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The Positive Psychology of Emotional Intelligence
Abstract
Emotional intelligence is contextualized historically and defined as a set of four interrelated abilities focused on the processing of emotional information. These four abilities involve (a) perceiving emotions, (b) using emotions to facilitate cognitive activities, (c) understanding emotions, and (d) managing emotions in oneself and other people. Emotional intelligence is best measured as a set of abilities using tasks rather than self-judgment scales. When emotional intelligence is measured in this way it shows discriminant validity with respect to "cognitive" intelligence, personality traits, and social desirability, which is generally not the case for self-judgment measures. The abilitybased measure of emotional intelligence most often used in research is the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a reliable instrument that is associated with positive outcomes in social situations, families, educational settings, and the workplace. Promising interventions designed to improve emotional intelligence have been developed for school children and managers. The effectiveness of these interventions needs to be evaluated systematically.
... Individuals with developed emotional intelligence are able to negotiate in correct manner, make decisions and react correctly to negative situations (Mayer, Salovey, Caruso, 2002), Bar-On (2011), (Goleman, 2008). ...
... Initial version over time, based on the practical data obtained, improved for the MSCEIT v. 2.0 (The Mayer-Salovey-Caruso Emotional Intelligence Test). MSCEIT v. 2.0 is a standardized questionnaire for measuring emotional intelligence (Mayer, Salovey, Caruso, 2002). This ...
... The models are -MSCEITv. 2.0 The Mayer-Salovey-Caruso Emotional Intelligence Test (Mayer, Salovey, Caruso, 2002); EQ-i® 2.0 Emotional Model of Reuven Bar-On. The Emotional Quotient Inventory® 2 (Reuven Bar-On, 2011); Daniel Goleman's Model of Emotional Intelligence (Goleman, 2009). ...
The monograph explores the mechanisms of change management and the feature of low tolerance of personnel to organizational changes. The changing environment and trends in the build-up of developed new technologies by enterprises affecting organizational changes are traced in the research. Advanced technologies, methodologies and solutions that contribute to the successful innovation activity of Kazakhstani enterprises are highlighted. Particular attention is paid to qualitative analysis based on the results of case study research aimed at determining the normative benchmarks of innovative transformations of the business community of the country. The multifaceted nature of change management in organizations corresponds to the interdisciplinary approach and integrative solutions in corporate change management from behavioral and social sciences of managing individuals, group dynamics, organizational behavior to project technologies and information business solutions.
The book is addressed to a wide range of readers interested in the problems of change management, innovative activities and advanced technologies of innovative project management.
... Sundararajan and Gopichandran (2018) explain that the emic perspective helps individuals understand and manage their own emotions; while the etic perspective helps individuals connect with, empathize with, and respond to the emotions of others. According to Salovey et al. (2002), define EI as to the ability to recognize, access, generate, comprehend, and regulate emotions introspectively in this study. EI is defined as individual's ability to understand their own emotions, the emotions of others, express their emotions, and control them. ...
... According to Sundararajan and Gopichandran (2018), the emic perspective helps individuals understand and manage their own emotions; while the etic perspective helps individuals connect with, empathize with, and respond to the emotions of others. According to Salovey et al. (2002), EI refers to the ability to recognize access, generate, comprehend, and regulate emotions introspectively. This study defines EI as an individual's ability to understand their own emotions, the emotions of others, express their emotions, and control them (Buckley et al., 2020;Ranjbar et al., 2017). ...
In recent years, there has been increasing interest in the role of emotional and motivational
intelligence in educational settings. Studies have shown that these factors
can significantly impact students’ academic performance. However, little attention
has been given to the influence of emotional and motivational intelligence on writing
performance, especially in relation to gender differences. This study aims to examine
the relationship between emotional and motivational intelligence and writing performance
among Ethiopian high school learners, while considering potential variations
based on gender. To achieve this, a sample of 176 Ethiopian high school learners (69
male and 107 female, aged between 17 and 24) was selected using a stratified random
sampling technique. The participants completed self-reported questionnaires
to assess their emotional and motivational intelligence, and their writing performance
was evaluated based on a set of predetermined writing rubrics. The collected data
was analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis
(CFA), Pearson’s correlation coefficient, and path coefficients to determine any significant
relationships or gender differences. The results showed a statistically significant
relationship between emotional intelligence dimensions and writing performance.
However, there was no statistically significant difference in writing performance
and writing motivation based on gender. These findings provide valuable insights
into the influence of emotional and motivational intelligence on writing performance
among Ethiopian high school learners. Emotional intelligence, including the ability
to understand and manage one’s own and others’ emotions, positively affected writing
performance. This study contributes to the existing literature on the role of emotional
and motivational intelligence in educational settings, specifically focusing on writing
performance among Ethiopian high school learners. Overall, this research sheds light
on the importance of considering emotional and motivational factors in educational
practices to foster improved academic outcomes.
... EI is broadly defined as "the abilities to regulate and recognize emotions in ourselves and in others" (Goleman, 2001, p. 14) and "to use this information to guide one's thinking and actions" (Salovey & Mayer, 1990, p. 189). Some scholars consider these abilities to be facets of intelligence (Brackett et al., 2006;Dacre Pool & Qualter, 2012;Mayer et al., 2003;Salovey et al., 2008;Salovey & Mayer, 1990) and others view these abilities as competencies, skills, or traits ( Bar-On et al., 2007;Boyatzis, 2009;Boyatzis et al., 2000Boyatzis et al., , 2015Cherniss & Goleman, 2001;Goleman, 1998Goleman, , 2001Goleman et al., 2002;Petrides et al., 2007b). The disparate definitions began with the development of multiple EI assessment tools (Bar-On, 1997; Boyatzis et al., 2000;Mayer et al., 2003), which coincided with popular attention from the public and organizations' attempts to measure and develop EI in their employees (Zeidner et al., 2009). ...
... EI has been extensively studied and the results combined in multiple published meta-analyses of EI and work performance research (Allen et al., 2021;Harms & Credé, 2010;Joseph et al., 2015;Joseph & Newman, 2010;Mattingly & Kraiger, 2019;Miao et al., 2017aMiao et al., , 2017bO'Boyle et al., 2011;Rooy et al., 2005). Leadership and EI competencies appear to be significantly associated (Boyatzis & Cavanagh, 2018;Côté et al., 2010;Goleman et al., 2002;Higgs & Rowland, 2010;Nafukho et al., 2016;Salovey et al., 2008). Research also provides evidence that EI is a predictor of employees' job satisfaction, turnover intentions, and organizational commitment (Miao et al., 2017a). ...
Research suggests that developing undergraduates’ emotional intelligence (EI) may improve current academic and future work performance, as well as health and well-being. Curriculum to help undergraduate business management students improve their EI competencies was designed and implemented in a 4-credit course taught over 18 days. During 3-hour class periods, students participated in activities such as mindful walks, journaling, and guided meditations designed to improve self-awareness and self-management competencies. The steps in the Multiple Approaches to Understanding instructional design model are explained and illustrated with the entry points, analogies, and activities of the EI curriculum.
... In this context, taking into consideration that unlike IQ, EI (or EQ) can be developed and enhanced through training and education, this research investigates the development and enhancement of Emotional Intelligence focusing on employees and executives in the tourism industry (Salovey et al., 2002). More specifically, two training programs were implemented to two separate groups utilizing either Transformative Learning or traditional teaching methods, through online learning environments. ...
... The present paper investigates the role of TL in an EI training program proposing an innovative approach in developing and enhancing EI in the tourism sector through digital learning environments. According to the findings of this paper, and considering the 1st research question, both the experimental and the control group have improved EI in agreement with previous research, which stresses that EI can be developed with training and practice (Salovey et al., 2002;Salcido et al., 2019). More specifically, the training program which TL was utilized seems to have higher improvement outcomes of EI than the training program based on the lecture method. ...
