Given the paramount importance that education plays in adolescents' lives, adolescents' life satisfaction may vary as a function of school-related stress experience. At the same time, coping resources may help reduce adverse effects of stress on life satisfaction. With this in mind, we examined whether, and to what extent, perceived stress in education and general self-efficacy (a resource that facilitates coping) affect the life satisfaction of adolescents in transition to young adulthood. We distinguished between baseline levels of stress and self-efficacy and within-person change in stress and self-efficacy to determine whether life satisfaction is sensitive to fluctuations in stress and self-efficacy when person-specific levels of stress and self-efficacy are taken into account. Estimating growth curve models on data from a panel study on the life trajectories of compulsory-school leavers (n = 5126, 55.3 % female), we found that baseline levels of stress and self-efficacy, as well as within-person change in stress and self-efficacy, affected adolescents' life satisfaction. Moreover, our results showed that baseline self-efficacy mitigated the negative effect of baseline stress on life satisfaction. These findings improve our understanding of two major psychological determinants of adolescents' life satisfaction and extend our knowledge of life satisfaction trajectories during the transition to young adulthood.

Global Life Satisfaction in Adolescence: The Role of Personality Traits, Self-Esteem, and Self-Efficacy

Article

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Jan 2016

Positive levels of global life satisfaction are associated with a broad range of positive personal, psychological, and social outcomes both in the present and future. However, for adolescents, little is known about the underlying personal characteristics that predict global life satisfaction. Thus, the aim of the study was to investigate the relationship between personality traits, self-esteem, self-efficacy, and global life satisfaction in a sample of 437 Swiss adolescents attending the second last year of compulsory school. Results have shown that conscientiousness, neuroticism, extraversion, self-esteem, and self-efficacy are significantly associated with global life satisfaction. Moreover, self-esteem seems to be a mediator of the relationship between personality traits and global life satisfaction, suggesting that it might be considered as a process variable regulating behaviors, feelings, and thoughts that are related to personality dimensions.

Academic Achievements, Behavioral Problems, and Loneliness as Predictors of Social Skills among Students With and Without Learning Disorders

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Jun 2016

This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students’ social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary students (642 without LD; 91 with LD). Homeroom teachers assessed students’ academic achievements, behavior problems, and social skills. Students completed questionnaires regarding their loneliness feelings. Regression analysis showed that academic achievement and behavior problems explained approximately 70% of the students’ social skills variance, whereas LD did not, and loneliness explained social skills variance only among boys. These unexpected but encouraging findings are discussed in terms of the positive process of change that occurred since the announcement of the Israeli National Special Education Law of 1988, which made it possible for students with LD to be integrated in regular classes.

Czech Validation of the Self-regulation and Self-efficacy Questionnaires for Learning

Article

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Feb 2016

The authors present the findings of the second round Czech validation of the Self-Regulation Questionnaire (SRQ-CZ), originally developed by Brown et al. (1999) and the Self-efficacy Questionnaire for learning (SEQ), developed by Jakešová (2014). The sample consists of participants enrolled in the formal and informal education system in the Czech Republic (n = 1.244). EFA and CFA yielded a four-factor model for SRQ-CZ with 21 items, Alpha of .85 and a one-factor model for SEQ, 8 items, Alpha of .89. The analysis suggests that the general models representing self-regulation and self-efficacy for learning are a reasonable representation of the data.

Evaluación de la autoeficacia: Adaptación española de la escala de Autoeficacia General

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Jan 1996

[Adolescent psychosocial development]

Article

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Sep 2015

Verónica Gaete

It is increasingly necessary that pediatricians have greater knowledge of adolescent health. To begin with they should be familiar with the psychosocial development of this period, an issue which is imperative for the health care of the age group. With that purpose, this article reviews the normal adolescent psychosocial development. Adolescence is a stage that has been progressively prolonged, during which fast and big changes occur, that lead human beings to become biologically, psychologically and socially mature, and potentially able to live independently. Developmental tasks of this period are the establishment of identity and the achievement of autonomy. Although it is a process of high individual variability in terms of its beginning and end, the progression through stages, the synchrony of development between the various areas, and in other aspects, the psychosocial development of this period usually have common characteristics and a progressive pattern of 3 phases: early, middle and late adolescence. Psychological, cognitive, social, sexual and moral development of young people in each of them are described in this article. Copyright © 2015 Sociedad Chilena de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.

