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Denham, Susanne Ayers, und Hideko Hamada Bassett. „Early childhood teachers’ socialization of children’s emotional competence“. Journal of Research in Innovative Teaching & Learning 12, Nr. 2 (14.08.2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Petrovic, Jelica, und Marija Zotovic. „Group acceptance and emotional competence of preadolescent children“. Psihologija 40, Nr. 3 (2007): 431–45. http://dx.doi.org/10.2298/psi0703431p.
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This study examines contribution of emotional competence on socially competent behavior of preadolescents. The following emotional competencies were registered in 397 children: emotion recognition, emotional regulation, empathy and style of coping with aversive emotions. Discriminant analysis was conducted in order to identify emotional competencies that differentiate among the groups of participants with different levels of social preference. The data showed that groups of popular children, rejected children, and children of average sociometric status significantly differ with respect to their emotional competence. Children rejected by their peers displayed the lowest level of emotional competence. .
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Lazurenko, Elena, und Natalia Smila. „THE FEATURES OF FUTURE DOCTORS’ EMOTIONAL COMPETENCY FORMATION DURING PROFESSIONAL TRAINING“. PSYCHOLOGICAL JOURNAL 6, Nr. 11 (30.11.2020): 9–17. http://dx.doi.org/10.31108/1.2020.6.11.1.
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The article examines professional competence development and presents the study on psychological-pedagogical potential for future specialists’ professional competence development during modern medical professional training. The psychological-pedagogical bases for development of future doctors’ professional competence in the field of emotions in the modern medical universities are presented. The key competencies of doctors, contributing to professional identity development, professionalism formation are disclosed. The development of students’ emotional characteristics is one of the factors forming their emotional competence. The stages of emotional competence formation during professional training are analyzed. Main components of professional competency in the field of emotions are selected. The structural components of emotional competence are described. The essence and the concept of emotional competence are revealed. A general strategy, structure, the basic principles, methodological approaches and content for emotional competence development are presented. In order to form emotional competence as a doctor’s professionally significant quality, psychological and pedagogical disciplines should be changed to help future doctors to organize their activities so that they would take into account the role of emotions in treatment. In order to determine effective teaching methods, and, thus, to form the discussed skills, students’ individual differences, including those in the field of emotions, should be taken into account. The psychological features of future doctors’ emotional competence formation are: taking into account students’ age characteristics, their cognitive mental processes, general communicative skills (the ability to be attentive and observant, to understand patients’ mental states, to establish verbal, nonverbal contacts, to present themselves, etc.). We have concluded that medical students’ emotional competence can be formed by introducing of special courses, trainings and educational programs into the educational process. The findings have allowed us to presents recommendations for further research.
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Ikävalko, Heini, Päivi Hökkä, Susanna Paloniemi und Katja Vähäsantanen. „Emotional competence at work“. Journal of Organizational Change Management 33, Nr. 7 (28.08.2020): 1485–98. http://dx.doi.org/10.1108/jocm-01-2020-0024.
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PurposeThe study investigated emotional competence at work and elaborated emotional competence in relation to sociocultural aspects of emotions at work.Design/methodology/approachEmotional competence at work was explored via interviews, surveys and observations. The study was conducted over one year, during which an emotion-training intervention was conducted within a medium-sized company, operating in the healthcare sector.FindingsThe study shed light on emotional competence at work, identifying three domains: individual emotional competence, emotional competence within interactions and emotional competence embedded in workplace practices.Research limitations/implicationsThis study was conducted in one organization.Practical implicationsOrganizational developers are recommended to implement activities such as training interventions in order to build emotional competence; this applies not only at the individual level but also to achieve interaction among members of the organization within collective workplace practices.Originality/valuePrevious studies on emotional competence have been limited to the individual level. The sociocultural approach to emotional competence adopted in this study recognizes – in addition to the individual and interactional level of emotional competence – emotional competence at work as related to practices at work.
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Denham, Susanne A. „“When I have a Bad Dream, Mommy Holds Me”: Preschoolers’ Conceptions of Emotions, Parental Socialisation, and Emotional Competence“. International Journal of Behavioral Development 20, Nr. 2 (Februar 1997): 301–19. http://dx.doi.org/10.1080/016502597385351.
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Described preschoolers’ conceptions of the consequences of their own emotions within the family demonstrated the linkage between this aspect of social cognition and emotional competence with peers, and examined contributions of parental emotion to both child variables. A total of 77 4- and 5-year-olds enacted dollhouse vignettes depicting consequences of their emotions. Parents completed questionnaires on negative emotion and sharing of positive affect, and teachers rated children’s emotional competence with peers. Children attributed plausible parental reactions to their own emotions; affective sharing/distress relief conceptions of parents’ reactions were most strongly associated with emotional competence in the preschool classroom. Socialisation of emotion indices exerted both direct and indirect influences on emotional competence, and conceptions of parents’ positive reactions also exerted a direct effect, as expected.
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Nizielski, Sophia, und Heiner Rindermann. „Self- and External-Rated Emotional Competence“. Journal of Individual Differences 37, Nr. 2 (April 2016): 88–95. http://dx.doi.org/10.1027/1614-0001/a000192.
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Abstract. There is a persistent discussion on the overlap between emotional intelligence and personality. This article focuses on relations between the Big Five and emotional competence (EC; comprising the perceived abilities to recognize own and others’ emotions, regulate own emotions, and express emotions). In a sample of 92 apprentices and working persons, EC was assessed by self- and external-ratings, using the Emotionale-Kompetenz-Fragebogen (EKF; Rindermann, 2009 ). The Big Five were measured with a German version of the NEO-FFI ( Borkenau & Ostendorf, 1993 ) by self- and other-reports. Using different measurement approaches to both constructs, we found that the Big Five only predicted some of the EC facets. We argue that EC is related to, but more than personality.
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Susanti, Meria, und Maria Goretti Adiyanti. „The construction of emotional competency test kits for preschoolers“. INSPIRA: Indonesian Journal of Psychological Research 3, Nr. 2 (28.12.2022): 79–86. http://dx.doi.org/10.32505/inspira.v3i2.4975.
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Emotional competence is one of the essential abilities to be possessed by children. Children with good emotional competence will be able to understand their emotions toward themselves or others well. This competence will help children adjust to and interact well in their social environment. This study aims to develop an emotional competency test kit for preschoolers. The items on this test kit are based on the theory of emotional competence presented by Denham. This test kit consists of eight-story scenarios that trigger the appearance of emotions in the child. The validity test on this test tool used expert judgment on 17 people consisting of early childhood care and education practitioners, child psychologists, parents, and Master of Professional Psychology students in Education, with the results of the analysis using Aiken’s V. Aiken’s V analysis results, obtained a validity coefficient of 0.71-0.95. Meanwhile, the results of the analysis of the test kit trial of 96 subjects obtained a reliability coefficient of emotional competency test kits of 0.801. This study showed that this test kit has good validity and reliability and can be used to measure emotional competence in preschoolers.
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Benke, Ivo, Maren Schneider, Xuanhui Liu und Alexander Maedche. „TeamSpiritous - A Retrospective Emotional Competence Development System for Video-Meetings“. Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (07.11.2022): 1–28. http://dx.doi.org/10.1145/3555117.
