Dissertations / Theses on the topic 'Competency intelligence'
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Torres, Russell. "Organizational Competency Through Information: Business Intelligence and Analytics as a Tool for Process Dynamization." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804918/.
Full textKhan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.
Full textThe purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase
Adams, Nasheeta. "Emotional intelligence amongst undergraduate students at a higher education institution." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7446_1319114087.
Full textHughes, Roger, and n/a. "Public Health Nutrition Workforce Development: An Intelligence-Based Blueprint for Australia." Griffith University. School of Health Science, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040615.120233.
Full textNewlon, Kelly Ann. "Cultural Competency of Short-Term Education Abroad Student Participants." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555429050879666.
Full textWilliams, Augustus. "Using emotional intelligence interpersonal competency of empathy as a frame to combat xenophobia in schools: a case study." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13507.
Full textGlad, Therese. "Informationsförvaltning inom en stor organisation : En fallstudie på Trafikverket." Thesis, Högskolan Dalarna, Informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22520.
Full textThis study aims to investigate how large organizations can work with information management by examining an organization's existing information management, and investigate possible future proposals to information management. Furthermore, the study aims to investigate how an organization can establish a clear direction, collaboration, management and responsibilities and roles regarding information management. This study is qualitative, where data collection occurs through document studies and interviews. The study is conducted by an abductive research approach and the study is a normative case study as the study's goal is to provide guidance and propose measures to the case that the collaboration partner has asked me to study. The case in this study is a typical instance, because the result will be representative of more than the study's collaboration partner, such as other large organizations with similar cases concerning information management. To collect theory to the study I conducted literature reviews on topics that are relevant to the purpose of the study: Information management, Business Intelligence, Data Warehouse and its architecture, as well as Business Intelligence Competency Center. This study contributes with practical knowledge, because the study provides answers to practical problems the collaboration partner has expressed within the non-operated information management, and this study contributes with suggestions for future information management. The suggestions involve a centralized Data Warehouse and the development of a function that handles information management, and disseminate the governance of information management throughout the organization.
Trüninger, Albuquerque Margarida. "Unveiling the Catalyzing Power of Emotional Intelligence over General Intelligence and Learning Performance." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/360582.
Full textLa presente tesis investiga el papel catalizador de la inteligencia emocional (IE) comportamental, sobre la relación entre la inteligencia general, o g, y el desempeño en la aprendizaje. La tesis comprende tres artículos empíricos, encabezados por una introducción global – donde se presenta el marco teórico general- y un último capítulo dedicado a la discusión general de los resultados, limitaciones, implicaciones prácticas y recomendaciones para la investigación futura. Todos los estudios se basan en la población de graduados de gestión en una escuela de negocios líder en Europa. El primer artículo verifica la validez y la fiabilidad de la medida de múltiples evaluadores de comportamiento de la IE, el Inventario de Competencias Emocionales y Sociales (ESCI), y cuestiona si hay algunos tipos de evaluadores (ej., en los contextos personales y profesionales), que son más aptos que otros para evaluar ciertas competencias. Mientras se verifica la hipótesis de que hay un orden sistemático en las evaluaciones, también se muestra cómo algunas competencias tales como la conciencia de la organización o el autocontrol emocional son mejor asesoradas por los evaluadores con una relación simétrica con la persona (ej., amigos, colegas de trabajo). El segundo artículo mueve el enfoque sobre la relación entre la IE comportamental y una medida de inteligencia general, el Graduate Management Admission Test (GMAT), para cuestionar si estos constructos son lo suficientemente divergentes como para asegurar la validez discriminante de la IE comportamental. La contribución más importante de esta tesis se presenta en el tercero artículo. Desarrollamos y probamos un modelo de interacción tarea-dependiente para inspeccionar el papel moderador de la IE sobre la relación entre la inteligencia general y el desempeño en la aprendizaje cuando dos tipos distintos de tareas, relacionados con dos dominios cognitivos antagónicos – social y no social (o material) –, son realizados. Con base en una muestra de 864 candidatos internacionales de MBA, los resultados revelan que, aparte de un efecto positivo de las