Students' Social Behaviour in Relation to their Academic Achievement in Primary and Secondary School: Teacher’s Perspective

Article

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Jun 2009

Social skills include different behaviours which help an individual enter and interact in interpersonal relations. On the other hand, these skills are also learnt through the very same experience. Social skills are an important factor of students' acceptance and popularity among peers and also a factor of their academic achievement. In our research, we tried to establish how primary and secondary school teachers rate their students' social skills; we explored gender differences in evaluated social skills and investigated relations between social skills and students' academic achievement. 907 students participated in the study, of whom 470 were seventh-grade primary school students (231 boys and 239 girls), and 437 third-grade secondary school students (176 boys and 261 girls). Merrell's School Social Behaviour Scales (1992) were used for the assessment of students' social skills and homeroom teachers filled in the questionnaire for each participating student. Results showed that teachers assessed girls as socially more competent on all subscales regardless of their school level. Academic behaviour was the only subscale on which there were significant differences between primary and secondary school students, although girls scored higher again at both levels. Correlations between students' social behaviours and their academic achievement were higher in boys and higher between socially desired behaviour and academic achievement compared to socially undesired behaviour. In the category of desired behaviour, self-management/ compliance and academic behaviour were significant predictors of male and female students' academic achievement. The strongest predictor of students' academic achievement was their academic behaviour. Further on, we also discuss pedagogical implications of the study.

Social and emotional intelligence in childhood and adolescence: Spanish validation of a measurement instrument // La inteligencia emocional y social en la niñez y adolescencia: validación de un instrumento para su medida en lengua castellana

Article

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Jul 2012

The Emotional Quotient Questionnaire for Youth Version (EQ-i:YV) was tested and validated using a sample of 1655 Spanish students. A detailed psychometric analysis provided evidence in support of the reliability of the EQ-i:YV and the robustness of its proposed five-factor structure. Using different subsamples of participants, the associations between the EQ-i:YV and a series of relevant constructs (general intelligence, personality traits, self-concept, and academic performance) were examined, which also included data on another trait EI measure (TEIQue-ASF). Overall, the EQ-i:YV showed expected relationships to all other constructs. Finally, the standard score provided can help to interpret the emotional skills, competences and facilitators of Spanish children and adolescents. Keywords: Emotional intelligence, EQ-i:YV, standard scores, psychometric properties, validity and reliability. Resumen El objetivo es validar el cuestionario de inteligencia emocional (EQ-i:YV, Emotional Quotient inventory: Young Version). En el estudio han participado 1655 estudiantes. Los análisis psicométricos apor-tan evidencias sobre la fiabilidad y validez de la estructura de cinco factores del cuestionario. Se han utilizado diferentes submuestras para estudiar la relación entre el EQ-i: YV y una serie de construc-tos relevantes (inteligencia general, rasgos de personalidad, autoconcepto y rendimiento académico); además se ha incluido otra medida de la inteligencia emocional (TEIQue-ASF, Trait Emocional Intelligence Questionaire-Adolescent Short Form). Los datos muestran que el EQ-i:YV mantiene las rela-ciones esperadas con el resto de constructos estudiados. Finalmente, se presentan los baremos del EQ-i:YV , que ayudan a interpretar las puntuaciones en niños y adolescentes españoles. Palabras clave: Inteligencia emocional, EQ-i:YV baremos, propiedades psicométricas (validez y fiabilidad).

Autoeficacia en escolares adolescentes: su relación con la depresión, el rendimiento académico y las relaciones familiares

Article

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May 2013

Family relationships are regarded as mediating elements in different types of self-efficacy. However, there is few evidence on the mediating of family relationships with academic self efficacy. In respect to the latter, its relation to anxiety has been reported and its link with depression has been poorly documented. This work explores the relationship between depression, academic self-efficacy, family dynamics and academic achievement. Eighty middle school students participated, divided into two groups by their scores m Kovacs' Inventory of Depression. One group was formed with those students diagnosed with severe depression; the other one was formed with students diagnosed without depression. Both groups were applied two scales: that of Family Enviromental Scale and that of Self Efficacy. The results show an inverse relationship between depression and total self-efficacy. Family cohesion positively correlates total self efficacy and the factor of academic self efficacy on subjects without depression, while, on subjects severely depressed, conflictive family relations correlate in a negative way both the social self efficacy factor and the total academic self efficacy.