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Video-meetings essentially determine remote work life. However, video-meetings experience challenges originating from human emotions. Therefore, emotional competence, the ability to perceive, understand, and regulate emotions, is of the highest relevance. With limited transfer capacity of emotional information and various communication challenges, developing emotional competence, however, is complex. To overcome this complexity, we present TeamSpiritous, an individual, retrospective emotional competence development system for video-meetings. TeamSpiritous allows to upload and analyze recorded video-meetings on emotional processes and provides support for individual development of emotional competence. We evaluated TeamSpiritous quantitatively and qualitatively in a six-week, longitudinal field study with 47 participants from China and Germany. Results of our study show that intra- and interpersonal emotional competence significantly increased over time for the whole sample. In particular, intrapersonal emotion regulation and interpersonal emotion perception and understanding improved. Since remote work video-meetings are often multicultural, we also investigated cultural differences and observed in our results that the effects of TeamSpiritous exist beyond cultural backgrounds (China, Germany). With our work, we contribute with the design of TeamSpiritous and understanding of its effects on emotional competence development.
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Ulloa, Maria, Ian Evans und Linda Jones. „The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study“. Escritos de Psicología - Psychological Writings 9, Nr. 1 (01.05.2016): 1–14. http://dx.doi.org/10.24310/espsiescpsi.v9i1.13195.
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This article describes the process and results of a Randomized Controlled Trial (RCT) on teachers’ ability to manage the emotions of preschool children during a constrained play activity. Thirty early childhood education teachers participated in the study. Half of the participants were taught strategies to enhance their own emotional competence. The control group was provided with standard information on child development. The experimental group was trained in active strategies on emotion coaching, emotional schemas, reflective practice focused on emotions, and mindfulness training. The teachers’ outcomes were assessed in situ during a pretend play session with small groups of preschoolers. The dependent variables were observed occurrences of different components of emotional competence in teachers. Significant statistical differences were found between the two groups across the three different emotional competence skills (regulation, expression, and knowledge) demonstrated by the early childhood teachers during a game situation. This experimental study highlights the processes through which teachers support the emotional competence of young children, and the importance of the role of early childhood teachers' own emotional competence on the socialisation of children’s emotions. Most importantly, it provides evidence, based on the influence of emotion-focused teacher-training and reflective practices, that teachers’ emotional skills should be supported such that they can optimally meet the emotional needs of young children.
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Aykan, Ebru. „RELATIONSHIPS BETWEEN EMOTIONAL COMPETENCE AND TASK-CONTEXTUAL PERFORMANCE OF EMPLOYEES“. Problems of Management in the 21st Century 9, Nr. 1 (20.05.2014): 8–17. http://dx.doi.org/10.33225/pmc/14.09.08.
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The present study was conducted to determine the relationships between the emotional competence and task-contextual performance of employees. Data were gathered from 342 employees working in state and private banks. Relationships between the variables, significant relationships between the emotional competence dimensions and performance dimensions were observed in this study. No relationship was observed between the “guilty” dimension of emotional competence and task performance.Non-hierarchical cluster analysis was selected and K-means cluster analysis was performed to determine the emotional competence levels of participant banking professionals. The seven pre-specified emotional competences were classified by using Ward’s method. Cluster analysis revealed that the emotional competences of the participants were clustered in two groups as high and low. Regression analyses revealed insignificant relationships between the emotional competence and task performance of employees, but positive significant relationships between emotional competence and contextual performance. Significant differences were also observed in the emotional competence levels and task-contextual performances of employees. In other words, individuals with high emotional competence levels also exhibited high performances. Key words: contextual performance, emotional competence, task performance.
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Gavaruzzi, Teresa, Marta Caserotti, Irene Leo, Alessandra Tasso, Leonardo Speri, Antonio Ferro, Elena Fretti, Anna Sannino, Enrico Rubaltelli und Lorella Lotto. „The Role of Emotional Competences in Parents’ Vaccine Hesitancy“. Vaccines 9, Nr. 3 (22.03.2021): 298. http://dx.doi.org/10.3390/vaccines9030298.
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The role of parents’ emotional competencies on vaccine hesitancy and decision making has been seldom examined. Two studies investigated the relationship between parents’ attitudes towards childhood vaccines and self-reported behavior (Study 1) and between parents’ emotional competence and attitudes towards vaccines (Study 2). In Study 1, predictors of temporal, partial, or complete vaccine refusal (having voluntarily postponed/forgone some/all vaccines) were examined in 2778 parents. In Study 2, psychological predictors of the attitude towards vaccines were examined in 593 parents, using the Profile of Emotional Competence and the valence of mental images spontaneously associated with the term “vaccine”. In Study 1, attitudes were aggregated in three independent factors (concerns about vaccine safety; diseases prevented by vaccines; and naturalistic views) that independently predicted vaccine refusal. In Study 2, a significant mediational analysis showed a positive indirect effect of intrapersonal emotional competences on attitudes towards vaccines, through mental images associated with the word “vaccine”. Parents’ intrapersonal emotional competences affected all dimensions of attitudes towards vaccines, suggesting that being able to manage, identify, and recognize one’s own emotions is central to vaccine acceptance. These findings suggest that intervention strategies, rather than stressing the pro-social benefits of vaccinating, should focus on aspects related to one’s own emotions.
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Wei, Hongguo, Diana Bilimoria und Shaobing Li. „How Does Culture Matter? The Xin (Heart-Mind)-based Social Competence of Chinese Executives“. Management and Organization Review 13, Nr. 2 (15.05.2017): 307–44. http://dx.doi.org/10.1017/mor.2016.37.
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ABSTRACTIn this study we explore the emotional and cognitive dimensions of Chinese business leaders’ social competence. We argue for a culturally inclusive conceptualization of leader social competence and its internal structure, which takes into account Chinese indigenous features. Data were collected by critical incident interviews from 42 top executives of small- and medium-sized private enterprises in China. A total of 302 competency episodes were included in the current study. Grounded theory was used for data analysis. The following xin (heart-mind)-based social competencies were referenced in episodes of effective Chinese competency-relevant social interactions: guanxi building and maintenance, empathy, inspiration with wisdom, empowerment and developing others, resilience, and appreciation of problem solving. Each of these competencies includes an emotional and a cognitive element and embodies dynamic interplay between the emotional and cognitive dimensions of social competence. Xin-based social competencies impact effective interactions in relational contexts that implicate the individual self, the organizational self, and their interactions. The theoretical contributions and practical implications of the findings are discussed.
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Pletsan, Khrystyna. „Technologies of Formation and Development of Sociocultural Environment Professionals’ Emotional Competence“. Bulletin of Kyiv National University of Culture and Arts. Series in Tourism 4, Nr. 2 (29.12.2021): 125–37. http://dx.doi.org/10.31866/2616-7603.4.2.2021.249690.
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The article analyzes the theoretical foundations and features of emotional competence formation; the concept of emotional intelligence and emotional competence in retrospect of scientific research is understood and revealed; the structure, components, elements, factors and functional role of emotional competence of specialists are characterized; the methodological approach to the formation of emotional competence of socio-cultural professionals in Ukraine and the specifics of development at the present stage are highlighted. It is proved that the emotional competence of socio-cultural professionals involves the possession of four types of skills, in particular: managing their emotions, managing other people’s emotions, awareness of other people’s emotions, awareness of their emotions; presented and argued technologies for the formation and development of emotional competence of managers of socio-cultural environment in Ukraine in accordance with the challenges of the time.