competencias emocionales y sociales en el desempeño de profesionales ejecutivos en el aula, estas competencias moderan la relación entre g y el desempeño en la aprendizaje. Mientras encontramos evidencias de que en tareas no sociales, el IE comportamental tiene un efecto más fuerte en el desempeño en la aprendizaje cuando los alumnos están caracterizados por un bajo nivel de g, nuestros datos dan poco suporte a la hipótesis principal por la cual, en las tareas sociales, la IE tiene un efecto catalizador o promotor de la relación entre las capacidades cognitivas y el desempeño en el aprendizaje. Para facilitar la discusión de los resultados hemos realizado entrevistas ex-post en grupos de enfoque con tres equipos de candidatos de MBA. En estas entrevistas hemos descubierto un problema más profundo relacionado con la naturaleza individualista de los sofisticados sistemas de trabajo, con los cuales los candidatos MBA realizan sus tareas de equipo. De hecho, por forma a gestionar múltiplos trabajos, los MBA intentan minimizar el tiempo de interacción y discusión en sus equipos, y no llegan a experimentar una efectiva colaboración entre todos, con dialogo y intercambio de ideas, ayudándose unos a los otros, juntos en un propósito común de aprendizaje. El capítulo final ofrece un debate general sobre los resultados de los tres artículos empíricos, reconociendo sus limitaciones y debatiendo ideas de fructíferas oportunidades para futuras investigaciones. En concreto, presentamos implicaciones prácticas de nuestros resultados, y sugerimos diseños específicos de investigación y ciertos contextos en el que el modelo de interacción tarea-dependiente podrá reunir más evidencias y estimular la futura creación de investigación novedosa.
The present thesis investigates the catalyzing role of behavioral emotional intelligence (EI) over the relationship between general intelligence, or g, and learning performance. It comprises three empirical articles embedded within an overarching introduction - including an overall theoretical framework - and a final chapter dedicated to the general discussion of findings, limitations, practical implications and avenues for future research. All studies are based on the population of management graduates at a leading European business school. The first article verifies the validity and reliability of a multi-rater measure of behavioral EI, the Emotional and Social Competencies Inventory (ESCI), and inquires whether certain types of raters (e.g., in the personal and professional contexts), are relatively more apt than others, to assess specific competencies. While it confirms the hypothesis that there is a systematic order in ratings, whereby personal raters observe a higher degree of leniency bias than professional ones, it also shows how some competencies such as organizational awareness or emotional self control are best assessed by raters with a symmetric relationship with the person (e.g., friends, work peers). The second article shifts the focus onto the relationship between behavioral EI and a measure of general intelligence, the Graduate Management Admission Test (GMAT), to inquire whether these different but related constructs are divergent enough to assure the discriminant validity of behavioral EI. The most important contribution of this thesis is presented in the third article. We develop and test a task-dependent interaction model to inspect the moderating role of EI over the relationship between general intelligence and learning performance when two distinct types of tasks, engaging two antagonistic cognitive domains – social and non-social (or material) tasks –, are undertaken. Based on a sample of 864 international MBA candidates, the results reveal that, aside a positive main effect of emotional and social competencies on the classroom performance of professional executives, these competencies moderate the relationship between g and learning performance. Whereas we find evidence that in non-social tasks, behavioral EI has a stronger effect on learning performance among candidates characterized with a low g, our data shows little support to the principal hypothesis, whereby in social tasks EI catalyzes or improves the relationship between cognitive abilities and learning performance. To aid the discussion of these findings we conduct ex-post focus groups with 3 teams of MBA candidates, and uncover a deeper problem tied with the individualistic nature of the sophisticated work systems students implement to get through their team assignments. Indeed, in order to cope with multiple requests they strive to minimize the actual interaction and group discussion with their teams, bypassing the opportunity to engage in real teamwork – that is to collaborate and help one another in their shared learning purpose. The concluding chapter stirs an overarching discussion on the results from the three empirical articles, acknowledging their limitations and offering insights of fruitful opportunities for future research. Specifically, we draw practical implications from our findings, and suggest specific research designs and context settings wherein the task-dependent interaction model we develop may gather further evidence and stimulate novel research.
Schall, David M. "Two Case Studies of the Contribution of Emotional Intelligence, Communication Style, Job Competency, Vision, and Ethics to Constituent Buy-In for Leaders." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027097.