A growing body of research in recent years has supported the incremental value of Emotional Intelligence in the contemporary business field. In this context and taking into consideration that Emotional Intelligence can be improved through training, the aim of this research is to investigate whether Emotional Intelligence education and training focusing in the tourism sector, through digital learning environments and implementing Transformative Learning, has distinct outcomes compared to the traditional lecture method. In this context, the purpose of this paper is to investigate the development and enhancement of Emotional Intelligence and the role of Transformative Learning theory on learners’ outcomes focusing to the tourism sector. According to the findings, we can conclude that Transformative Learning is an effective and valuable teaching and learning adult theory for the tourism education and training, since it has a positive impact on Emotional Intelligence improvement and on the personal development of tourism employees and executives.KeywordsEmotional intelligence trainingTransformative learningTourism educationDigital learning environmentsOnline educationJEL ClassificationsL8: Industry studies: ServicesL83: SportsGamblingRestaurantsRecreationTourismZ3 tourism economicsZ32: Tourism and development
... The authors proposed a four-branch hierarchical model (Mayer et al., 2008) identifying four main aspects of EI: emotional perception, emotional assimilation, emotional understanding and emotional management. Emotional perception is the ability to identify emotions through the detection of emotional signals in oneself and others; emotional assimilation is the ability to distinguish experienced emotions to facilitate thinking about and adapting to situations; emotional understanding, on the other hand, allows one to comprehend complex emotions and the transition between different emotions over time and in different situations; and finally, emotional management involves the ability to control one's own and others' emotions (Mayer, Salovey, & Caruso, 2004). These aspects are organized hierarchically and include both rapid emotional information processing and higher-order cognitive processes (Mayer & Salovey, 1990;Salovey & Grewal, 2005). ...
Initially, Emotional Intelligence (EI) was defined as an ability to process emotional information measurable through performance tasks. Later, other authors conceptualized EI as a set of aspects related to the recognition and regulation of emotions both in oneself and in others, that could be assessed through self-report instruments. Both performance tasks and self-report instruments present several problems. AI could support the assessment of EI by developing an algorithm that detects emotional states associated with facial expressions in response to viewing videos validated to induce specific emotions. The project proposal aims to present a protocol that involves the use of an algorithm capable of comparing each subject's responses at the level of emotional states experienced. The project also includes the proposal of a comparative analysis of the quality and intensity of emotional states during the video, by monitoring some physiological parameters (HRV, GSR and temperature) through a biofeedback instrumentation. Based on the level of consistency among these data, the algorithm will provide a percentage related to the ability to recognize one's own emotions. Inizialmente, l'Intelligenza Emotiva (IE) è stata definita come la capacità di elaborare le informazioni emotive misurabili attraverso compiti di prestazioni. Successivamente, altri autori hanno concettualizzato l'IE come un insieme di aspetti relativi al riconoscimento e alla regolazione delle emozioni sia in sé stessi che negli altri, valutabili attraverso strumenti self-report. Tuttavia, sia i compiti di performance che gli strumenti self-report presentano diversi problemi. L'IA potrebbe supportare la valutazione dell'IE sviluppando un algoritmo che rileva gli stati emotivi associati alle espressioni facciali in risposta alla visualizzazione di video convalidati per indurre emozioni specifiche. La proposta progettuale mira a presentare un protocollo che prevede l'utilizzo di un algoritmo in grado di confrontare le risposte di ogni soggetto a livello di stati emotivi sperimentati. Il progetto prevede anche la proposta di un'analisi comparativa della qualità e intensità degli stati emotivi durante il video, monitorando alcuni parametri fisiologici (HRV, GSR e temperatura) attraverso una strumentazione di biofeedback. In base al livello di coerenza tra questi dati, l'algoritmo fornirà una percentuale relativa alla capacità di riconoscere le proprie emozioni.
... There have been many studies regarding the benefits of emotional intelligence (Austin et al., 2005;Day et al., 2005;Furnham & Petrides, 2003;Salovey et al., 2002); however, there have been studies that explored the dark sides of emotional intelligence (Austin et al., 2007), which is called emotional manipulation. Emotional manipulation is described as the influence on others' behaviors and feelings for an individual's selfinterest (Austin et al., 2007). ...
... According to Sundararajan and Gopichandran (2018), the emic perspective helps individuals understand and manage their own emotions; while the etic perspective helps individuals connect with, empathize with, and respond to the emotions of others. According to Salovey et al. (2002), EI refers to the ability to recognize access, generate, comprehend, and regulate emotions introspectively. Additionally, EI involves the ability to recognize, access, and express emotions. ...
... Mayer, Salovey, and Caruso defined emotional intelligence as: "The ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional meanings, and to reflectively regulate emotions in ways that promote emotional and intellectual growth." (Mayer, Salovey, & Caruso, 2002). This was their very first definition of emotional intelligence. ...
... The ability model of EI has been operationalized in various measures, including the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) (Mayer, Salovey, & Caruso, 2002) and the Emotional Quotient Inventory (EQ-i) (Bar-On, 1997). These measures assess different aspects of EI, such as the ability to accurately perceive and express emotions, the ability to use emotions to facilitate thinking and problem solving, and the ability to manage and regulate one's own emotions. ...
Emotional Intelligence (EI) has become a popular topic in organizational research over the past two decades. Many studies have shown that EI as an important predictor to job performance, job satisfaction, and organizational outcomes such as productivity, profitability, and customer satisfaction. In the context of the Chinese workplace, the role of EI in improving organizational performance is particularly relevant, as the cultural emphasis on social relationships and harmony in Chinese society may lead to a higher demand for employees who possess high levels of EI. Therefore, this study aims to investigate the relationship between EI and organizational performance among managers in three selected manufacturing companies in Beijing, China. The study applied quantitative method by collecting the data from 150 managers. The data was analyzed by using SPSS software. There are few analyses conducted such as descriptive analysis and multiple regression analysis. The prominent finding indicated that EI has positive significant relationship with organizational performance. The significant findings shed further light on the theoretical and practical utility where organization should consider EI as an ability that need to be acquired by managers to sustain the organizational performance.
... EI plays a crucial role in one's well-being and performance (Allen et al., 2014). That is why, EI has been regarded as a central element of character strengths in positive psychology Pan et al., 2023;Salovey et al., 2002;Wang et al., 2021Wang et al., , 2022aWang et al., , 2022b. It is a dynamic construct, which is improvable and teachable (Sadri, 2011). ...
The adoption of technology in second language (L2) classrooms has been found a complicated process depending on several factors,two of which may play a crucial role in teachers’ technology adoption are emotional intelligence (EI) and self-efficacy beliefs. To date, however, there exists little empirical evidence regarding their interaction to predict L2 teachers’ technology adoption in Asian countries. To bridge this gap, this quantitative study collected data through three questionnaires from a sample of 214 Chinese English as foreign language (EFL) teachers. The results of structural equation modeling (SEM) and regression analysis revealed that both EI and self-efficacy could respectively predict 89% and 63% of variances in Chinese EFL teachers’ technology adoption. Drawing on the obtained results, some conclusions, implications, and directions for future research are presented to avid researchers and educators to heighten their knowledge of educational technology and emotions.
... This definition becomes important for the present study as the study focuses on the students' emotions about the classroom activities and about other students. Salovey, Mayer and Caruso (2002) similarly define emotional intelligence as the capacity to understand and explain emotions on the one hand, and emotions reinforcing thought on the other hand. ...