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Delcourt, Cécile, Dwayne D. Gremler, Allard C. R. van Riel und Marcel J. H. van Birgelen. „Employee Emotional Competence“. Journal of Service Research 19, Nr. 1 (03.07.2015): 72–87. http://dx.doi.org/10.1177/1094670515590776.
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Gulbs, O., und A. Kobets. „DEVELOPMENT OF SERVISEMAN ІS EMOTIONAL COMPETENCE IN ACTIVE SOCIAL-PSYCHOLOGICAL TRAINING GROUPS“. Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, Nr. 3 (47) (2021): 15–18. http://dx.doi.org/10.17721/1728-2217.2021.47.15-18.
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The article is devoted to the disclosure of the peculiarities of the development of emotional competence of servicemen in groups of active social and psychological training. It is noted that the productivity of a serviceman in interaction with others is also based on the effective perception, management and control not only of their own emotions, but also the emotions of others. Therefore, the effective activity of a serviceman directly depends on his developed emotional competence. Emotional competence, as a component of professional competence, is a set of emotional and social abilities, the ability to understand their own emotions and the emotions of others, to manage the emotional sphere. All structural components of emotional competence are interconnected, and their close interdependence promotes effective interpersonal interaction. It is assumed that servicemen with a high level of emotional competence have a strong ability to understand their own emotions and the emotions of others, to manage the emotional sphere, which leads to greater adaptability and efficiency in communication. Active socio-psychological training is psychologicalpedagogical form of development of emotional competence and improvement of abilities and skills of interaction in a society carried out in the conditions of group educational and training activity. This method was used to form in participants specific emotional, communicative, cognitive and behavioral skills, in order to increase emotional competence, communicative and psychological competence, emotional intelligence. Work in groups of active socio-psychological training is aimed at positive changes in the development of emotional competence of its participants. The effectiveness of work in groups of active socio-psychological training with servicemen is high, as the age period of early and middle adulthood involves mobility, plasticity and sensitivity of the emotional and intellectual spheres of personality. The data obtained from the results of the experiment reliably confirm the effectiveness of the method of active socio-psychological training in the development of emotional competence in servicemen.
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Mohorić, Tamara. „Construct-Related Validity of the Emotional Skills and Competence Questionnaire – Children’s Form (ESCQ-C)“. Psihologijske teme 29, Nr. 1 (2020): 151–666. http://dx.doi.org/10.31820/pt.29.1.9.
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Social and emotional skills have an important role in children’s general functioning and social relationships (e.g., with peers, and family). Questionnaires measuring these competencies should be carefully developed and validated and be in accordance with the developmental stage of children. The Emotional Skills and Competence Questionnaire – Children’s form (ESCQ-C) is a self-report measure of one’s ability to perceive and understand emotions, to express and label emotions, and to manage and regulate emotions. It was developed within the theoretical framework from the Mayer and Salovey (1997) emotional intelligence model. Structural validity of the ESCQ-C was assessed in a sample of preadolescent children (N = 639, 53% girls, Mage = 11.24, SDage = 0.71), and convergent validity was tested by correlating ESCQ-C subscales scores with the social, emotional and academic self-efficacy (The Self-Efficacy Questionnaire for Children, Muris, 2001). Our results suggest the four-factor structure for the ESCQ-C. Manage and regulate emotions subscale was divided into two subscales: the self-perceived ability to regulate one’s own emotions and other’s emotions. Correlations with the self-efficacy scales were moderate, suggesting good convergent validity. The ESCQ-C can be considered a valid measure of the emotional skills and competences for children.
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Sefidgari Goli, Masoumeh, Hooman Namvar und Farhad Jomehri. „The Relationship Between Children’s Social-Emotional Competence, Spiritual Health, and Maternal Meta- Emotion Structure Attachment Style“. Health, Spirituality and Medical Ethics 8, Nr. 2 (01.06.2021): 77–84. http://dx.doi.org/10.32598/hsmej.8.2.2.
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Background and Objectives: Understanding the influences of parents on children in the process of psychosocial and personality development of children and adolescents has been the focus of psychologists and sociologists. This study aimed to predict the emotional and social competence of the child based on spiritual health and maternal emotional structure according to the mediating role of children’s attachment style. Methods: The statistical population of this correlational descriptive was female primary school students and their mothers in Tehran City, Iran. Of them, 250 individuals were selected by purposive and voluntary sampling method using Klein’s method. The research instruments included Zhu and Ji’s (2012) Emotional and Social Competency Inventory, Polutzin and Ellison’s Spiritual Well-Being Scale (SWBS), and Kern’s Attachment Style Classification QuestionnaireAttachment style. The collected data were analyzed using AMOS. Results: The obtained results suggested that the structure of maternal metacognition was directly related to children’s attachment style (-0.33); maternal spiritual health and children’s attachment style (0.37); the structure of maternal metacognition and the emotional-social competence of the child (-0.26); mothers’ spiritual health and child’s emotional and social competence (0.18), and the child’s attachment style and the child’s emotional and social competence (0.49). The structure of maternal emotional well-being and the emotional-social competence of the child (-0.16) as well as the spiritual health of the mother and the emotional-social competence of the child (0.18) were indirectly related. Conclusion: Considering the importance of the child’s emotional and social competence, the emphasis on the influential factors of the present study can be promoted in developing this skill among children. Maternal spiritual health and emotional structure were related to the child’s emotional and social competence through the attachment style of the child; the strongest relationship concerned the relationship between attachment style and emotional and social competence
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Buck, Ross. „Rapport, Emotional Education, and Emotional Competence“. Psychological Inquiry 1, Nr. 4 (Oktober 1990): 301–2. http://dx.doi.org/10.1207/s15327965pli0104_4.
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Hernández-Jorge, Carmen M., Antonio F. Rodríguez-Hernández, Olena Kostiv, Pilar B. Gil-Frías, Raquel Domínguez Medina und Francisco Rivero. „Creativity and Emotions: A Descriptive Study of the Relationships between Creative Attitudes and Emotional Competencies of Primary School Students“. Sustainability 12, Nr. 11 (11.06.2020): 4773. http://dx.doi.org/10.3390/su12114773.
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This article presents the results of an exploratory study on the relationships between the emotional competencies and attitudes towards creativity in a sample of primary school students. This study is part of a wider project on the implementation of the curricular area “Emotional Education and Creativity,” a far-reaching innovation in the educational system of the Canary Islands, Spain. A validated questionnaire for the evaluation of emotional and creative variables from the teachers’ perspectives was used. The questionnaire was given to 230 primary school teachers, who used it to assess the emotional and creative competencies of 2540 schoolchildren. A bivariate correlation was carried out to establish the relationship between these competencies, and a multiple regression analysis was used to understand the influence of emotional skills on creativity. The results obtained confirmed the close relationship between the emotional dimension and the creative construct. Specifically, it was observed that emotional awareness was the competence with the closest relationship, together with the responsibility for one’s own emotions, and the one that had the greatest weight in explaining creative competences. This result emphasizes that emotional and creative competencies complement each other and highlights the importance of working on these competencies together. We are committed to continuing with this line of research that supports an emotional conception of creativity.