Full textThe purpose of this study was to investigate the similarities and dissimilarities of leadership traits that create leader buy-in for an educational leader and a football coach; specifically, emotional intelligence, communication style, job competency, vision, and ethics, between an educational leader and a sports coach. The rationale of this study was to create recent literature that provided insight for leaders in multiple areas on how to transfer leadership skills to establish common goals and missions within their organizations.
Data was collected using a survey completed by 154 volunteer participants, along with interviews of 12 volunteer participants. A focus group of four volunteer participants was completed as well. The researcher also interviewed the leaders themselves to gain their own perspective of their leadership characteristics and ability to achieve constituent buy-in.
The survey results indicated at least 87%, and in many cases, over 90%, of constituents either strongly agree or mildly agree that his or her leader maintained control of his emotions (emotional intelligence), had an accurate understanding of his own strengths and weaknesses (emotional intelligence), communicated effectively (communication style), understood the skills and responsibilities needed to do his job effectively (job competency), understood the follower’s responsibilities and role within the organization (job competency), successfully communicated the vision of the organization (vision), and displayed ethical behavior (ethics) throughout the course of his job. The interviews and focus group provided anecdotes and personal testimony to support the results of the survey.
The most prevailing themes that emerged from the data related to creating constituent buy-in fell under Emotional Intelligence; specifically, relationship building and making a personal connection. To that end, participants in both groups stated that the leader made them feel ‘valuable,’ ‘important,’’ ‘truly knew’ them and ‘cared about them’ as much in a personal way, if not more than in a professional way. Participants indicated the leaders were also good in the other four areas as well. Statements made regarding their communication style were ‘inspiring’ and ‘clear’ while data from participant responses about job competency were ‘a good coach’ and an ‘ability to make tough decisions.’ Responses about vision were consistent in both groups in that a larger percentage of participants noted they could ‘see” the direction the organization was going because of how the leader described it and they wanted to be a part of fulfilling it. Both leaders rated high in ethics as well.
Johnson, Brenda Webb. "Understanding and Applying Emotional Intelligence: A Qualitative Study of Tampa Veterans Administration Hospital Employees." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7040.
Full textSousa, Ana Sofia Marques de. "Inteligência emocional como competência na formação do futuro gestor de saúde de instituições de saúde : proposta de uma unidade curricular." Master's thesis, Universidade Nova de Lisboa. Escola Nacional de Saúde Pública, 2011. http://hdl.handle.net/10362/9674.
Full textABSTRACT - Introduction: The formation of a manager in this century is a real challenge, because despite the higher education institutions train professionals with the ability to act in the area of Health Management, is difficult to argue that such training is sufficient to produce the great managers currently required to guide the modern Health Institutions. Thus, many studies have shown that health managers more effective resemble a crucial requirement: Emotional Intelligence (EI). Purposes: Realizing the importance of teaching emotional skills for Master in Health Management; examine in a descriptive / analytical and critical way the optional module Emotion Coaching and Leadership in Health Management taught in the Master of Health Management at the Escola Nacional de Saúde Pública, and finally build an adequate proposal for Emotional Intelligence Course. Methods: After a review of the literature that allowed to develop and acquire knowledge, concepts and theories in the area of IE, I proceeded to a descriptive/analytical and critical analysis of the optional module Emotion Coaching and Leadership in Health Management taught in the Master of Health Management at the Escola Nacional de Saúde Pública, based on the literature review previously undertaken; and finally tried to build a proposal for a Course of Emotional Intelligence to be taught to future health managers. Conclusion: This work has a main purpose, in the one hand shows through the various literature that the Emocional Intelligence is an essencial skill to be developed by the managers in health care today, because the Emotional Intelligence´ competences will make the difference in an organization, by making the employees more motivated and committed to secure what they do; on the other side it was a work that brought together data and extend the ideas about Emocional Intelligence. Relatively, the analysis about the module taught in the Master of Health Management at Escola Nacional de Saúde Pública, which can be concluded is that the workload as well as the weight of the optional module is insufficient (having only a percentage of 3,33% of the ECTS) and according to the data released by the Master Joana Areias only 36,6% of the students who attended the IV Master Program in Health Management chosen this module, which reveals that not even all the future health managers are awakwn to the importance of developing Emotional Intelligence as a core competency in their pratices.