Despite the importance of affective learning as a gateway to learning, it has been neglected in university curricula in many parts of the world. Subsequently, in formal classroom teaching, the bulk of the teachers’ efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is earmarked for cognitive outcomes. However, research has shown that the affective domain develops well-rounded students with broad abilities and consequently many scholars advocate for the incorporation of the affective domain in university curricula. Therefore, the aim of this article was to establish and understand the self-perceived affective learning of the university students in order to match their emotions to the process of teaching and learning. The study was quantitative in nature and a survey design was followed. The Attribution theory was used to anchor the study. A randomly selected sample of 127 first-year students registered for Linguistics was used to collect data. A questionnaire was used to collect data and the Statistical Package for the Social Sciences (SPSS) was used to analyse data. With regards to students’ self-perceived perceptiveness during classroom interaction involvement, the findings revealed that the majority of students were very perceptive to the meaning of others’ behaviour in relation to themselves and the situation. Concerning the students’ self-perceived attentiveness during classroom interaction involvement, the majority of students reported that they were very observant of others’ reactions while speaking during classroom conversation. Finally, regarding students’ self-perceived responsiveness during classroom interaction involvement, the students indicated that they felt confident during their conversation in class, and were sure of what to say and do.
... In language classrooms, emotions interact with the behaviors of teachers and students in the teaching environment (Aragão, 2011;Petrides, Pita, & Kokkinaki, 2007). Therefore, understanding the complex relationship between language teachers' emotions and teaching practice can effectively help them face and manage the challenges associated with professional practice for teaching improvement (Salovey, Mayer, Caruso, & Yoo, 2009). Empirical research on language teacher emotion has gained attention since the 1990s, with a focus on uncovering feelings of anxiety, uneasiness, or worry among non-native language teachers (Horwitz, 1990;Reves & Medgyes, 1994;Xu, 2018). ...
Research on language teacher emotion has gained attention inspired by the “affective turn” since the 1990s, calling for a comprehensive understanding of the extant literature. The current study sought to trace the characteristics of existing empirical studies on language teacher emotion in terms of research foci, methods, and theoretical perspectives through a systematic literature review. Based on evidence from a corpus of 161 empirical studies on language teacher emotion published between 2005 and 2022, a descriptive and quantitative data analysis
approach was adopted and a Language Teacher Emotion Model was constructed highlighting three dominant patterns in language teacher emotion research, namely the nature, antecedents, and effects of language teacher emotions. However, the research foci on language teacher emotion shows a notable imbalance. Specifically, the number of studies on language teachers’ intrapersonal factors is much more substantial than that on language teachers’ interpersonal factors. Results also
revealed a dominance of qualitative methods in the existing language teacher emotion research, and interviews constituted a dominant tool of qualitative data collection. Although various
theoretical perspectives under sociological and psychological perspectives were identified, emotion was rarely discussed through a linguistic perspective. This review helps depict the
landscape and highlights the directions for future research.
... Mayer et Salovey (1997) définissent plus formellement l'intelligence émotionnelle en termes d'habiletés référant à la capacité de raisonner sur les émotions et les utiliser pour améliorer la pensée rationnelle. Ils la divisent en quatre branches : 1) l'habileté à percevoir ses émotions et celles des autres, à partir d'informations verbales et non verbales; 2) l'habileté à utiliser les émotions pour faciliter la pensée; 3) l'habileté à comprendre les émotions et leur signification; 4) l'habileté à réguler ses propres émotions et celles des autres (Mayer et Salovey, 1997;Salovey et al., 2008). La présente étude utilise le modèle de Mikolajczak et ses collègues (2014), qui reprend les quatre branches proposées par Mayer et Salovey (1997). ...
L’objectif de l’étude est d’évaluer l’association entre certaines caractéristiques individuelles des thérapeutes et leur habileté à détecter les ruptures d’alliance de retrait et de confrontation, en tenant compte de leur niveau d’expérience clinique. Les dispositions personnelles : attachement, conscience de soi, intelligence émotionnelle et empathie ont été regroupées en deux facteurs, réactivité et conscience émotionnelles. Dans l’ensemble, les résultats suggèrent que ces deux facteurs sont positivement associés à la performance de détection chez les expérimentés, mais pas chez les non expérimentés. Ils soutiennent l’importance de la mise sur pied de formations personnalisées pour améliorer l’habileté de détection des thérapeutes.
... EI has been defined as the ability to process information about one's own and other people's emotions (Salovey et al. 2009). The individual prone to high EI has a set of skills to manage his/her emotions, to adequately perceive others' emotions, and understand their causes (Mayer et al. 2004). ...
... EI refers to different forms of human potential and tendencies related to identifying emotions in oneself and others that involves integrating emotion in thought and reasoning, understanding complex emotional experiences and effectively managing emotions (Salovey et al., 2002). Here we adopted the Trait-EI approach, by conceptualizing the notion as a predisposition at the lower level of the personality continuum relating to flexibility and adaptive behavior (Petrides et al., 2007). ...
Purpose
This study aims to present and test a model of small business owners’ adaptation during the COVID-19 pandemic, through the lenses of the resource-based view of the firm, upper echelon theory (UET) and positive psychology. Specifically, it examined the relationships between personal characteristics and strategic pivot behavior in a sample of small business owners during a peak period of the crisis in Israel.
Design/methodology/approach
A sample ( N = 202) of small business owners provided information on their business and demographics, and responded to questionnaires assessing their personality (Big Five personality traits), emotional intelligence (EI) and reported the extent to which they implemented strategic changes during the pandemic. These changes were categorized as “positive” (e.g. shifting to new markets, adding partners or investors) or “negative’ (e.g. letting employees go).
Findings
The results partially support an association between personality traits and “positive” strategic change behavior, mediated by EI.
Research limitations/implications
The results suggest that business owners' personality traits, and chief among them – EI may play a key role in enabling flexibility when dealing with a long-term crisis or threat. However, market and legislative differences between markets may limit the generalizability to other sectors or countries.
Originality/value
To the best of the authors’ knowledge, this study is among the first to address small businesses’ COVID-19-related challenges from a personal-resource perspective by applying a theoretical lens integrating the RBV of the firm, UET and positive psychology. The findings provide a better understanding of the ways in which business owners’ personal resources account for business pivot behavior in times of crisis.
... Moradi et al. (49) showed that EI has a positive relationship with problem-solving coping strategies, social support, cognitive appraisal and emotional inhibition (negative with emotion-focused) coping strategies. These ndings, except the last, are consistent with ndings of most of the studies showing a positive relationship between EI and effective coping strategies and negative relationship of EI and non-effective coping strategies (50,51). ...
Background
The complexity of today's scenario has made it necessary to investigate the need for individuals to make choices that entail increasing exposure to risk and uncertainty. Among the individual resources that could help people to cope with situations of uncertainty, the new construct of subjective risk intelligence, known as a person's ability to effectively weigh the pros and cons of a decision in situations where not all outcomes are foreseen, would seem to play a prominent role. Considering that personality and coping strategies have been shown to be significantly related in previous research, the present study investigates the relationship between subjective risk intelligence, emotional intelligence, personality traits and coping strategies in both adults and adolescents.
Methods
The cross sectional study was conducted on 1390 Italian people, divided into two subsamples: 641 adolescents and 749 adults.
Results
The results showed that subjective risk intelligence mediates the role that personality traits and emotional intelligence have on coping strategies, thus influencing the choice of effective or ineffective strategies in both adults and adolescents, highlighting several differences between the two groups.
Conclusion
Subjective risk intelligence could be activated in order to deal with uncertain and risky situations. Suggestions for future research and interventions were given.