Social and Emotional Intelligence in Childhood and Adolescence: Spanish Validation of a Measurement Instrument

Article

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Feb 2012
REV PSICODIDACT

Emotional Intelligence and Education: A critical review

Article

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Apr 2007

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area.

General self-efficacy in various domains of human functioning: Evidence from five countries

Article

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Apr 2005

Based on social-cognitive theory (Bandura, 1997), this paper examined whether perceived self-efficacy is a universal psychological construct that accounts for variance within various domains of human functioning. Perceived self-efficacy is not only of a task-specific nature, but it can also be identified at a more general level of functioning. General self-efficacy (GSE) is the belief in one’s competence to tackle novel tasks and to cope with adversity in a broad range of stressful or challenging encounters, as opposed to specific self-efficacy, which is constrained to a particular task at hand. The study aimed at exploring the relations between GSE and a variety of other psychological constructs across several countries. Relations between general self-efficacy and personality, well-being, stress appraisals, social relations, and achievements were examined among 8796 participants from Costa Rica, Germany, Poland, Turkey, and the USA. Across countries, the findings provide evidence for associations between perceived general self-efficacy and the selected variables. The highest positive associations were with optimism, self-regulation, and self-esteem, whereas the highest negative associations emerged with depression and anxiety. Academic performance is also associated with self-efficacy as hypothesized. The replication across languages or cultures adds significance to these findings. The relations between self-efficacy and other personality measures remained stable across cultures and samples. Thus, perceived general self-efficacy appears to be a universal construct that yields meaningful relations with other psychological constructs.

Is General Self-Efficacy a Universal Construct? Psychometric Findings from 25 Countries

Article

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Jan 2002

Perceived self-efficacy represents an optimistic sense of personal competence that seems to be a pervasive phenomenon accounting for motivation and accomplishments in human beings. The General Self-Efficacy scale, developed to measure this construct at the broadest level, has been adapted tomany languages. The psychometric properties of this instrument is examined among 19,120 participants from 25 countries. The main research question is whether the measure is configurally equivalent across cultures, that is, whether it corresponds to only one dimension. The findings confirm this assumption and suggest the globality of the underlying construct. They also point to a number of cross-cultural differences that merit further investigation.

The Emotional Intelligence, Health, and Well‐Being Nexus: What Have We Learned and What Have We Missed?

Article

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Nov 2011

This paper reviews the claimed pivotal role of emotional intelligence (EI) in well-being and health. Specifically, we examine the utility of EI in predicting health and well-being and point to future research issues that the field might profitably explore. EI is predictive of various indicators of well-being, as well as both physical and psychological health, but existing research has methodological limitations including over-reliance on self-report measures, and neglect of overlap between EI and personality measures. Interventions focusing on emotional perception, understanding and expression, and emotion regulation, seem potentially important for improving health and well-being, but research on EI has not yet made a major contribution to therapeutic practice. Future research, using a finer-grained approach to measurement of both predictors and criteria might most usefully focus on intra- and inter-personal processes that may mediate effects of EI on health. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=2_8JZX1Uc4k. © 2011 The Authors. Applied Psychology: Health and Well-Being © 2011 The International Association of Applied Psychology.

La Inteligencia Emocional y la educación de las emociones desde el Modelo de Mayer y Salovey

Article

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Jan 2008

Un desafío fascinante para la escuela actual es educar a los alumnos tanto académicamente como emocionalmente. Este desafío está justificado por el número creciente de programas de prevención e intervención para jóvenes en España. Muchos de estos programas incluyen habilidades de Inteligencia Emocional (IE), pero carecen de un marco teórico y empírico. En este artículo, los autores describen los modelos actuales de IE. En especial, explican el modelo de Mayer y Salovey y los instrumentos desarrollados para medir la IE. Es el modelo con mayor apoyo empírico pero, paradójicamente, el más desconocido en el campo educativo español, y puede constituir un marco útil para los programas de IE en la escuela.