Corso, Lisa. "Social Intelligence: Social Skills Competence and Emotional Intelligence in Gifted Adolescents." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.
Full textMazur, Alicia K. "Defence industry projects : investigating the impact of major project manager attributes on stakeholder relationships and project success." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69932/1/Alicia_Mazur_Thesis.pdf.
Full textFält, Felix, and Reuterstrand Adrian Torres. "AI och partiskhet vid beslutsfattande i rekryteringsprocesser : Hur artificiell intelligens kan hantera partiskhet i rekryteringsprocessen." Thesis, Linköpings universitet, Informationssystem och digitalisering, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177501.
Full textThe recruitment process of today is often driven by human recruiters and lately it has become increasingly popular to use AI-driven tools to streamline parts of this process, but also to try to counteract the inherent bias present in humans. This study aims to analyze how recruiters with experience in the use of AI, and developers of such systems, experience whether AI can be used as a tool to meet bias in the recruitment process. By performing semistructured interviews with relevant parties familiar with the recruitment process, but also with the development of AI-systems with recruitment as the main focus, we have gained insight into how companies work and how they develop these types of systems. How they relate to ethical issues has been useful in being able to evaluate whether AI is appropriate for this task. Our conclusion shows that there are uses for AI in recruitment, but instead as a complementary tool for the human recruiter rather than as a replacement, as AI is often speculated to be. Advantages that we saw included that AI can treat more candidates than its human counterpart and in most cases make decisions that are competency based because AI is not affected by external factors in the same way as we humans do. Although AI has its flaws, where it can mimic negative behavioural patterns from us humans and that human contact is reduced, we found that the positive aspects of AI were predominant, and that there is an optimistic attitude towards further studies in the field.
Williams, Tania Marie. "Cultural competency in New Zealand industrial and organisational psychology and human resource management professionals and students: is personality or experience a better predictor? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Auckland, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1091.
Full textSemple, Keven John. "Exploring the behavioural competencies of the future project manager : perspectives from a South African project management organisation / Semple K.S." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7279.
Full textThesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
Crick, Amanda. "Emotional Intelligence, Social Competence, and Success in High School Students." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/649.
Full textRomagnoli, Simone <1974>. "Competence: intelligence in sheep's clothing? Culture, representations, and cognitive performance." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5817/.
Full textMohd, Salleh Lailawati. "The relationship among leadership communication competence, emotional intelligence, and cognitive complexity." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173101143.
Full textOthman, Amani. "Mapping Artificial Intelligence (AI) Capabilities around Human Competences : An explorative study." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44748.
Full textMartínez, Arconada Elvira, and Andrea Soupeaux. "Leadership revisited through Cultural Intelligence : The development of a key competence in professional context." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53158.
Full textMohd, Salleh Lailawati. "Communication Competence of Malaysian Leaders as a Function of Emotional Intelligence and Cognitive Complexity." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1173101143.
Full textNesin, April Erwin. "Relationship between Emotional Competence and Metabolic Control in Adolescents with Insulin Dependent Diabetes Mellitus (IDDM)." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/NesinAE2004.pdf.
Full textSvensson, Fanny, and Sandra Zlojutro. "Rekryteringsarbetet kring anställning av lärarepå kommunala och fristående gymnasieskolor ien mellanstor kommun i södra Sverige." Thesis, Halmstad University, School of Teacher Education (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3822.
Full textFöljande studie har till syfte att undersöka hur lärarrekryteringsarbetet på kommunala och
fristående gymnasieskolor i en mellanstor kommun i södra Sverige går till. Skillnader och
likheter vid rekrytering av lärare mellan de olika skolorna har undersökts. De psykologiska
aspekterna (intelligens/begåvning, personlighet och kompetens) knutna till urval har
behandlats i denna uppsats för att undersöka om dessa aspekter väger in i beslutet om
anställning. Sex rektorer från sex olika gymnasieskolor (tre kommunala och tre fristående
skolor) i en mellanstor kommun i södra Sverige har intervjuats. Resultatet av intervjuerna har
sammanfattats, diskuterats och analyserats utifrån tidigare forskning och teorier. De aspekter som
diskuterats i studien är rekryteringsarbetet på de olika skolorna, felrekryteringar,
anställningsförlopp, lärarkompetens och egenskaper, användandet av personlighets- och
intelligenstest samt lärarbehörighet. De slutsatser författarna kommit fram till är att det råder
likhet mellan de olika skolorna när det handlar om hur rekryteringsarbetet ser ut. Dock finns
vissa skillnader i vilka som är med vid anställningsintervjun på skolorna och vilka sökande
som har företräde till en ledig lärartjänst. Alla skolor strävar efter att ha behöriga lärare i de
undervisande ämnena. Inga av skolorna använder sig av begåvningstest eller
personlighetstestning vid rekryteringsarbete, istället används intervjuer frekvent.