... Similarly, Salovey et al. (2002) concluded that an individual capable of understanding emotions knows how to sync and develop over time. Thus, this individual is truly endowed with the ability to understand important aspects of human nature and interpersonal relationship. ...
Emotional Intelligence (EI) has been identified as a key competence that helps people to relate with one another easily. As such, EI coupled with IQ makes one a star performer at the workplace. Therefore, students need to possess both EI and IQ. For this reason, a descriptive study was conducted to assess the EI levels of IIT students at IIT (ISM)-Dhanbad, India. The analysis was done in two folds; first, to assess the EI levels of the participants. Secondly, to compare the EI levels of the participants using demographic variables. The purposive sampling technique was used to sample 200 engineering students from various engineering departments. The study results unveiled that students from IIT (ISM) Dhanbad were somewhat emotionally intelligent. Also, when the demographic variables were assessed, it was revealed that gender and age were not statistically significant on EI which means that gender and age does not affect a person’s EI. Albeit, in this study, work experience and family income were statistically significant on EI which implied that a person’s work experience and family income could affect their EI. When the EI levels of these participants are developed and improved, they will thrive and succeed both at the workplace, college and in life as a whole as their EI levels are significantly high.
... Ambos elementos implican la participación y la colaboración de la familia y de la escuela. Tanto en un espacio como en otro no solo se debe aprender desde un punto de vista cognitivo, sino también emocional, debiendo entrenar y regular las respuestas emocionales surgidas ante un estímulo para poder alcanzar la «alfabetización emocional» -identificación, comprensión y regulación de las emociones-y, así, vivir y convivir con los demás en el respeto, la tolerancia y la democracia suficiente (Salovey et al., 2002;González de la Garza, 2020;Camacho-Barón et al., 2022). ...
Este trabajo pretende conocer la valoración que hacen los futuros profesionales de la educación que estudian el grado de Educación Infantil, Primaria y el máster en Educación Inclusiva, de la Universidad de Córdoba (España), acerca del uso de un modelo innovador basado en la creación de la cultura del pensamiento en el aula —modelo VESS—, así como identificar si creen que existe una mejora no solo pedagógica, sino también social al utilizar este método en la praxis educativa. La metodología empleada para tal fin es cuantitativa, con diseño transversal y con un cuestionario previamente elaborado y validado. Los datos recabados se han sometido a análisis descriptivos e inferenciales. De los resultados obtenidos se extrae que los alumnos piensan que el uso del modelo aumenta la participación social, la comunicación y la comprensión entre ellos, lo que provoca que sean más autónomos y decididos. Además, se extrae la idea de que el uso de nuevas tecnologías, el aprendizaje cooperativo y el desarrollo emocional es muy potente en cuanto al desarrollo de las habilidades ejecutivas. Estas conclusiones instan a los futuros docentes a emplear metodologías activas que utilicen el pensamiento como principal eje pedagógico en el proceso de enseñanza-aprendizaje.
... Unlike intelligence (IQ), EI can be acquired and improved through training and practice (Salovey et al., 2002). Consequently, the education and training of EI is very crucial for the growth and sustainability of tourism businesses, as it determines job satisfaction, engagement, effective relationships, teamwork, and performance. ...
... Not surprisingly, emotional intelligence has been linked to particular characteristics of learners that may directly or indirectly contribute to academic success. Among such features, one may find learners' need for achievement [37], adaptive coping strategies [38], sense of psychological well-being [39], quality of interpersonal relationships [37,40,41], and conflict resolution competencies [42]. As for self-efficacy, emotional intelligence is often linked to satisfactory academic performance [43][44][45] but weak or null findings are not a rarity [46][47][48]. ...
The “Dunning–Kruger effect” refers to the tendency of poor performers to overestimate test outcomes. Although a widespread phenomenon, questions exist regarding its source and sensitivity to countermeasures. The present field study aimed to (a) examine whether practice with tests used in previous classes can enhance students’ ability to estimate test outcomes, (b) determine the main source of the effect (i.e., is it unawareness of one’s readiness or wishful thinking?), and (c) assess the extent to which particular individual differences can be used as predictors of test performance. In this study, participants practiced with old tests and then completed the final exam. Before and after the exam, they predicted their grades and indicated their subjective confidence in the predictions made. Furthermore, participants’ emotional intelligence and self-efficacy about their academic abilities were surveyed. Results suggested that poor performers were not unaware of their test preparation, but rather engaged in wishful thinking. In fact, although they overestimated their test grades, their estimates not only improved after completing the final test but also were regarded with little confidence. Overall, estimation bias was a good predictor of students’ final test performance, whereas subjective confidence and emotional intelligence only weakly predicted such performance. Thus, if proactive interventions are to be developed for at-risk students, performance-estimation tasks may offer valuable information regarding such students’ future performance in a course much more than emotional intelligence and self-efficacy measures.
... xviii) Goleman (2005) and Mayer et al. (2008) mentioned the significance of emotional control which is a basic core belief of the stoic doctrine, but otherwise direct references to the philosophy made within the field of leadership have been scant and negative. Salovey et al. (2002) cited stoic philosophers to illustrate emotions as "too individualistic and self-absorbed to be a reliable guide for insight and wisdom" (p. 62). ...
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019).
Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564).
The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.
... Unlike intelligence (IQ), EI can be acquired and improved through training and practice (Salovey et al., 2002). Consequently, the education and training of EI is very crucial for the growth and sustainability of tourism businesses, as it determines job satisfaction, engagement, effective relationships, teamwork, and performance. ...
... Over the years, several authors have defined EI. For example, following Salovey and Mayer's "Four-Branch" model [40,43], the four basic emotion-related abilities are (1) recognizing emotions, (2) facilitating thought using emotion, (3) comprehending emotions, and (4) controlling emotions. On the other hand, Goleman [44] defined EI as any fundamental personality trait not covered by cognitive intelligence. ...
The COVID-19 crisis has brought about massive and sudden changes in the way people work and has created new emotional strains on workers. For this reason, being an emotional business leader is necessary for an organization’s survival and employees’ well-being. This qualitative study aims: (1) to explore the quality of emotions expressed by business leaders during the COVID-19 crisis, (2) to go into detail on how business leaders managed their own emotions, and (3) to investigate how they managed emotions shown by employees in their company. We interviewed 38 business leaders from 11 Italian companies. The main emotion reported by the leaders we interviewed was anxiety, caused in part by the development of the pandemic and related to uncertainty about the future. Results also showed that some leaders considered emotions as a secondary matter, or something to overcome for the good of their role. Other leaders showed a higher level of emotional intelligence and were able to empathize with their followers, communicate their vision and feelings, and create positive and constructive relationships. The theoretical and practical implications of these results are also discussed.
... They found that EI is predictive of several indicators of well-being, as well as physical and psychological health. In this context, the contributions made in previous years by Salovey et al. (2002) are key, in that people with high EI tend to evaluate environmental stressors and impediments more as challenges than as anxiety-provoking elements, which results in them dealing more adaptively with potentially disruptive emotions and social demands, reducing stress and improving their subjective well-being. Nevertheless, Zeidner et al. (2012) argue that current research has methodological limitations, such as over-reliance on self-report measures and overlap between EI and personality measures. ...
Objective: This article reports the first science mapping analysis of the emotional intelligence research’s themes, which shows its conceptual structure and scientific evolution.
Methods: Science Mapping Analysis Software Tool, a bibliometric science mapping tool based on co-word analysis was applied using a sample of 8.884 research documents published from 2001 to 2021 in the journals indexed in the Journal Citation Reports of the Web of Science.