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Razak, Ahmad, und Novita Maulidya Jalal. „HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN KOMPETENSI KEPRIBADIAN GURU“. Jurnal Psikologi TALENTA 4, Nr. 1 (01.10.2018): 69. http://dx.doi.org/10.26858/talenta.v4i1.6580.
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This study examines the relationship between emotional intelligence and personality competence. The subjects of this study were 60 teachers of SMAN 1 Sungguminasa using total sampling techniques. Data retrieval used by using The emotional intelligence scale and personality competency scale. The data was then processed using parametric statistics, namely Pearson product moment. The results of the analysis show that there is a relationship between emotional intelligence and personality competence. This shows that there is a positive relationship between emotional intelligence and personality competence. The higher the emotional intelligence, the higher the personality competence.
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Samuel, Rachel, und Idris Osman. „Emotional Intelligence and Perceived Social Support among Service Sector Employees“. Environment-Behaviour Proceedings Journal 7, SI8 (06.10.2022): 41–49. http://dx.doi.org/10.21834/ebpj.v7isi8.3914.
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The main objective of this study is to determine whether perceived social support affects Emotional Intelligence. The hypothesis that is intended to be proven here is that Emotional Intelligence can be used to measure mental wellness in individuals. Emotional intelligence is said to have two main dimensions that is one of personal competence and the other that of social competence. Perceived social support has been accepted as support from family, friends, and significant others. Emotional Intelligence is important because it helps individuals regulate the overflow of emotional energy welling within oneself and helps others around them cope with those overflowing emotions; hence, this study is perceived as beneficial. This study targets the service sector employees as the sector faces a diverse variety of challenges emanating from the global pandemic. 536 responses were taken, and PLS-SEM was used and applied to analyze and test out the hypotheses. The results showed that social support affects both personal and social competencies. However, in the final analysis, perceived social support turned out to have a stronger influence on personal competency. Keywords: emotional intelligence; social support; personal competence; social competence; service sector eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7iSI8.3914
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Oriarewo, Godday Orziemgbe, Kenneth Chukwujioke Agbim und Tor Aondoaver Zever. „RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ENTREPRENEURIAL PERFORMANCE: The Mediating Effect of Entrepreneurial Competence“. Australian Journal of Business and Management Research 04, Nr. 08 (14.12.2014): 01–09. http://dx.doi.org/10.52283/nswrca.ajbmr.20140408a01.
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Research has shown that individuals with greater emotional intelligence are better able to appraise, manage and regulate the emotions of others. Such abilities allow these individuals to judge if their emotions are linked to opportunities, and thus use these emotions in the process of decision making that enhances higher performance. Consequent upon this, there is substantial evidence documenting the effects of emotional intelligence on leadership and educational performance. However, there is much less research examining how emotional intelligence and entrepreneurial competence affects entrepreneurial performance. This study therefore employed the creation theory to investigate the mediating effect of entrepreneurial competence on the relationship between the dimensions of emotional intelligence (i.e., self emotional appraisal, others’ emotional appraisal, regulation of emotions and use of emotions) and entrepreneurial performance. The study adopted ex-post-facto, simple random sampling technique and questionnaire to generate data from selected respondents in the hospitality industry in Makurdi metropolis, Benue State, Nigeria. The data were analysed using multiple regression statistical method. It was found that entrepreneurial competence mediates the relationship between the dimensions of emotional intelligence and entrepreneurial performance. In view of this, enterprises’ owners should ensure that their managers and employees are emotionally intelligent and entrepreneurially competent through a well planned recruitment and selection process.
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Diogo, Paula, Madalena Oliveira, Patricia Baltar und Hugo Martins. „Emotional Competence in a Gender Perspective: The Experiences of Male Nursing Students in the Sexual and Reproductive Health Clinical Teaching“. Global Research in Higher Education 2, Nr. 1 (22.02.2019): 71. http://dx.doi.org/10.22158/grhe.v2n1p71.
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<em>In the Nursing Degree clinical teaching, gender stereotypes can influence the emotional experience of male students, with implications on their learning and competence’s development in a health care area that is predominantly female, since it is consensual that the emotional dimension of learning can stipulate the experiences of caring. The development of emotional competence promotes a greater capacity for adaptive resilience in the face of stressful situations; consequently, to be emotionally competent is to be able to find solutions in internal resources that emerge from emotions (especially its management) and from the motivation of each individual. This interrelation between emotions and gender prompts the understanding of the male nursing students’ emotional experience of provision of care in sexual and reproductive health. In order to understand this phenomenon, is proposed a research project with a qualitative approach, exploratory and descriptive. The data will be obtained from narratives written by nursing degree male student and also from clinical teaching supervisor nurses. Understanding students’ emotional experiences in clinical teaching of sexual and reproductive health, related to possible gender stereotypes and restrictions to care in this area, leading us to understand how emotion itself manages these genderized experiences, what sense it gives them and how it incorporates them into learning in clinical teaching.</em>
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Sert Agır, Meral. „Investigation of emotions management skills, perceived social competence, friendship quality, social exclusion and need to belong in adolescents“. SHS Web of Conferences 48 (2018): 01034. http://dx.doi.org/10.1051/shsconf/20184801034.
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The research was conducted to investigate the dynamics between emotional management skills, perceived social competence, friendship quality, social exclusion, and need to belong in adolescents. Previous studies emphasize the importance of competencies in adolescents related to emotional management skills in social and academic life as well as in the family. In this context, emotional management skills gain an importance as a feature that can help adolescents become a member of a group and meet the need to belong by positively changing the perception of the social competence of the individual, increasing social harmony, and developing meaningful and supportive friendships. Research data was obtained by applying "Emotions Management Skills Scale", "Perceived Social Competence Scale", "Friendship Quality Scale", "Social Exclusion Scale", "Need to Belong Scale" and "Personal Information Form" on 431 students (195 male, 236 female) in 9th, 10th, and 11th Grades in Kadıköy district, Istanbul province. Significant differences were found in friendship quality, perceived social competence, and emotions management with respect to gender. In addition, differences were found in investigated characteristics with respect to age, grade, academic achievement, family dynamics and, a negative relationship was found between social exclusion and emotions management skills, perceived social competence, and friendship quality.
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Vikhman, A. A., N. A. Galyuk, I. V. Gorbunova, V. L. Katkov und B. M. Charny. „Development and Psychometric Analysis of a Questionnaire of Social-Emotional Competence of the Personality (QSECP)“. Bulletin of Kemerovo State University 24, Nr. 4 (09.10.2022): 493–503. http://dx.doi.org/10.21603/2078-8975-2022-24-4-493-503.
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Competence is a popular research subject of foreign and domestic psychology, pedagogy, and sociology. Social, emotional, and socio-emotional competences are often considered as key ones. Although they usually associate with success in various spheres of human life, no tool for diagnosing socio-emotional competence has been developed yet. This article describes the problem of diagnosing social and emotional competence. It introduces new psychometric and psychodiagnostic tool that can be used to test socio-emotional competence and its structure. The questionnaire was based on the QSECP Item Response Theory (IRT) methodology that evaluates tests and their efficiency. The psychometric analysis made it possible to determine the validity and reliability of the new questionnaire, as well as to establish the main list of questions that reflect the structure of socio-emotional competence. The questionnaire can be used to study mental, pedagogical, and sociological phenomena of socio-emotional competence, as well as the structure of social and emotional reliability, their formation, professional performance, etc. Further research will feature of socio-emotional competence in various activities and personalities.