The purpose of this study is to examine the recruitment procedure of teachers on municipal and
independent comprehensive upper secondary schools in a medium-sized municipality in
southern Sweden. The problems that compose the foundation of the study are how recruitment
of upper secondary schools teachers is being carried out. Differences and resemblances in the
recruitment process between the different type of schools was studied. The psychological
aspects (intelligence/aptitude, personality and competence) tied to selections has been treated
in this essay in order to examine if these aspects are important for the decision about
employment. Six headmasters from six different comprehensive upper secondary schools
(three municipal and three independent schools) in a medium-sized municipality in southern
Sweden was interviewed. The result of the interviews has been summarized, discussed and
analyzed from earlier research and theories. The aspects that have been discussed are
recruitment procedures on the different schools, wrong recruitments, employment course,
teacher competences and other competences, the use of personality - and intelligence tests and
teacher qualifications. The analysis and discussion of this study point out that there is
resemblance between the different schools concerning the recruitment procedure. Differences
between the schools are: who is present during the employment interview at the schools and
which applicants have precedence to a vacant teaching position. All schools strive to have
authorized teachers in the teaching subjects. None of the schools used intelligence/aptitude- or
personality tests during the recruitment procedure. Instead they used interviews frequently.
CARISSOLI, CLAUDIA. "VIDEOGIOCO E COMPETENZE EMOTIVE: DALL'ANALISI DEL FENOMENO A UNA PROPOSTA DI INTERVENTO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/56637.
Full textThis thesis aimed to investigate the relationship between videogames (VG) and emotional skills. The first study, a systematic literature reviews, investigated the “state of the art” of the research regarding the use of VG for emotional regulation: data confirm that VGs, both commercial and serious games, positively influence the emotional skills of the players. The second study investigated the relationship between hours of play, emotional self-efficacy, passion for VG and well-being. The results confirm that videogaming improves player's well-being, thanks to the effect on the emotional self-efficacy, provided that the videogaming is integrated harmoniously among other life activities. Finally, EmotivaMente, a training aimed to promote of Emotional Intelligence, based on the use of VGs as work tools, was realized in two high schools. Thanks to EmotivaMente, students developed greater capacities to recognize and manage their emotional world and increased the use of cognitive re-evaluation as emotion regulation strategy. The findings, even if preliminary, confirm that the VGs, thanks to their immersivity, interactivity, presence and wealth of narrative, have a unexplored potential to promote emotional skills and increase the well-being of people.
McWilliams, Cynthia. "Competent persons, identity, and mortal decisions /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013002.
Full textNehmzow, Ulrich. "Experiments in competence acquisition for autonomous mobile robots." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/582.
Full textHultin, Maria. "Emotional Intelligence : The Three Major Theories in the Field." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5231.
Full textBlackburn, Taylor. "An assessment of the impact of an internship on the social emotional competence of communication students." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/796.
Full textPermall, Charne Lee. "Emotional intelligence and work engagement of leaders in a financial services organisation undergoing change." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9569_1320754375.
Full textChamorro-Premuzic, Tomas. "Personality traits and intellectual competence : the relationship between personality traits, academic performance, psychometric and subjectively-assessed intelligence." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/1383229/.
Full textVagner, Irena. "School-age children's implicit theories of intelligence and competence perception and their relation to motivation for learning." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/486.
Full textVan, den Bergh Riana. "Cultural intelligence a comparison between managers in South Africa and the Netherlands /." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-102941/.