Results: Published research in emotional intelligence concentrated in the following main themes: personality, academic and job performance, life satisfaction, stress and social cognition. These themes become more diversified through years. Adolescents and students were the main samples over the emotional intelligence were studied.
Conclusions. The main research themes in emotional intelligence have been changing steadily over time in terms of importance and number of publications. This encourages us to maintain a positive view of the development of research field in emotional intelligence and call to monitoring by using meta-research techniques such as the present bibliometric study.
... Elemen dalam komunikasi seperti komunikator, pesan media, komunikan dan efek tetap menjadi unsur yang tidak terpisahkan dalam mengkaji masalah komunikasi efektif. Proses komunikasi menentukan kualitas komunikasi dan masalah Secara praktis kecerdasan emosional menggambarkan kemampuan seseorang dalam mengendalikan, menggunakan atau mengekspresikan emosi dengan stau cara yang akan menghasilkan sesuatu yang baik (Salovey, 2000). Individu yang memiliki beban tugas yang berlebih atau mengalami stress, peran kecerdasan emosional sangat dibutuhkan. ...
BPRS HIK Bahari Tegal merupakan salah satu bank yang secara berkala menyalurkan kredit pada berbagai kalangan masyarakat, namun dalam pelaksanaannya masih terdapat masalah dalam pelayanan yang dikeluhkan oleh nasabah, permasalahan tersebut masih kurangnya pelayanan yang diberikan front office baik dari customer service serta teller. Kegiatan pengabdian ini bertujuan memberikan pemahaman mengenai aspek-aspek yang harus diberikan dalam melakukan pelayanan kepada nasabah, menyadari akan pentingnya pelayanan kepada nasabah, mengupayakan agar dalam melakukan pelayanan prima memperhatikan aspek-aspek pelayanan prima dengan komunikasi dan kecerdasan emosional yang harus di berikan kepada nasabah. Metode pendekatan yang dilakukan melalui ceramah dan tanya jawab, observasi lapangan. Data lapangan dianalisis untuk mendapatkan informasi tentang sejauhmana kualitas pelayanan yang telah dilakukan. Data tersebut dikaji oelh narasumber sebagai bahan memberi diagnosis dan pemecahan jalan keluarnya. Secara umum pengabdian masyarakat dapat dikatakan berhasil dimana keberhasilan tersebut didukung oleh realitas adanya respon positif dari kepemimpinan terhadap substansi materi pengabdian masyarakat, respon positif dari peserta karena merupakan hal penting dalam dunia kerja, tingkat kehadiran peserta tinggi dan partisipasi peserta tinggi. Catatan lapangan dapat dipakai sebagai alternative pengambilan keputusan ketika akan melakukan upaya peningkatan kualitas kinerja karyawan khususnya pelayanan kepada nasabah.
... .They provide a notion that is particularly linked to the concepts of emotional intelligence. This concept of intellect, derived from the intelligence model, encompasses the ability to think intellectually. Many basic emotions are universal, according to emotional research, and emotions reflect constant and noticeable awareness about relationships (Mayer, Salovey, & Caruso. 2002). (Stys, Y., & Brown, S. L. 2004). Mayer and Salovey's (1997) ...
Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction
... The popularity of EI extended from general and organizational psychology to PP given its role in the well-being and performance of individuals [6]. In this respect, it can be contended that EI is a fundamental aspect of character strengths in PP [42]. The promising thing regarding EI is that it is not a fixed property, but a dynamic one that can be taught and improved [43]. ...
The role of emotions and intelligence in English as a foreign language (EFL) learners' academic performance has been widely approved in the literature. However, the role of emotional intelligence (EI) in facilitating the development of academic literacy of EFL students has been rarely (if any) examined. Inspired by this gap, the present conceptual study made an effort to review the theoretical and empirical underpinnings of EFL students' EI and academic literacy development. In doing so, it explicated the definitions, conceptualizations, dimensions, theoretical approaches, and empirical studies related to both constructs. Drawing on prior research, it asserted that the enhancement of EFL students’ EI can foster the development of their academic literacy as it is the case with several other academic domains. The study ends with a set of suggestions for future research and practical implications for English teachers, students, and trainers, who can further realize the criticality of EI in academic contexts.
... Another related concern that may be addressed by the UPR attitudes of self-regard and regard for others is non-linearity or the "dark side" of EI/EE constructs. EI is generally considered to fall under the umbrella of positive psychology (Salovey et al., 2002) and there is indeed substantial evidence for its positive impact (Furnham and Petrides, 2003 Day et al., 2005). However, Kilduff et al. (2010 p. 147) express concern at the "overly-positive celebration of EI" and the imbalance of research focusing almost exclusively on the prosocial aspects of EI (Antonakis and Dietz, 2010). ...
Emotional intelligence (EI) was originally conceived as an ability, followed soon after by mixed, competency and trait theoretical models, broadly described as emotional efficacies (EE). Several models have attempted to integrate both approaches, with different views on whether EI and EE operate in sequence or parallel. One reason for this may be that EE constructs are given the same ontological status whether they represent underlying attitudes, such as self-regard, or behavioral competencies, such as assertiveness. In this paper, it is proposed that attitudes may predominantly act as underlying antecedents of ability-EI and behavioral-EE. Five benefits of this approach are drawn out that help to address some key concerns with current models and measures of EI and EE. First, the inclusion of implicit and explicit attitudes within integrated models of EI/EE would support the dual-processing of conscious and automated processes. From this, an attitude-based dual-processing framework for EI/EE is recommended. Second, the concept of Unconditional Positive Regard (UPR) for self and others, is identified as a potential attitude that may underpin the two core pillars of intrapersonal and interpersonal EI/EE. Third, UPR attitudes would provide an ethical basis for EI/EE that may support ethical and prosocial behavior. Fourth, UPR attitudes may differentiate between the optimal and sub-optimal elements of EI/EE. Fifth, an attitude-based approach to EI/EE may be more aligned with EI/EE being developmental than are the more static ability or trait-based models of EI/EE.
Статья написана в рамках исследования по проекту КН МОН РК № АРО9259875 «Разработка алгоритмов распознавания негативных эмоциональных состояний военнослужащих ВС РК (Руководитель Мадалиева З.Б.)». Материл статьи носит обзорный характер и посвящен теоретическим и практическим аспектам проблемы распознавания негативных эмоциональных состояний. В частности, представлены краткий обзор теоретических аспектов распознавания эмоциональных состояний, проанализирован практический опыт распознавания эмоциональных состояний, сделан краткий анализ современного программного обеспечения, позволяющего автоматически оценивать эмоциональные состояния человека. Выделены три основные тенденции исследований проблемы распознавания эмоциональных состояний, установлена взаимосвязь проблемы с изучением эмоционального интеллекта и эмоциональной гибкости. Приводится краткий обзор методов распознавания эмоций, основанных на различных входных данных, таких как биометрия, видеоканал или поведенческие данные. На основе ряда статей обосновывается, что процессы регуляции эмоций являются фактором психологического здоровья человека, а успешное их распознавание связано с нормальным развитием индивида. В разделе Дискуссия выделяются и анализируются различные современные направления в реализации проблемы распознавания эмоциональных состояний. В заключении намечаются перспективы данной отрасли, её связь с другими прикладными областями исследований.