Escala de autoeficacia general: datos psicométricos de la adaptación para población española

Article

Full-text available

Dec 2000

El presente estudio tiene como objetivo principal informar de las caracterísiticas psicométricas (fiabilidad, validez y datos normativos) de la adaptación para población española de la Escala de Autoeficacia General (Baessler y Schwarcer, 1996). La autoeficacia general es un constructo global que hace referencia a la creencia estable de la gente sobre su capacidad para manejar adecuadamente una amplia gama de estresores de la vida cotidiana. El único cambio introducido en el cuestionario original, que consta de 10 items con escalas de tipo Likert de 4 puntos, fue el formato de respuesta a escalas de 10 puntos, para adaptarla a los demás instrumentos utilizados en la investigación. En los distintos estudios realizados, con muestras de distintas nacionalidades (alemanes, costarricenses, etc.), la escala ha mostrado una consistencia interna considerable (entre 0.79 y 0.93). En el presente estudio, la escala se aplicó a una muestra de 259 estudiantes universitarios españoles, obteniéndose una consistencia interna ( a ) de 0.87 y una correlación entre dos mitades de 0.88. Se presenta la correlación de la escala con otras medidas centradas en el análisis de la percepción de control o de recursos para solucionar la tarea. También se aportan datos normativos. Finalmente, se analiza el valor predictivo de la escala sobre el estilo de afrontamiento (centrado en la tarea y la emoción) a través de análisis de regresión. Los resultados preliminares muestras que la escala tiene una fiabilidad muy adecuada, así como una capacidad predictiva considerable, por lo que puede ser aplicada con suficiente garantia en estudios sobre rendimiento, salud y procesos emocionales.

A guide for naming research studies in Psychology

Article

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Sep 2007
INT J CLIN HLTH PSYC

En este trabajo se revisa y amplía el sistema de clasificación de las metodologías de investigación en Psicología previamente publicado por los autores. Se establecen pautas para guiar su utilización y se presentan algunas reflexiones sobre su utilidad. El sistema está basado en la lógica del plan de investigación. En un primer nivel, se compone de tres grandes grupos: a) estudios teóricos, b) estudios empíricos cuantitativos y c) estudios empíricos cualitativos. El primer grupo se descompone en estudios clásicos de revisión y estudios meta-analíticos. El segundo grupo se desglosa en siete clases: estudios descriptivos mediante observación, estudios descriptivos de poblaciones mediante encuestas, experimentos, cuasi experimentos, estudios ex post facto, experimentos de caso único y estudios instrumentales. El tercer grupo queda desglosado en etnografía, estudio de casos e investigación-acción. Se presentan las características más importantes de cada clase de estudio y, dentro de ellas, las claves que permiten identificar cada una de sus posibles variantes. Siempre se ilustran con investigaciones publicadas. El sistema de clasificación aquí propuesto se utilizará como modelo para los informes de investigación que se envíen a esta revista.

Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency

Article

Full-text available

Dec 2008
J ADOLESCENCE

Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11-18 years from ten schools in two Australian cities. The Children's Self-Efficacy Scale, Adapted Self-Report Delinquency Scale (Revised), and Children's Academic Aspirations Scale were administered to participants prior to academic achievement being assessed using mid-year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self-regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement; however, the relationship between academic aspiration and academic achievement was not significant in the final model.

Five Domains of Interpersonal Competence in Peer Relationships

Article

Full-text available

Dec 1988

In three studies we investigated the utility of distinguishing among different domains of interpersonal competence in college students' peer relationships. In Study 1 we developed a questionnaire to assess five dimensions of competence: initiating relationships, self-disclosure, asserting displeasure with others' actions, providing emotional support, and managing interpersonal conflicts. Initial validation evidence was gathered. We found that self-perceptions of competence varied as a function of sex of subject, sex of interaction partner, and competence domain. In Study 2 we found moderate levels of agreement between ratings of competence by subjects and their roommates. Interpersonal competence scores were also related in predictable ways to subject and roommate reports of masculinity and femininity, social self-esteem, loneliness, and social desirability. In Study 3 we obtained ratings of subjects' competence from their close friends and new acquaintances. Relationship satisfaction among new acquaintances was predicted best by initiation competence, whereas satisfaction in friendships was most strongly related to emotional support competence. The findings provide strong evidence of the usefulness of distinguishing among domains of interpersonal competence.