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Garner, Pamela W., und Kimberly M. Estep. „Emotional Competence, Emotion Socialization, and Young Children's Peer-Related Social Competence“. Early Education & Development 12, Nr. 1 (Januar 2001): 29–48. http://dx.doi.org/10.1207/s15566935eed1201_3.
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Delcourt, Cécile, Dwayne D. Gremler, Fabrice De Zanet und Allard C. R. van Riel. „An analysis of the interaction effect between employee technical and emotional competencies in emotionally charged service encounters“. Journal of Service Management 28, Nr. 1 (20.03.2017): 85–106. http://dx.doi.org/10.1108/josm-12-2015-0407.
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Purpose Customers often experience negative emotions during service experiences. The ways that employees manage customers’ emotions and impressions about whether the service provider is concerned for them in such emotionally charged service encounters (ECSEs) is crucial, considering the criticality of the encounter. Drawing on cognitive appraisal theory, this study proposes that two key competencies – employee emotional competence (EEC) and employee technical competence (ETC) – affect negative customer emotions and customer satisfaction with employee response in ECSEs. Design/methodology/approach This study relies on a video-based experiment that depicts a customer involved in an ECSE as a service provider delivers bad news to him. The hypothesis tests use a two-way independent analysis of covariance. Findings Both emotional and technical competencies must be displayed to improve the customer experience in an ECSE. When EEC is low, ETC does not decrease negative customer emotions or increase customer satisfaction with employee response. When EEC is high, ETC instead has a significant impact on both customer outcomes. Practical implications Managers must train employees to develop both technical and emotional competencies. Employees who demonstrate only one type cannot temper customers’ emotions or enhance their perceptions of the employees’ response as well as can those strong in both competencies. Originality/value Using a video-based experiment, this study examines the moderating role of EEC in the relationship between ETC and two key aspects of the customers’ experience in an ECSE (negative customer emotions and customer satisfaction with employee responses) following the delivery of bad news.
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Krishnawati, Naniek, Juntika Nurihsan, Dasim Budimansyah und Encep Syarief Nurdin. „The Role of Entrepreneurship Education in Shaping Students' Emotional and Cognitive Competencies for Entrepreneurship“. International Journal of Learning, Teaching and Educational Research 22, Nr. 2 (28.02.2023): 262–80. http://dx.doi.org/10.26803/ijlter.22.2.15.
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This study investigates the role of moderation in entrepreneurship education at the vocational high school level in shaping students' emotional and cognitive competencies to enter the entrepreneurial field. The planned behavior is used to analyze the moderation role of education on the variables of students' emotional and cognitive competencies. The factor analysis research design was used to see the role of entrepreneurship education and each contribution of students' emotional competence and cognitive abilities to students' interest in entrepreneurship. Structural equation model analysis was used to analyze the contribution between variables. Research findings show that entrepreneurship education is able to make a significant contribution to students' emotional and cognitive competencies in increasing their interest in entrepreneurship. The contribution of students' emotional and cognitive competencies has a direct influence on entrepreneurial attitudes, interests and self-efficacy. So, students who have emotional competence will have a better interest in entrepreneurship, so that they are considered to be preparing them to be good entrepreneurs. The findings of this study implied that entrepreneurship education can shape students' entrepreneurial competence and cognitive skills, thus making entrepreneurship education a good alternative program in schools. The researcher recommends further research to further explore the influence and relationship between students' emotions and cognition in a business context. In addition, potential future research could include entrepreneurship teaching methods, problems and design of entrepreneurship teaching activities.
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Khan, Dr Mussarat Jabeen, Gulmeena Tahir und Dr Fouzia Ajmal. „SOCIAL COMPETENCE AND AFFECTIVE STYLES OF EMOTION REGULATION AMONG UNIVERSITY STUDENTS“. Journal of Arts & Social Sciences 9, Nr. 2 (31.12.2022): 11–20. http://dx.doi.org/10.46662/jass.v9i2.230.
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Being social animals human being always strive to interact with others, which needs social competence. However they need to manage their emotions also. This particular research was carried out to find the relationship between social competence and different affective styles of emotion regulation of university students. Moreover the gender difference on social competence and affective styles of emotion regulation was also checked. Correlation research design was used and data were collected through survey technique from male and female students of Foundation University, COMSATS University, Quaid-i-Azam University, Capital University and International Islamic University. Social Competence Scale and Affective Style Questionnaire were administered on university students for data collection which were analysed using mean, Standard Deviation, t-Test and pearson correlation. A significant correlation between social competence and affective styles of emotional regulation (adjusting, tolerating and concealing styles) was found. It was also observed that gender difference between university students on social competence was significant. However gender difference on emotional regulation was non-significant. Using positive affective styles of emotional regulation can help to reduce stress, tension, anxiety and depression among university students.
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Denham, Susanne A., Kimberly A. Blair, Elizabeth DeMulder, Jennifer Levitas, Katherine Sawyer, Sharon Auerbach-Major und Patrick Queenan. „Preschool Emotional Competence: Pathway to Social Competence?“ Child Development 74, Nr. 1 (Februar 2003): 238–56. http://dx.doi.org/10.1111/1467-8624.00533.
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Lee, Honggyu, Hagen Wäsche und Darko Jekauc. „Analyzing the Components of Emotional Competence of Football Coaches: A Qualitative Study from the Coaches’ Perspective“. Sports 6, Nr. 4 (23.10.2018): 123. http://dx.doi.org/10.3390/sports6040123.
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Emotional Competence (EC) is regarded as a fundamental skill for sports coaches. However, the applications of EC in football coaching are not well understood. This study analyzed the specific emotional processes football coaches experience. We interviewed 18 football coaches and analyzed the interview transcripts by using a systematic analysis process based on Grounded Theory principles. We derived a model from this analysis that comprises a four-phase process: emotional triggers, emotional experiences, emotion regulation strategies, and emotional consequences. In this model, we identified four categories which act as triggers of emotions in football coaches. These emotions can be positive or negative and are manifested at three levels. However, the coaches vary in their capability to perceive emotions. Our model also shows that coaches’ emotion regulation strategies influence the effect of emotional experiences. Experienced emotions promote consequences with psychological and social implications for coaches and may influence their perception of future situations. In short, the process seems to be circular. This finding suggests that the ability to deal with emotions is an important aspect for football coaches.
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Milojević, Miloš. „Emotional competences of teachers in preschool facilities“. Megatrend revija 19, Nr. 1 (2022): 127–44. http://dx.doi.org/10.5937/megrev2201127m.
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Preschool teachers have an important role in child development, considering that, in addition to parents, they are very influential persons who are in continuous contact with children, represent an authority and model children's behavior. Knowledge, skills, and abilities, but also character traits of the teacher (competence), are therefore very important, which is why this paper focuses on the competence of teachers in preschool facilities, with a special accent on their emotional competence, which, as the most important aspect, include recognizing emotions and impulse control in yourself and others. The goal of this research is to determine the development level of teachers' emotional competence. The research encompasses 108 teachers, and the questioning was done using an assessment scale which, using grades 1 to 5, assesses the level of agreement with claims devised based on the theory concept by Suzic (2004). The results of the research have shown that the younger teachers (by age and job experience) have scored higher on the instrument compared to older teachers, on almost all subscales (except recognizing your own and others' emotions as well as confidence). This data show that younger teachers assess their own emotional competencies as better developed compared to older teachers. Based on this data, certain recommendations were derived for further research and pedagogic practice.