La presente investigación está orientada al desarrollo de la inteligencia emocional, es indispensable incorporar progresivamente esta habilidad en las actividades académicas educativas; de igual manera adjuntar a la práctica docente constructivista, estrategias metodológicas inclusivas, trabajar en equipo con los padres de familia, grupo multiprofesional y autoridades; que conlleven a un aprendizaje significativo. Asimismo, es de vital importancia generar experiencias que realmente aporten al desarrollo integral del estudiante. Por tal razón se plantea como objetivo Implementar una estrategia metodológica inclusiva en el proceso de enseñanza-aprendizaje para contribuir en el desarrollo de la inteligencia emocional de los estudiantes de Bachillerato Técnico Servicios Hoteleros de la Unidad de Educación Especializada Ana Luz Solís, siendo un excelente medio para romper con las limitantes de educación de personas con necesidades educativas específicas (NEE). En lo referente a la metodología, se utilizó la investigación de tipo cuali-cuantitativo, partiendo de una revisión sistemática de la literatura científica basada en la búsqueda de estudios sobre el tema y su posterior análisis. Para la recolección de datos utilizó instrumentos como la entrevista y la encuesta. Finalmente, se determinó que los docentes deben poseer habilidades de inteligencia emocional, saber manejar conflictos, ayudar a gestionarlos, ser capaz de elegir la palabra correcta y el gesto apropiado, para comprender el significado de un sentimiento, teniendo presente que las estrategias metodológicas inclusivas fomentan competencias mediáticas, que permiten el desarrollo de habilidades, destrezas y aptitudes tales como: la socialización, el trabajo en equipo y el compartir entre estudiantes y docentes, aumentando el sentimiento de comunidad educativa.
Introduction
This study delves into the intricate synergy between teacher mindfulness and the quality of teacher-student relationships, with a specific and deliberate focus on the mediating influence of emotional intelligence. The way teachers engage with their students not only impacts the learning outcomes but also contributes significantly to the overall classroom atmosphere. Understanding the underlying mechanisms that drive these relationships is crucial for educators and policymakers alike. This research seeks to shed light on these critical dynamics.
Methods
To investigate this multifaceted interplay, a participant pool of 369 Chinese English teachers was assembled. The research employed a comprehensive approach to data collection, utilizing self-report questionnaires completed by the instructors. Structural equation modeling, a robust statistical technique, was employed to rigorously analyze the collected data.
Results
The data analysis unveiled a robust and direct association between teacher mindfulness and the quality of teacher-student relationships. Beyond this primary link, a noteworthy revelation emerged: emotional intelligence, as measured through our analysis, was identified as a pivotal mediating factor in this relationship. This finding highlights the intricate web of emotions, awareness, and interpersonal interactions that underpin effective teaching and positive teacher-student relationships.
Discussion
These significant findings underscore the critical roles of teacher mindfulness and emotional intelligence in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.
Long distance relationship (LDR) is a form of romantic relationship where two people are separated by physical distance which makes it difficult for both to establish closeness within a certain period. Of course, living in a long-distance relationship is not an easy thing if there is no self-disclosure and interpersonal trust in the relationship. Openness is one of the factors that play an important role in forming interpersonal trust. Openness arises because of the trust between partners and this encourages them to feel comfortable in sharing all kinds of information about themselves to their partners. The purpose of this study is to determine the relationship between self-disclosure and interpersonal trust in early adult couples who undergo long-distance relationships. This study uses a correlational quantitative approach with 120 respondents. The sampling technique in this study used accidental sampling. The results of the correlation coefficient analysis obtained are 0.837 and the significance value of the correlation r is 0.000 (p <0.05). The effective contribution between self-disclosure and interpersonal trust is 70%. So it can be concluded that there is a positive relationship between self-disclosure and interpersonal trust, meaning that the higher the self-disclosure, the higher the level of interpersonal trust in early adult couples who undergo long-distance relationships, and vice versa
La investigación está orientada al desarrollo de la inteligencia emocional, siendo indispensable incorporar progresivamente esta habilidad en las actividades académicas; mediante la práctica docente constructivista, estrategias metodológicas inclusivas, generación de experiencias que aporten al desarrollo integral del estudiante trabajo en equipo con los padres de familia, grupo multiprofesional y autoridades que conlleven a un aprendizaje significativo. Por tal razón se planteó como objetivo implementar una estrategia metodológica inclusiva en el proceso de enseñanza-aprendizaje para contribuir al desarrollo de la inteligencia emocional de los estudiantes del Bachillerato Técnico Servicios Hoteleros de la Unidad de Educación Especializada, como una herramienta de educación de personas con necesidades educativas especiales (NEE). En lo referente a la metodología, se utilizó la investigación de tipo cuali-cuantitativo, partiendo de una revisión sistemática de la literatura científica basada en la búsqueda de estudios sobre el tema y su posterior análisis. Para la recolección de datos, se utilizaron las técnicas de la entrevista y la encuesta, cuyo resultados se obtuvo que los docentes deben poseer habilidades de inteligencia emocional, saber manejar conflictos, ayudar a gestionarlos, ser capaz de elegir la palabra correcta y el gesto apropiado, para comprender el significado de un sentimiento, teniendo presente que las estrategias metodológicas inclusivas fomentan competencias mediáticas, que permiten el desarrollo de habilidades, destrezas y aptitudes tales como: la socialización, el trabajo en equipo y el compartir entre estudiantes y docentes, aumentando el sentimiento de comunidad educativa.
La psicología positiva es el estudio científico del funcionamiento psicológico óptimo. Desde una perspectiva práctica pretende conocer y analizar las condiciones, procesos y mecanismos que conducen a una vida plena. En el año 2004 se publicó el libro que estableció las bases para el estudio de las fortalezas humanas. Character Strengths and Virtues es la otra cara de la moneda, un Manual para clasificar el potencial humano y la pieza que faltaba en el modelo psicopatológico tradicional. El Manual propone que hay 24 fortalezas y 6 virtudes. El modelo Values In Action (VIA-IS) es también una nueva forma de evaluar los rasgos positivos de las personas. Empleado en esta investigación, VIA-IS (Peter & Seligman, 2004) es un cuestionario que evalúa detalladamente cada una de las fortalezas de la propuesta. Los estudios realizados con este modelo muestran que existen diferencias entre hombres y mujeres en las fortalezas, aunque no se tiene todavía evidencia empírica suficiente, y no se conoce de un solo estudio que analice la relación entre los roles de género y las fortalezas. Por lo tanto, se considera de importancia analizar si las diferencias sociales entre hombres y mujeres están influyendo en las fortalezas humanas. Este estudio utiliza el cuestionario de Mahalik et al. (2003; 2005): CFNI (para mujeres) y CMN (para hombres). Las principales conclusiones a las que se llega con este trabajo confirman la existencia de diferencias entre hombres y mujeres en algunas fortalezas humanas, considerando el tamaño del efecto de estas diferencias entre pequeño y moderado. En el caso de la feminidad, existen relaciones positivas entre este constructo y las fortalezas humanas; en el caso de la masculinidad, las relaciones son negativas.
Emotional intelligence (EI) is defined as ability of an individual to perceive, understand, regulate, control and utilise emotions. EI is a relatively nascent concept from the 1900s that attempts to connect emotion to general intelligence. Several clinical studies and survey research have confirmed positive association between EI and optimal mental and physical health, overall well-being, and on-aggressive behaviours. In this review, a brief overview on evolutional theory of EI, various models associated with EI, methods of classifying measures, and comparing various EI measurement methods are described. Indeed, EI assessment measures such as Multifactor EI Scale, Mayer-Salovey-Caruso Tests, Self-report Test, Trait EI Questionnaire, Bar-On Emotional Quotient Inventory, The Situational Test of Emotional Management, The Situational Test of Emotional Understanding, Emotional and Social competence Inventory are also discussed. The key purpose of this review is to encapsulate important components of EI to audiences, reap the benefits of evaluating EI and implying attributes to improve their emotional health and general well-being.