Concept of social skill with special reference to the behavior of depressed people

Article

Full-text available

Apr 1973

Tested the general hypothesis that depressed persons, as a group, are less socially skillful than nondepressed individuals. Social skill was defined as the complex ability both to emit behaviors that are positively reinforced and not to emit behaviors that are punished by others. The interpersonal behaviors of 8 depressed and 11 nondepressed undergraduates in 2 groups were compared. All verbal interchanges among group members were coded. Results were cross-validated in both groups and were generally consistent in showing depressed Ss to be lower than controls on a number of operational measures of social skill (i.e., activity level, interpersonal range, rate of positive reactions emitted, and action latency). (32 ref.)

Predicting resistance to stress: Incremental validity of trait emotional intelligence over Alexithymia and optimism

Article

Full-text available

Feb 2006
PSICOTHEMA

As trait emotional intelligence [TEI] is claimed to facilitate adaptation, study 1 (N= 80) investigated whether TEI would be associated with adaptative outcomes such as enhanced self-reported mental and physical health. As these assumptions were supported, study 2 (N= 75) tested the hypothesis of a moderating effect of TEI on the relationship between stress and psychological and somatic health. Incremental validity of TEI over alexithymia and optimism was also examined. We chose academic exams as the stressor and took measures at the beginning of the year and during the examination period. Regression analyses predicting changes in mental/somatic health from baseline to follow-up revealed that TEI significantly moderated the relationship between examination stress and self-reported health. The fact that high EI people appraised the examination situation as less threatening partly explained this effect. Moreover, TEI predicted both mental and somatic symptoms amid stress over and above alexithymia and optimism.

Spanish version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Version 2.0: Reliabilities, age and gender differences

Article

Full-text available

Feb 2006
PSICOTHEMA

This study examined the reliability of the Spanish version of the MSCEIT, with a sample of 946 college and high school students (426 males, 520 females) ranging from 16 to 58 years old. After the translation and back-translation process, the objectives of this study were: 1) to examine the reliability of the Spanish version of the MSCEIT v.2.0 at the total scale, area, branch and subscale levels; 2) to analyze the correlations between the methods of scoring in the Spanish version of the MSCEIT v.2.0 at the total scale, area, branch and subscale levels; 3) to examine possible gender differences on MSCEIT scores; and 4) to examine the relationship between age and MSCEIT scores. These analyses revealed good reliability and internal consistency for the Spanish version of the MSCEIT; a high level of convergence between scoring methods; and higher scores obtained by women on overall scale and branches scores than scores obtained by men. A positive correlation between the scores on MSCEIT and age was found. Finally, these results are discussed in light of the limitations of the present study, the implications of the use of this new instrument, and the need for future research on emotional intelligence.

Diferencia de género con relación al desempeño académico en estudiantes de nivel básico

Article

Feb 2013

This study applied quantitative research methods to a sample of 57 6th and 7th graders of both sexes, ages 10 years and 10 months to 14 years and 3 months, enrolled in 2 private schools in Rio de Janeiro, in order to investigate school performance, associating the students' performance levels to intelligence and self-efficacy variables. Both the Self-efficacy Assessment Script and BPR-5's Verbal Reasoning Test (Form A) were used as tools, as well as Portuguese and writing school tests scores. Although no differences were found between boys' and girls' performances, findings showed that the girls' results were connected to both their intelligence and self-efficacy beliefs, while the boys' depended solely upon their self-efficacy beliefs.

Gender Differences in STEM Students' Perfectionism, Career Search Self-Efficacy, and Perception of Career Barriers

Article

Jan 2017
J COUNS DEV

The purpose of this study was to explore potential gender differences in the mediating effect of career search self-efficacy between 2 dimensions of perfectionism (adaptive and maladaptive) and the perception of career barriers. A total of 279 science, technology, engineering, and mathematics undergraduate students participated in the study. Among men, but not women, career search self-efficacy mediated the relationships between both dimensions of perfectionism and the perception of career barriers. Implications for counselors and future research directions are discussed.

Peer and Teacher Supports in Relation to Motivation and Effort: A Multi-level Study

Article

Nov 2016

This study examined adolescents’ perceptions of peer and teacher supports in relation to internalized values, academic self-efficacy, efforts to learn, and goal orientations at the individual and classroom level in a sample of middle school (n = 169) and high school (n = 71) students from 6 schools (15 classrooms). Novel approaches to assessing classroom-level effects included use of coefficient of variation scores to capture consensus among student reports and use of cluster-robust standard errors to account for clustering. At the individual level, significance tests for indirect pathways and formal mediation indicated that relations between perceived peer expectations for prosocial behavior and effort and mastery orientation were mediated by internalized value; and, the relation between perceived emotional support from peers and effort was mediated by self-efficacy. At the classroom level, teachers who were perceived similarly by students with respect to provisions of emotional support also tended to have students who reported high levels of internalized value, and a high degree of student consensus concerning their teacher’s value for subject matter was related positively to their internalized value and effort. Consensus of student reports concerning internalized value was a negative predictor of performance orientation.