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Avsec, Andreja, Irina Belasheva, Jiri Cenek, Azizuddin Khan, Tamara Mohorić, Vladimir Takšić und Gaja Zager Kocjan. „Cross-Cultural and Gender Measurement Invariance of the Intrapersonal and Interpersonal Emotional Competence Questionnaire“. Psihologijske teme 29, Nr. 1 (2020): 167–90. http://dx.doi.org/10.31820/pt.29.1.10.
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The Intrapersonal and Interpersonal Emotional Competence Questionnaire (IIECQ) was developed from the Emotional Skills and Competence Questionnaire, addressing some of its content issues. Measurement invariance of the two-factor IIECQ model (interpersonal and intrapersonal emotional competence factors) was examined across countries and gender groups using a sample of 998 students from five different countries (Slovenia, Russia, Croatia, India, and theCzech Republic). Our results supported partial scalar invariance of the IIECQ across countries with three items having varying intercepts in different countries. Scalar invariance was fully confirmed across gender groups. Latent means for the two IIECQ factors were compared between the five countries and the two gender groups. While men and women reported similar levels of intrapersonal and interpersonal emotional competences, significant differences were observed between some of the countries. To assess the construct validity of the IIECQ, correlations were examined between the IIECQ subscale scores and the measures of emotion regulation, personality, and well-being. In general, correlations were low to moderate and in accordance with expectations, showing adequate convergent validity of the new scales. Overall, the IIECQ represents a psychometrically sound measure of the intrapersonal and interpersonal emotional competences, which are measured in the same way across the five countries examined as well as across genders.
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Karrir, Naval. „Emotional Competence at work“. Paradigm 7, Nr. 1 (Januar 2003): 37–45. http://dx.doi.org/10.1177/0971890720030104.
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The paper discusses the salience of emotional competence at the work place and explains the relative edge it has over the intelligence quotient (IQ) which is mostly used to determine the effectiveness of employees at the work place. Relationship between emotional competence and intelligence quotient has been explored. A framework providing explanation on the various components of emotional competence has been discussed. A methodology for measurement of emotional competence through indicators has been proposed and strategies recommended for enhancing emotional competence at the work place.
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Nielsen, Line, Charlotte Meilstrup, Malene Kubstrup Nelausen, Vibeke Koushede und Bjørn Evald Holstein. „Promotion of social and emotional competence“. Health Education 115, Nr. 3/4 (01.06.2015): 339–56. http://dx.doi.org/10.1108/he-03-2014-0039.
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Purpose – Within the framework of Health Promoting Schools Up is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of interventions measure changes in competences. The purpose of this paper is to present the intervention Up and document changes in social and emotional competence among schoolchildren before and after the intervention. Design/methodology/approach –Up consists of four components: education and activities for schoolchildren; development of staff skills; involvement of parents; and initiatives in everyday life at school. Up was implemented in two Danish schools in 2010-2011. Social and emotional competence was measured among 11-15-year old schoolchildren before (response rate 96.2 per cent, n=589) and after (response rate 83.9 per cent, n=532) the intervention. Findings – Changes in level of social competence were assessed by the prevalence of a high level of social and emotional competence before (33.3 per cent) and after (40.8 per cent) the intervention (p-value=0.01). Research limitations/implications –Up provides valuable experiences for adapting evidence-based mental health promotion to the Danish school system which is characterized by democracy, autonomy and inclusion. Future research should study the implementation and effect of Up in larger scale studies. Practical implications – The comprehensive description of Up serves as important information for policymakers and practitioners working with mental health promotion. Originality/value – The whole school approach intervention Up has the potential to promote social and emotional competence and reduce socioeconomic differences in social and emotional competence among schoolchildren.
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Collie, Rebecca J. „The development of social and emotional competence at school: An integrated model“. International Journal of Behavioral Development 44, Nr. 1 (06.06.2019): 76–87. http://dx.doi.org/10.1177/0165025419851864.
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The aim of the current article is to extend prior conceptualizing by presenting a model of social and emotional competence that recognizes both the mechanisms and the manifestations of social and emotional competence. The Social and Emotional Competence School Model draws together conceptual underpinnings from the social and emotional competence literature along with theoretical grounding from self-determination theory and applies this within the schooling context. Social and emotional competence is operationalized by way of three components: basic psychological need satisfaction (of autonomy, competence, and relatedness), autonomous motivation, and behaviors. In the model, the three components form an iterative process of social and emotional competence development. Need satisfaction promotes social–emotional autonomous motivation and, in turn, socially and emotionally competent behaviors. The behaviors then promote need satisfaction in an ongoing cycle. The associations identified in the iterative process are impacted by need-support within the social environment, and the associations influence and are influenced by individual differences and human development.
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Suleimenova, Adilya, und Oksana Ivanova. „Emotional Competence and Individual Style of Action of Future Teachers of Higher Education in the System of Education for Sustainable Development“. Journal of Teacher Education for Sustainability 20, Nr. 2 (01.12.2018): 44–63. http://dx.doi.org/10.2478/jtes-2018-0014.
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Abstract The article presents the results of a study of emotional competence and individual style of action of students – future teachers of higher education in the system of education for sustainable development (EDS). The theoretical analysis of the application possibilities of the system (ideas) of EDS is performed. The study highlights a number of competences that are consistent with the components of emotional competence and individual style of action. The study involves 20 students of pedagogical specialties from Almaty, Kazakh-stan. The components of emotional competence and individual style of action are investigated using self-assessment questionnaires. The article presents the answer to the question of whether there are stable links between the components of emotional competence and individual style of action as well as draws conclusions on the importance of developing emotional competence in the EDS system.
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Verkhoturova, Natalia, Alexey Dmitriev und Svetlana Dmitrieva. „On the problem of relevance to develop emotionally competent behavior in children with intellectual disabilities“. E3S Web of Conferences 210 (2020): 18109. http://dx.doi.org/10.1051/e3sconf/202021018109.
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Nowadays, improvement of the education quality remains a burning issue in the world and, in particular, in Russia. Modern social, economic and cultural transformations have bred new values in education to appear; educational objectives, goals, content and results have been reviewed. Contemporary changes have generated a reasonable request of the society for training a comprehensively developed, cultured and competent person who is given the necessary set of social important competences for various culture-congruent activities; actively interact with society and efficiently adopt social roles. Current trends dictate to look for new approaches and methods in education that actively form personal and social skills and competencies to facilitate a better social adaptation and socialization of every person with understanding of their potential. In this regard, investigation of emotional competence of school students with intellectual disabilities is of special relevance; state and condition of the disorder in many ways define the capacity of sound socialization for this group of children. Goal of our research is to analyze theoretical background, studies and methodological concepts in world and Russian psychology on the problem of regulation of emotional response of school students with intellectual disabilities through shaping emotional competence in their behavior; to pinpoint problems and potential to scrutinize this topic. The scope of the research is the process of emotion regulation of school students with intellectual disabilities through shaping emotional competence, which encompasses abilities to monitor, control and manage their emotional response in social environment. The research found that most scientists although declare the need for special programs to study and correct the emotional responses of intellectually disabled students with a view to their best socialization in modern society, there are still deficits in both the science and the practice of special psychology related to the development and implementation of technologies for monitoring, predicting and managing emotional responses among this group of schoolchildren.