Cette note de synthèse réalisée en vue de l’obtention de l’Habilitation à Diriger des Recherches vise à retracer les éléments saillants de mes travaux de recherche portant sur la promotion de la motivation à l’École et en contexte sportif, et sur la promotion de la motivation pour l’activité physique (AP) à des fins de santé. Elle est structurée en trois parties :
La première porte sur la promotion de la motivation pour l’AP à des fins de santé. Les
travaux qui s’inscrivent sur cet axe de recherche se sont intéressés à trois mécanismes de promotion de l’AP : des mécanismes cognitifs visant le développement des intentions d’AP, des mécanismes comportementaux visant le développement des capacités d’autorégulation facilitant l’implémentation des intentions, et des mécanismes affectifs visant le développement d’expériences d’AP positives.
La deuxième partie concerne la promotion de la motivation en EPS et en sport. Les travaux menés dans cette perspective, ont consisté à élaborer, tester, et répliquer plusieurs programmes de formation des enseignants et des entraineurs à dessein d’améliorer leur style motivationnel, ainsi que l’engagement et la motivation autonome de leurs élèves/sportifs.
Enfin, la troisième partie s’intéresse à la promotion de la motivation et du bien-être à l’école. Les travaux relatifs à cet axe se sont notamment intéressés au développement des compétences psychosociales des élèves en tant que vecteur de promotion de la motivation et du bien-être. Le projet ProMoBE consistant à combiner des leviers de la promotion de la motivation (i.e., formation au soutien des besoins psychologiques visant l’amélioration du style motivationnel) et des leviers de la promotion du bien-être (i.e., IPP-multi-composantes visant le développement des CPS) représente le coeur de cet axe de recherche.
Los entornos educativos muestran cada vez más interés en el desarrollo de la inteligencia emocional en la adolescencia debido a la creciente evidencia de su vinculación con el bienestar, y sus consecuencias vitales derivadas. Sin embargo, la diversidad de modelos teóricos e instrumentos utilizados para medir ambos constructos dificulta establecer conclusiones claras sobre esta relación. Por ello, el objetivo de este estudio ha sido revisar sistemáticamente el estado del conocimiento de los últimos años sobre la relación entre la inteligencia emocional y el bienestar de los y las adolescentes. Para realizar dicha revisión, se ha realizado una búsqueda de las investigaciones publicadas en las bases de datos Web of Science y Scopus, tras la cual se seleccionaron 47 artículos que cumplían los criterios de inclusión establecidos para este estudio. Los resultados indican que adolescentes con más inteligencia emocional registran niveles más altos de bienestar subjetivo y psicológico. Se discuten estos resultados y se analizan los principales retos educativos.
The state of Finland stands out for a successful education system in the world that is
nowadays attracting the attention of all teachers, educators and even parents who make
constant efforts to choose the best education system for their children. The success of the
Finnish education system has been evidenced by its students’ results in the PISA
international test since its implementation in OECD countries.
Therefore, since the implementation of the PISA test, all OECD countries as well as other
countries outside the OECD have been interested in identifying the factors of this successful
education system.
The paper aims to describe the Finnish education system during the history of the
development of the state of Finland, the description of educational reforms, the principle of
inclusion in the school and how it works, the principles of educational reforms that have
made the education system successful, the responsibilities of teachers and the way they
work, the student's responsibilities and the way they learn.
The importance of the paper lies in the structured description of each and every single factor
of this successful education system that can serve as a good model for all teachers, educators
and other stakeholders in the school.
Keywords: education system, reform, PISA, OECD
This study aims to establish the advantages and disadvantages of various methods for assessing emotional intelligence by comparing the most common methods in leading countries and a developing country (Ukraine) in business, as a field in which the level of emotional intelligence importance is generally recognized, and in the public administration sphere. The MSCEITV2.0 and Hall tests were chosen as the most accurate tests for determining the emotional intelligence of public managers. For a more detailed comparison of these two tests and the selection of a universal one, 100 respondents were surveyed using a questionnaire developed in Google Forms. The sample included officials of local governments in the western, northern, and central regions of Ukraine, as well as representatives of businesses in the same regions, particularly managers of private enterprises. The results indicate that these two tests show similar results when determining the level of emotional intelligence. However, when allowed to choose the testing method, 80% of public managers and business representatives chose the Hall test, which takes less time than the MSCEITV2.0 test. Considering the obtained results and the permissible error, the study identifies the Hall test as a universal method for determining the emotional intelligence of public managers in a developing country – Ukraine.
Academic performance is a key criterion use to evaluate the progress of students and it is inuenced by many cognitive and non cognitive factors. The study aims to assess the inuence of Intelligence Quotient (IQ), Emotional Quotient (EQ), Adversity Quotient (AQ) and Spiritual Quotient (SQ) on the academic performance among undergraduate students. A quantitative research approach & non-experimental descriptive survey design was used in the study. Data was collected from 300 students of DMCH College of Nursing, Malakpur, Ludhiana selected by using total enumerative sampling technique. Responses were collected on Test of General Intelligence, The Assessing Emotions Scale, structured Adversity Quotient Scale and Scale for Spiritual Intelligence. Academic performance data was collected from result cards. Data was tabulated and analysis was done by using descriptive & inferential statistics. Results indicated majority of students had average level of IQ, above average level of EQ, were campers, had average level of SQ and belonged to 2nd division. There was statistical signicant positive correlation of intelligence quotient, emotional quotient spiritual quotient with academic performance. No statistical signicant correlation was found between adversity quotient and academic performance.
Organizational climate is related to the traits which are contained within the scope of work and they can affect the behavior of members working in the organization. Mental health is a state of emotional and social well-being in which the individual realizes his own abilities, can manage the normal stresses of life, and can work effectively. Emotional health plays important role in the professional life of an individual and it effects job tasks as well. The role of a teacher is very important as he directly effects the emotions of the students. Thus a teacher needs to be emotionally healthy and in this connection organizational climate plays vital role. The purpose of the study was to see the effect of organizational climate on the emotional health of college teachers. The objectives of the study were to measure the effect of managerial competence, cohesion, and participation on the emotional health of teachers. This was a causal comparative research which was quantitative research in nature. The sample of the study consisted of randomly selected 50 college teachers, 25 teachers from public sector and 25 from private sector working in Islamabad Pakistan. Two structured questionnaire were used to measure organizational climate of colleges and emotional health of teachers. The data collection was done online and it was analyzed by descriptive statistics. Findings showed that the climate of the organization had significant effect on the emotional health of teachers. It was recommended that the Government, educational institutes of educators, community of educational providers, and teacher professional organizations may work together to improve organizational climate of educational institutions.
Chapter 3 addresses the role of personality in L2 learning. It provides an overview of relevant studies investigating the role of personality in L2 use and performance, L2 attainment, specific L2 skills, L2 anxiety, L2 willingness to communicate (WTC), L2-related attitudes and emotions and, ultimately, the use of language learning strategies. Such an approach is consistent with the perspective provided by Dewaele (2022), as it makes it viable to account for the impact of both higher-order and lower-order personality traits on SLA and L2 performance as well as investigate the effect of specific psychological variables in specific situations or tasks. Due to space limitations, the overview is selective and it is confined to studies conducted in the present century, except for the study conducted by Ehrman and Oxford (1989), and focuses on adult and adolescent learners.