The Role of Emotional Stability and Competence in Young Adolescents Career Judgments

Article

Dec 2016

A transition from elementary to high school represents a very profound change and a potential source of stress, as it often requires young adolescents to make significant professional decisions. This topic was the focus of the present study in which 303 Croatian students attending their final year of elementary school completed measures of career decision self-efficacy, emotional stability, emotional competence, and concerns regarding the upcoming transition. The results indicated emotional competence as a statistically significant predictor of career decision self-efficacy, whereas emotional stability was revealed as a significant predictor of career concerns. Furthermore, a moderating effect of gender and a mediating role of career decision self-efficacy were revealed in this context. These findings provide novel evidence regarding the complex relationship between individuals’ vocational self-beliefs and emotional processing and may be informative for vocational guidance interventions targeted at young adolescents undergoing similar educational transitions.

Four Thoughts on Trait Emotional Intelligence

Article

Aug 2016

K. V. Petrides

In this brief response, I present four thoughts on trait emotional intelligence with reference to the commentaries by Laborde and Allen (2016) and Schutte and Malouff (2016).

Test of the Social Cognitive Model of Well-Being in Spanish College Students

Article

Aug 2016
J CAREER ASSESSMENT

The social cognitive model of well-being was tested in a sample of 373 college students in Spain. Participants completed measures of academic self-efficacy, environmental support, goal progress, academic satisfaction and stress, trait positive affect, and overall life satisfaction. A path analysis indicated that the model fit the data well and accounted for substantial portions of the variance in academic domain satisfaction, academic stress, and life satisfaction, though a few path coefficients (e.g., from positive affect and environmental support to academic stress) were nonsignificant. We consider the findings in relation to prior tests of the well-being model and discuss implications for practice and future research.

Emotional self-efficacy, conduct problems, and academic attainment: Developmental cascade effects in early adolescence

Article

May 2016

The study is amongst the first of its kind to utilise developmental cascade modelling in order to examine the inter-relations between emotional self-efficacy, conduct problems, and attainment in a large, nationally representative sample of English adolescents (n = 2414, aged 11 years). Using a 3-wave, longitudinal, cross lagged-design, we tested three cascading hypotheses: adjustment erosion, adjustment fortification, and academic incompetence. A fourth hypothesis considered the role of shared risk. Results supported small effects consistent with the cascade hypotheses, and a small but significant effect was found for shared risk. Strengths and limits of the study are considered alongside a discussion of the implications for these findings.

Character strengths predict resilience over and above positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction

Article

Apr 2016

The incremental value of character strengths in the prediction of resilience, after the effects of other well-known resilience-related factors (i.e. positive affect, self-efficacy, optimism, social support, self-esteem, life satisfaction) and sociodemographic variables are accounted for, is examined. Using a cross-sectional design, participants (N = 363 adults) completed online measures of character strengths, resilience, and resilience-related factors. A principal component analysis of character strengths was conducted and five factors were extracted, which could be interpreted as emotional, interpersonal, intellectual, restraint, and theological strengths. All strengths factors, except theological strengths, yielded significant positive correlations with resilience. A hierarchical regression showed that strengths predicted an additional 3% of the variance in resilience over and above sociodemographic variables, positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. Emotional strengths and strengths of restraint were significant positive predictors. Implications, limitations, and future research are discussed.