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Ірина Сухопара. „CONTENT AND STRUCTURE OF FUTURE PRIMARY SCHOOL TEACHERS’ EMOTIONAL COMPETENCE“. Problems of Modern Teacher Training, Nr. 2(22) (01.10.2021): 165–75. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219588.
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Determining the content and structural components of the future primary school teachers' emotional competence will help organize the process of future teachers' training for successful professional activity, personal self-realization. The purpose of our article is to study theoretical substantiation content and structural components of future primary school teachers' emotional competence. Methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, the study of experience on the researched question were used to solve this problem, which allowed forming their own view on the content and structure of future teacher's emotional competence. Primary school teachers' emotional competence is understood as a dynamic combination of views, values, knowledge of emotions, ability to express, understand, manage pupils own emotions and emotional state, which shapes the ability to successfully organize the educational process on an emotional basis, empathy principles, to realize themselves in professional activity. The concept contains two components: personal, which includes the ability to understand, express, identify, stimulate their emotions and feelings, manage them and interpersonal – the ability to perceive, understand the emotional state of pupils, their parents, colleagues, to understand the motives of their behaviour, effectively communicate with them, interact, solve problems, influence emotions and feelings to achieve educational goals. The emotional competence structure of a future primary school teacher is represented by such interrelated components as cognitive, value, activity.
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Erygina, A. V. „EMOTIONAL INTELLIGENCE AS A SUCCESS FACTOR“. ECONOMIC VECTOR 2, Nr. 25 (Juni 2021): 77–82. http://dx.doi.org/10.36807/2411-7269-2021-2-25-77-82.
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The paper addresses the development of emotional intelligence and its impact on the employees' success. It links soft skills with emotional intelligence and contains the review of the theory of basic emotions proposed by Robert Plutchik, methods of its use and its relevance in HR management for managers and workforce. The paper describes the properties of emotions and emotional reasoning, role and importance of the employees' emotional competence, as well as ways to trigger necessary emotions in the audience. It analyses the development of emotional intelligence studies of foreign and national researchers and determines two emotion management approaches.
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Wang, Xiaoyuan, Yaqi Liu, Longfei Chen, Huili Shi, Junyan Han, Shijie Liu und Fusheng Zhong. „Research on Emotion Activation Efficiency of Different Drivers“. Sustainability 14, Nr. 21 (26.10.2022): 13938. http://dx.doi.org/10.3390/su142113938.
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Emotion is an implicit psychological characteristic that changes over time. When it accumulates to a certain extent, it will be accompanied by certain external manifestations. Drivers with different traits have different emotional performance, which leads to different effects from different driver traits on the driver’s emotional activation efficacy. In this study, we thoroughly explore the effects of different genders, age, driving competence, driving anger tendency, driving safety attitude and stress state on driver’s emotional activation efficacy. This paper selects 74 young and middle-aged drivers with an age distribution between 20 and 41 years old. The eight most typical driving emotions (anger, surprise, fear, anxiety, helplessness, contempt, ease and pleasure) were screened through questionnaires. An experimental framework for the emotional stimulation and measurement of eight driving emotions was designed based on multiple emotional stimulation methods and PAD emotional model. The effect of emotional activation on drivers of different genders, age, driving competence, driving anger tendency, driving safety attitude and stress state was explored in depth. The results show that gender, age, driving safety attitude, driving anger tendency, stress state, etc., all have different degrees of influence upon the activation efficacy of emotion. The research results reveal the rules for the generation of different driving emotions to a certain extent and provide a theoretical basis for further exploring the cognitive and behavioral characteristics of drivers with different emotions.
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Pandey, Shilpa, und Anjali Sahai. „AGGRESSION AND EMOTIONAL COMPETENCE AMONGDAY SCHOLARS AND BOARDERS: A STUDY ON COLLEGE STUDENTS“. International Journal of Advanced Research 8, Nr. 11 (30.11.2020): 1069–81. http://dx.doi.org/10.21474/ijar01/12102.
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Changes in Level of Aggression can affect ones Emotional Competence and its dimensions. College students who are Day Scholars (living at home) and Boarders (living in hostels, PGs, Rented Flats) may have different types of stressors and issues which in turn may affect ones level of aggression. The aim of the study was to assess the relationship between level of aggression and emotional competence among day scholars and boarders. The dimensions of emotional competence include Adequate Depth of Feeling (ADF), Adequate Expression and Control of Emotions (AECE), Ability to Function with Emotions (AFE), Ability to Cope with Problem Emotions (ACPE), Enhancement of Positive Emotions (EPE). The sample consists of 120 college students of Delhi/NCR (60 day scholars and 60 boarders) which were selected using purposive sampling technique. For the purpose of data collection, questionnaire of Aggression Scale by Dr. G.P. Mathur and Dr. Rajkumari Bhatnagar and Emotional Competence Scale by Dr. Harish Sharma and Dr. Rajiv Lochan Bhardwaj were used. The quantitative analysis was done by the help of Pearsons Product Moment Correlation. The findings revealed significant negative correlation between level of aggression and emotional competence.
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Brinton, Bonnie, und Martin Fujiki. „Meet Me More Than Half Way: Emotional Competence in Conversation Using AAC“. Perspectives on Augmentative and Alternative Communication 18, Nr. 3 (September 2009): 73–77. http://dx.doi.org/10.1044/aac18.3.73.
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Abstract Typically developing children learn about emotion through interactions with parents, caretakers, and peers. Children who use augmentative and alternative communication (AAC) have a difficult time talking about emotions. This article discusses the importance of emotional competence in interaction and to challenge those of us who work with children who use AAC to consider the emotional aspects of communication when designing and implementing interventions.
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Nikiforova, E. G., D. S. Shakirova und A. D. Abrosimova. „Formation of Emotional Intelligence of the Financial Company's Employees“. International Journal of Financial Research 11, Nr. 5 (22.09.2020): 485. http://dx.doi.org/10.5430/ijfr.v11n5p485.
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Today human intelligence plays an important role in management activities. "Soft skills" are the basis for creating effective horizontal and vertical communications; however, for the effective management of employees today stands out another factor – management competencies, including emotional intelligence. Due to the ability to manage emotions, the employee is capable of self-motivation, to the effective management of conflict situations, work stress, and also increases the efficiency of staff. Accordingly, understanding the emotions of employees allows the financial company to analyze their actions and adjust them to create conditions that will satisfy the needs of the staff in exchange for meeting the needs of the organization if it is necessary. When considering the features of the formation of the emotional competence of employees, we found that emotional intelligence must be developed following the developed algorithm, especially leaders. The research also provides models for managing factors, as well as methods for assessing emotional competence and the mechanism for developing emotional intelligence on the example of retail trade (hypermarket with more than 300 employees) in Kazan.
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Aleksieieva, Oksana. „The Use of Competency-oriented Tasks in the Process of General Pedagogical Training of Future Teachers“. Education and Pedagogical Sciences, Nr. 3 (178) (2021): 3–12. http://dx.doi.org/10.12958/2227-2747-2021-3(178)-3-12.