Full textHernández, Torrano Daniel. "Alta Habilidad y Competencia Experta." Doctoral thesis, Universidad de Murcia, 2010. http://hdl.handle.net/10803/11031.
Full textThe study aims to analyze the specific and general contributions of different perspectives of intelligence (multiple intelligences, differential aptitudes, emotional intelligence and successful intelligence) and creativity (divergent thinking) in the cognitive configuration of a sample of nominated high-ability students. This study has allowed: 1) To analyze the psychometric characteristics and usefulness of various psychometric instruments for identifying high ability, 2) To set 15 cognitive dimensions to analyze the specific contribution of each perspective to the study of high ability, 3) To show that the constructs are relatively independent and reflect different and complementary aspects of high ability, 4) To specify five factors that allow the study of high ability from an integrative perspective, 5) To shape four groups of high ability students with different characteristics depending to the cognitive dimensions defined. In general, the work demonstrates the heterogen eity of high ability and draws attention to the need to develop specific keys for the educational response of high ability students according to their cognitive profile.
Yeager, Lauren T. "Does Explicit Attribution Moderate the Influence of Text Fluency on Judgments of Author Competence?" Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458053642.
Full textSainz, Gómez Marta. "Creatividad, personalidad y competencia socio-emocional en alumno de altas habilidades versus no altas habilidades." Doctoral thesis, Universidad de Murcia, 2010. http://hdl.handle.net/10803/11032.
Full textThis work focuses on the relationship between personality traits, creativity and socio-emotional competence according to intelligence level (high, medium and low intelligence).The sample of the empirical work consisted of 679 students aged between 12 and 18 years old. The instruments used to evaluate the different areas were: a) psychometric intelligence (Test of Differential Attitudes, DAT-5); b) creativity (Test of Creative Thinking Torrance, TTCT); c) socio-emotional competencies (Emotional Intelligence Questionnaire for Children and Adolescents, Bar-On EQ-i:YV, and the Questionnaire for parents and teachers, Bar-On EQ-i:YV-O); d) personality traits (Personality Questionnaire for Children and Adolescents, BFQ-NA).According to the results obtained it should be noted that the profile of students of high intelligence is different from that of medium and low in the following features: more consciousness, openness and emotional stability, more adaptability, better stress management, better mood and more details in their creative productions.
Paulk, Amber L. Pittman Joe F. "Romantic relationship attachment and identity style as predictors of adolescent interpersonal competence a mediation model /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Human_Development_and_Family_Studies/Dissertation/Paulk_Amber_44.pdf.
Full textYou, Min. "Compétences cognitives et émotionnelles en vue d'une réussite académique chez les étudiants chinois et français de niveau licence en France." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC003/document.
Full textIn this thesis, the objective is to understand the relationships between academic success (academic performance) and subjective perceived stress on the one hand, and the influence of individual differences (emotional intelligence, personality traits and chrono-type) on academic success on the other hand, as well as the interactions between these individual differences and subjective perceived stress. 1) Preliminary study is conducted to clarify the relationship between emotional intelligence and coping strategy among Chinese students expatriated in France; 2) our first study aims to understand the different elements related to the expatriation of Chinese students in France: the causes and criteria of subjective expatriation success, the different sources of stress they encountered as well as their strategies to cope during their expatriation are interviewed; 3) With the elements emerging from our first study, we were able to construct a questionnaire on subjective expatriation success for Chinese students in France. The initial idea is to validate this questionnaire by comparing individual differences (emotional intelligence, cultural intelligence, and chrono-type) with other parameters. Unfortunately, the completion of all these questionnaires took a long time, which explains why few participants completed them, which does not allow us to validate this questionnaire of expatriation success. 4) Finally, we try to understand the relationship between academic success and individual differences among the general population, i.e. French students
Stubbs, Elizabeth Christine. "Emotional Intelligence Competencies in the Team and Team Leader: a Multi-level Examination of the Impact of Emotional Intelligence on Group Performance." online version, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1094241887.
Full textMartinus, Richard. "An investigation into the influence of personality factors on cultural intelligence and the direct and moderating effects of international experience." Thesis, University of Bradford, 2018. http://hdl.handle.net/10454/17137.
Full textPietraroia, Regina. "The Effects of Dance Education on the Emotional Intelligence of Underserved Students." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1321294319.