Social Skills

Article

Jul 2012

Definition of the Principle The Basic Research Foundations of the Principle A Brief History of the Principle Contemporary Applications of Social Skills Training Relationship to other Principles: Its Use in Elements of More Complex Protocols Research Issues and Unresolved Issues regarding the Principle

Social skills and contexts of social behaviour

Article

Jan 2008
REV PSICODIDACT

Examining the Mediating Effect of Self-Efficacy on Approval of Aggression and Proactive Aggression

Article

Dec 2015

Proactive aggression (PA) is goal-directed, hostile social behaviour that has been linked to detrimental outcomes. It has been theorised that adolescents who believe aggression is a normal and acceptable social response (approval of aggression) are more likely to show PA. Confidence in one’s ability to behave aggressively (self-efficacy about aggression) is understood to mediate this relationship. A mixed gender sample of 860 Australian, 12–14 year old adolescents was used to investigate gender differences and the mediating effect of self-efficacy for aggression on the relationship between approval of aggression and PA. As hypothesised, approval of aggression, self-efficacy, and PA demonstrated significant positive relationships, with males also scoring significantly higher on these three variables than females. Furthermore, self-efficacy was found to significantly and partially mediate the relationship between approval of aggression and proactive aggression for both genders. Implications for the understanding and prevention of aggressive behaviour in adolescents are discussed.

Self-Efficacy: The Exercise of Control

Article

Jan 1997
J Cognit Psychother

Emotional Development and Emotional Intelligence: Educational Implications

Article

Jan 1997

Inteligencia emocional y género: más allá de las diferencias sexuales

Article

May 2012
AN PSICOL-SPAIN

Research on gender and Emotional Intelligence (EI) has analysed individual differences in relation to sex and has yielded contradictory results. With the aim of suggesting new proposals in this field of study, the present work analyses the influence of gender identity on EI in a sample of 338 workers. We combined self-report measures (TMMS) and ability based measures (MSCEIT) of Emotional Intelligence. Results indicate that women´s higher acceptance of expressive traits may help to explain their higher scores on EI. Also, results show that androgynous individuals, compared with instrumental and expressive individuals, present higher levels of EI. Taking into account these results, the need to go beyond the “sex differences” approach when analysing EI and to develop less stereotyped gendered identity references is discussed.

What is Emotional Intelligence?

Chapter

Jan 1997

In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.

Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy

Article

Oct 2014
CONTEMP EDUC PSYCHOL

The role of emotion identification skill in the formation of male and female friendships: A longitudinal study

Article

Feb 2014
J ADOLESCENCE

The present study explored the relationship between emotion identification skill (EIS) and friendships in adolescence. Students from five Australian high schools completed questionnaires annually from Grade 8 to Grade 12 including subjective measures of EIS and a peer-based objective measure of social functioning (e.g., friendship nominations). The total sample of participants was 795 (406 males; 389 females) with 468 (225 males; 243 females) completing questionnaires in Grade 12. EIS in early adolescence was predictive of friendships for females in late adolescence. Specifically, girls starting out with low EIS in Grade 8 tended to have fewer female friendships and more male friendships in Grade 12. There were no effects for males. Lower initial EIS was associated with significant improvements in awareness over time, but these improvements had no effect on friendships in Grade 12. The EIS that girls enter high school with may influence their friendship composition into late adolescence.

Emotional Intelligence

Book

Jan 1995

D.G. Goleman

The Science of Emotional Intelligence

Article

Dec 2005

This article provides an overview of current research on emotional intelligence. Although it has been defined in many ways, we focus on the four-branch model by Mayer and Salovey (1997), which characterizes emo-tional intelligence as a set of four related abilities: per-ceiving, using, understanding, and managing emotions. The theory provides a useful framework for studying in-dividual differences in abilities related to processing emo-tional information. Despite measurement obstacles, the evidence in favor of emotional intelligence is accumulating. Emotional intelligence predicts success in important do-mains, among them personal and work relationships. KEYWORDS—emotional intelligence; emotions; social inter-action In the past decade, emotional intelligence has generated an enormous amount of interest both within and outside the field of psychology. The concept has received considerable media at-tention, and many readers of this article may have already en-countered one or more definitions of emotional intelligence. The present discussion, however, focuses on the scientific study of emotional intelligence rather than on popularizations of the concept. Mayer and Salovey (1997; see also Salovey & Mayer, 1990) proposed a model of emotional intelligence to address a growing need in psychology for a framework to organize the study of in-dividual differences in abilities related to emotion. This theo-retical model motivated the creation of the first ability-based tests of emotional intelligence. Although findings remain pre-liminary, emotional intelligence has been shown to have an ef-fect on important life outcomes such as forming satisfying personal relationships and achieving success at work. Perhaps most importantly, ability-based tests of emotional intelligence reliably measure skills that are relatively distinct from com-monly assessed aspects of personality.