One of the main pillars of positive psychology is the role our emotions (affectivity) play in various contexts of life; it follows that it also plays such a role in the language classroom (Dewaele et al., 2019; Gabryś-Barker, 2016). The power of affectivity is also exposed very strongly in the other assumptions of positive psychology: our strengths and weaknesses (the second pillar) and in the fundamental principles of enabling institutions (the third pillar) (Seligman, 2002; MacIntyre et al., 2016). This chapter brings together an interest in positive affectivity and the need for the development of effective teacher training programmes for undergraduate students who are prospective EFL teachers. The underlying belief is that it is the teacher that takes responsibility for his or her classes and individual learners in communicating and interacting in the process of language instruction. At the same time, it is believed that to some extent teachers also contribute to the personal development of their learners. The data presented here consists of the reflections of trainee teachers on their experience of positive psychology classes, introduced as part of a TEFL module in their programme of studies to become FL teachers, and its contribution to altering the students’ frame of mind in understanding what teaching a foreign language embraces. The observations made will be the basis for the implications for improving content of a pre-service training of future FL teachers, focusing on affectivity awareness brought about by the introduction to positive psychology in TEFL classes at the university.
Im deutschsprachigen Raum fehlt es an gezielten präventiven Maßnahmen für Kindergartenfachkräfte, um das Emotionswissen von Kindern kontextsensibel und alltagsintegriert über die Sprache in Routinesituationen zu fördern. Diese Lücke soll durch die Entwicklung und Evaluation eines Emotionswissen-Trainings (Em:-)s) für Kindergartenfachkräfte geschlossen werden.
This chapter examines positive psychology and its potential application in second language acquisition (SLA). The chapter first reviews the origins of positive psychology as a sub-field and the reasons why it was developed. In defining what positive psychology is, the chapter also addresses what positive psychology is not and explicates the risk of applying positive psychology principles in an oversimplified manner, a so called ‘tyranny of positive thinking.’ There are strong inroads already being made for applying positive psychology in SLA. The chapter concludes with a brief examination of the notion of positive language education which would combine language and personal development (wellbeing).KeywordsPositive emotionsCharacter strengthsPositive language educationIndividual turnCriticism of positive psychology
The construct of mood awareness is presented as a form of attention directed toward one's mood states. Two dimensions of mood awareness were investigated through the development and validation of the Mood Awareness Scale. Mood monitoring refers to a tendency to scrutinize and focus on one's moods, whereas mood labeling refers to the ability to identify and categorize one's moods. The role of these two dimensions in self-reported affective experience was explored in four studies using various measures of personality, affect, and mood regulation. Mood monitoring predicted the experience of negative affect, neuroticism, intense affective reactions, and greater rumination on negative mood. Mood labeling predicted the experience of positive affect, extraversion, high self-esteem, and greater satisfaction with social support. The usefulness of these dimensions for predicting affective outcomes is discussed.
To assess whether emotional intelligence (EI) is related to self-assessed relationship quality, an ability test of EI and measures of relationship quality were administered to 86 heterosexual couples in a university setting. Results indicated that female partners were significantly higher in EI than male partners and that EI scores were uncorrelated within couples. Two 2 × 2 multiple analyses of variance (performed separately for positive and negative outcomes) assessed how relationship quality measures differed across four different types of couples (high-EI female/high-EI male, low-EI female/low-EI male, etc.). As predicted, couples with both partners low on EI tended to have the lowest scores on depth, support, and positive relationship quality and the highest scores on conflict and negative relationship quality. Counter to our hypotheses, couples with both partners high on EI did not consistently have higher scores on positive outcomes and lower scores on negative outcomes than couples with one high-EI partner.
Students who participated in a 2-yr social decision-making and problem-solving program in elementary school showed higher levels of positive prosocial behavior and lower levels of antisocial, self-destructive, and socially disordered behavior when followed up in high school 4–6 yrs later, compared with controls. Boys who did not receive training were characterized by higher levels of self-destructive/identity and alcohol-related problems, while girls were involved most prominently in tobacco use. Involvement in the program seemed to strengthen competencies in social behavior and work performance that might offset such problems.
Emotion reduces utilization of cues. In some tasks this can be an advantage (elimination of irrelevant cues); more often, however, such reduction inhibits performance. Attentive behavior fits into the framework of this theory. It can also be easily translated into terms of information theory allowing a qualitative evaluation of task difficulty.
High emotional intelligence (EI) is associated with decreased adolescent smoking. Acculturation to the United States is a risk factor for adolescent smoking. High EI may buffer the relationship between acculturation to the United States and perceptions of the social consequences of smoking (PSC). Emotional intelligence is the ability to: accurately perceive, appraise, and express emotion; access and/or generate feelings in facilitating thought; understand emotion and emotional knowledge; and regulate emotions. Emotional intelligence (measured by the Multifactor Emotional Intelligence Scale, Adolescent Version), acculturation, and PSC were assessed in 2001 from 416 Southern California sixth graders (47% boys; mean age = 11.3 yrs; 32% Hispanic/ Latino, 29% Asian/Pacific Islander, 13% White, 19% Multiethnic, 6% Other). There was a significant EI x US acculturation interaction (p < 0.01) suggesting that those with high EI perceived more social consequences associated with smoking. As the U.S. population becomes increasingly diversified, identifying protective variables and designing effective prevention programs for adolescents of diverse ethnic and cultural backgrounds becomes important.
In New Haven, Connecticut, educators take the social and emotional development of their students seriously through comprehensive curriculums that have built-in community support.
Depressed and elated mood states may produce distinct information processing styles that can affect performance on deductive and inductive reasoning tasks differentially. Seventy-two undergraduates were asked to view a set of two film clips designed to induce either elated, neutral or depressed moods. One clip preceded each of two reasoning tasks, a deduction task and an induction task. We predicted that subjects in a depressed mood would exhibit impoverished performance relative to the other two conditions on the inductive reasoning problems but enhanced performance on those that involved deductive reasoning. Conversely, we expected subjects in an elated mood to perform worse than those in depressed and neutral moods on the deductive reasoning task, but better on the inductive reasoning task. Response times provided partial support for these hypotheses. Subjects in the elated mood condition performed significantly slower than those in both the neutral and depressed conditions on deductive reasoning problems, whereas subjects in the depressed mood condition performed significantly slower than those in the neutral condition on inductive reasoning problems. Implications for understanding mood-influenced cognitive styles are discussed.
The mood-congruent judgment effect refers to the fact that when a mood and an idea are similar in pleasantness, the idea will generally seem better in some way. For example, when people are happy, they will judge pleasant concepts as richer in their associations, pleasant attributes as more applicable, and pleasant examples of categories as more typical. This mood-related component of cognition is viewed longitudinally among normal students for the first time here. The authors demonstrate that over time, changes in mood covary with changes in judgment in normal individuals.
Emotional intelligence has been popularly portrayed as critical to human success and sometimes even more important than IQ (e.g., D. Goleman, 1995), yet sparse evidence exists supporting such a claim. The purpose of this study was to measure emotional intelligence, as conceptualized by J. D. Mayer and P. Salovey (1997), in order to better understand its contribution to the success of gifted adolescents. An adolescent version of the unpublished Multifactor Emotional Intelligence Scale (MEIS‐A) was used to measure emotional intelligence, while measures of interpersonal relations, social stress, and grade point average were utilized to gauge success. Thirty‐nine gifted adolescents (mean age = 16.5) participated. The results of hierarchical multiple regression analyses revealed that emotional intelligence did not significantly contribute to the social and academic success of these adolescents. Recommendations for future research in this area are provided, including suggestions for designing studies that could be more practical for educators and other helping professionals.
The objective of the research was to evaluate the short- and long-term effectiveness of teaching medical students interviewing skills. Methods of teaching communication skills included a workshop for clinical instructors, as an indirect approach, a workshop for medical students, as a direct approach, and a combination of both. Results demonstrated that in order to stimulate medical students to use supporting-interview skills, they themselves should participate in an interpersonal skills workshop. Being taught these skills by teachers who have participated in the workshop does not have the same positive effect.