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The article presents essential features of the competence approach as a theoretical basis for the development and implementation of competence-oriented tasks in the process of general pedagogical training of future teachers. According to the professional standard, labour functions and relevant professional competencies (language and communicative, subject and methodical, information and digital, emotional and ethical, competence of pedagogical partnership, prognostic, organizational, etc.), which form the basis of a modern teacher's professionalism have been characterized. The essence, functions, specific features, typology and structure of competency-oriented tasks, features of their development based on B. Bloom’s taxonomy have been presented. The advantages and disadvantages / risks of using competency-oriented tasks in the process of general pedagogical training of future teachers have been identified. Taking into account the job functions and professional competencies of a modern teacher, examples of competency-oriented tasks within the educational components of general pedagogical training of future teachers have been presented.
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Pogodaeva, Margarita Viktorovna, und Yulia Vladislavovna Chepurko. „The study of teachers’ emotional competence and its development during training sessions“. Science for Education Today 12, Nr. 2 (01.05.2022): 81–72. http://dx.doi.org/10.15293/2658-6762.2202.03.
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Introduction. The article examines the problem of teachers’ emotional competence as an obligatory component of their professional communicative competence. The purpose of the study is to assess the level of emotional competence among school teachers and determine the optimal conditions for its development. Materials and Methods. The study is based on the analysis of scholarly literature by Russian and foreign researchers devoted to emotional competence and emotional intelligence, its role in communicative interactions and successful professional activities. The sample included teachers and educational psychologists from comprehensive secondary schools in Irkutsk (N=70). Respondents' teaching experience ranged from 1 year to 40 years (M=28.50; SD=1.96). The study used V.V. Boyko’s inventory for diagnosing the level of empathic abilities and D. Lyusin’s emotional intelligence test. The Emotional Competence Training program was designed in order to develop teachers’ emotional competence. The program included mini-lectures and discussion lectures, exercises on verbal and non-verbal means of expressing emotions, ways of managing emotional states, role-playing games, art therapy classes, and reflection. Results. The results of the empirical research showed that the majority of teachers have an average level of emotional intelligence. During the implementation of the training program and after its completion, teachers' understanding of each other's emotional state and empathy increased. The results obtained are a resource for increasing the level of teachers’ emotional competence and reducing their emotional burnout. Conclusions. The authors conclude that the level of school teachers’ emotional competence is unacceptably low. Optimized work load and special training programs can be employed for its effective development.
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van den Bedem, Neeltje P., Julie E. Dockrell, Petra M. van Alphen und Carolien Rieffe. „Emotional Competence Mediates the Relationship between Communication Problems and Reactive Externalizing Problems in Children with and without Developmental Language Disorder: A Longitudinal Study“. International Journal of Environmental Research and Public Health 17, Nr. 16 (18.08.2020): 6008. http://dx.doi.org/10.3390/ijerph17166008.
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Language problems are a risk factor for externalizing problems, but the developmental path remains unclear. Emotional competence may mediate the relationship, especially when externalizing problems are reactive in nature, such as in Oppositional Deviant Disorder (ODD) and reactive aggression. We examined the development of reactive and proactive externalizing problems in children with (n = 98) and without (n = 156) Developmental Language Disorder (DLD; age: 8–16 years) over 18 months. Relationships with communicative risk factors (structural, pragmatic and emotion communication) and the mediating role of emotional competence (emotion recognition and anger dysregulation) were examined. Multi-level analyses showed that increasing emotion recognition and decreasing anger dysregulation were longitudinally related to decreasing ODD symptoms in both groups, whereas anger dysregulation was related to more reactive aggression in children with DLD alone. Pragmatic and emotion communication problems were related to more reactive externalizing problems, but these relationships were mediated by emotional competence, suggesting that problems in emotional competence explain the communication problems of children with DLD. Therefore, in addition to interventions for communication skills, there is a need to address the emotional competence of children with DLD, as this decreases the risk for reactive externalizing problems.
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Cherednyk, Diana. „FORMATION AND DEVELOPMENT OF THE STUDENTS’ KEY COMPETENCES IN NATURAL SCIENCES AND TECHNOLOGIES USING THE TOOLS OF TEACHING PHYSICS“. Academic Notes Series Pedagogical Science 1, Nr. 206 (Januar 2022): 227–35. http://dx.doi.org/10.36550/2415-7988-2022-1-206-227-235.
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The article presents the problem of organizing the educational activities of students studying natural sciences. The purpose of the study is to carry out a theoretical analysis of the scientific literature regarding the determination of the structural components of key competencies in natural sciences and technologies that are formed and developed in students through the means of teaching physics. Formulation and understanding of competence, key co-competence in pedagogical activity from the standpoint of modern domestic and foreign researchers are considered. Indispensable components of competencies, according to S.V. Beketov, are defined as knowledge, skills, stereotypes of behavior, abilities, efforts, and attitude to activities in a certain field. Ten key competencies are given (communication in the state (and native – in case of difference) languages, communication in foreign languages, mathematical competence, basic competences in natural sciences and technologies, information and digital competence, ability to learn throughout life, initiative and entrepreneurship, social and civic competence , awareness and self-expression in the field of culture, environmental literacy and healthy life) of the New Ukrainian School, which are necessary for the formation of the student's personality in modern conditions, and the analysis of competencies and components based on elementary school physics curricula was carried out. The following skills are common to all competencies: the ability to read and understand what is read (to read); the ability to express an opinion orally and in writing (express); critical thinking (thinking, media literacy); the ability to logically justify a position (logic); show initiative (initiative); create (create); the ability to solve problems, assess risks and make decisions (make decisions); the ability to constructively manage emotions (emotions); apply emotional intelligence (emotions); the ability to cooperate in a team (teamwork). The ideal of modern education is a person with a flexible mind, with a quick reaction to everything new, with ideal communication skills.
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Denham, Susanne A. „Maternal Emotional Responsiveness and Toddlers' Social-Emotional Competence“. Journal of Child Psychology and Psychiatry 34, Nr. 5 (Juli 1993): 715–28. http://dx.doi.org/10.1111/j.1469-7610.1993.tb01066.x.
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Gruicic, Dusan, und Stephen Benton. „Development of managers’ emotional competencies: mind-body training implication“. European Journal of Training and Development 39, Nr. 9 (02.11.2015): 798–814. http://dx.doi.org/10.1108/ejtd-04-2015-0026.
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Purpose – This paper aims to research about the effect of mind–body training on the development of emotional competencies of managers. Design/methodology/approach – Quasi-experimental design, i.e. before and after (test–retest). Findings – Results showed that the experimental group, after training, achieved around 15 per cent higher scores compared to results before training on all three subscales of an emotional skills and competence questionnaire (ESCQ-45), a statistically significant improvement in scores. The control group (no training) scores showed no significant difference. This result indicates support for the view that emotional intelligence may be treated as a competency and is responsive to training programmes. Research limitations/implications – Emotional competencies are still a contested concept. The participants may provide socially desirable responses because of the self-assessment questionnaires. The sample is not a representative sample of European managers; hence, there is a limited generalisability of the results. Practical implications – These research findings indicate Mind–body training is a practical method for people to improve the management of their emotions, and hence impact positively on core organisational activities. Originality/value – This is the first research on this mind-body training (emotional relief technique) in an eight-week programme in a management context. The findings indicate the positive impact that can be achieved on emotional competencies scores from this method of self-development.