La Inteligencia Emocional y la educación de las emociones desde el Modelo de Mayer y Salovey

Article

Jan 2005

En: Revista interuniversitaria de formación del profesorado Zaragoza 2005, v. 19(3), n. 54, diciembre ; p. 63-93 Un desafío fascinante para la escuela actual es educar a los alumnos tanto académicamente como emocionalmente. Este desafío está justificado por el número creciente de programas de prevención e intervención para jóvenes en España. Muchos de estos programas incluyen habilidades de Inteligencia Emocional, pero carecen de un marco teórico y empírico. Se describen los modelos actuales de Inteligencia Emocional. Se explica el modelo de Mayer y Salovey y los instrumentos desarrollados para medir la Inteligencia Emocional, es el modelo con mayor apoyo empírico pero, paradójicamente, el más desconocido en el campo educativo español, y puede constituir un marco útil para los programas de Inteligencia Emocional en la escuela, p. 87-93

Manual de evaluación y entrenamiento de las habilidades sociales / V.E. Caballo.

Article

Vicente E. Caballo

Tras la referencia al marco teórico de las habilidades sociales, luego sea hablan de los tres componentes de las mismas (cognitivo, conductual y fisiológico), se revisan diferencias entre individuos socialmente habilidosos y no habilidosos, se plantea la relación entre el rol sexual y la habilidad social, se alude a la evaluación y entrenamiento en habilidades sociales y se analizan los distintos problemas en que ha tenido aplicación dicho entrenamiento.

Habilidades sociales y contextos de la conducta social

Article

Social skills, or interpersonal skills, have been the object of increasing interest over recent years within the field of social, clinical and educational psychology; nevertheless, both their assessment and psychological interventions for their improvement are faced with a disconcerting number of different classifications or divergent categories of said skills. As a result of successive factorial studies, this paper proposes five major categories of social skills (Interaction with strangers in consumer situations, Interactions with people one finds attractive, Interaction with friends and colleagues, Interaction with family members, and Making and rejecting requests to/from friends) which respond to different contexts of social interaction. The five scales (corresponding to said categories) of a new measurement instrument, the Interpersonal Difficulties Questionnaire (IDQ), which has a high level of internal consistency (alpha=0,896), account for 47.47% of the total variance. Correlational analyses between the IDQ and the Social Interaction Self Statement Test (SISST) by Glass, Merluzzi, Biever and Larsen (1982) reveal significant cognitive differences between subjects with high and low levels of social skills, with a greater frequency of positive self statements and a lower frequency of negative self statements being observed in subjects with good social skills, in comparison with those possessing poorer social skills. Las habilidades sociales, o habilidades interpersonales, han sido objeto de creciente interés durante los últimos años en psicología social, clínica y educativa; y, sin embargo, tanto su evaluación como la intervención psicológica para su mejora se topan con una desconcertante proliferación de clasificaciones o categorías divergentes de las mismas. En este trabajo, y como resultado de sucesivos análisis factoriales, se proponen cinco grandes categorías de habilidades sociales (Interacción con personas desconocidas en situaciones de consumo, Interacción con personas que atraen, Interacción con amigos y compañeros, Interacción con familiares, y Hacer y rechazar peticiones a los amigos/as) que responden a distintos contextos de interacción social. Las cinco escalas, correspondientes a tales categorías, de un nuevo instrumento de medida, el Cuestionario de Dificultades Interpersonales (CDI), con alta consistencia interna (·= 0,896), explican el 47,47% de la varianza total. Los análisis correlacionales entre el CDI y el Test de Autoverbalizaciones en la Interacción Social (SISST) de Glass, Merluzzi, Biever y Larsen (1982) revelan diferencias cognitivas significativas entre los sujetos de alta y baja habilidad social, dándose una mayor frecuencia de autoverbalizaciones positivas y una menor frecuencia de autoverbalizaciones negativas en los sujetos de alta habilidad social que en los sujetos de baja habilidad social.

The Anatomy of Stages of Change

Article

Sep 1997

A Bandura

The emotional intelligence inventory (EQi): Technical manual

Jan 1997

R Bar-On

Bar-On, R. (1997). The emotional intelligence inventory (EQi): Technical manual. Toronto: Multi-Health Systems.

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

Abstract

No full-text available

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