Full textLaubach, David Charles. "Using the Emotional competence inventory 360 to identify the emotional and social intelligence of transformational leaders in the American Baptist Churches USA." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Full textGarcía, Navarro Esther. "Formación del profesorado en educación emocional: Diseño, aplicación y evaluación." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454728.
Full textThis research focuses on the evaluation of the effects on teachers of two emotional education programs. It assesses whether emotional competencies and school’s climate improve after the emotional education programs and if there is a relationship between emotional competencies, life satisfaction and engagement. This thesis has 2 parts. The first one develops all the theoretical foundation. Chapter 1 deals with emotions; theories of emotions and emotional climate at school. Chapter 2 defines the construct of intelligence and different models of emotional intelligence. Chapter 3 presents the concepts of positive psychology, satisfaction with life and engagement. The fourth chapter develops essential elements of the nervous system and the brain; neuroscience researches; neuroplasticity and neurons. Chapter 5 defines emotional competencies and develops the pentagonal model of emotional competencies (Bisquerra & Pérez, 2007). Chapter VI describes the emotional education construct (Bisquerra, 2000) and emotional education programs. The second part develops the empirical contents of this research and the main elements of the two emotional education programs implemented. Chapter 7 details the stages, objectives, hypotheses, methodology, variables, evaluation instruments and research procedure. Chapter 8 describes the two emotional education programs that has been implemented, their objectives, contents, activities, methodology, organization, planning and evaluation. Chapter 9 includes data analysis and the last chapter develops conclusions, limitations and future lines of work and research. The results shows that teachers’ emotional competencies improves after the training. This study also confirms a relationship between teachers' emotional competences and their satisfaction with life and a significant positive correlation between emotional competence and engagement. It examines and confirms that the center climate improves after the implementation of the two emotional education programs.
Tornblad, Maria, and Marie Fäldt. "EQ-aktiviteter på förskolans dagordning : En studie om förskollärares uppfattningar av förändringar i det socioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4333.
Full textI denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.
Shipp, Daniel J. "Examining the relationship between emotional intelligence competencies and student persistence factors for full-time, traditional-aged college undergraduate students." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2420.
Full textHodžić, Sabina. "Enhancing emotional competences in the context of unemployment : a longitudinal analysis of the effects on well-being and employability." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCB195/document.
Full textNumerous studies showed that Emotional Intelligence (EI) is related to and can predict variety of cognitive and behavioural outcomes (Di Fabio, Palazzeschi, Asulin-Peretz & Gati, 2013; Fugate, Kinicki & Ashfort, 2004; Joseph & Newman, 2010; Van Rooy & Viswesvaran, 2004) and psychological and physical well-being and mental health (Martins, Ramalho & Morin, 2010; Schutte, Malouff, Thorsteinsson, Bhullar & Rooke, 2007). Besides, the results of previous EI or Emotional Competences (EC) trainings showed that EI/EC and different cognitive, behavioral and health-related aspects can be improved and developed (Schutte, Malouff & Thorsteinsson, 2013). Expanding the results of the previous studies, the present study examines whether EC can be developed among unemployed adults, whether the training effects are moderated by the unemployment duration and whether changes in EC can predict changes physical and psychological well-being (Study 1). Second, it is hypothesized that the EC intervention can increase employability prospects of unemployed adults (Study 2). Finally, job search is tested, as a possible determinant of the intervention effects, and whether changes in EC after the intervention can predict changes in positive psychological strengths and adaptive coping strategies (Study 3). The results showed a differential impact of the training depending on the unemployment duration and job search. Besides, change in EC significantly predicted changes in perceived stress, somatic complaints, mental health, two mood dimensions, satisfaction with life, optimism, quality of social relationships and problem oriented coping strategies. Besides, the intervention had positive effects on self-perceived employability, reemployment success and entrepreneurial self-efficacy. The results are discussed focusing on the potential of EC development and the effectiveness of the EC interventions for different life outcomes of unemployed people
Numerosos estudios han demostrado que la Inteligencia Emocional (IE) está vinculada y que puede predecir la variedad de resultados cognitivos y conductuales (Di Fabio, Palazzeschi, Asulin-Peretz y Gati, 2013; Fugate, Kinicki y Ashfort, 2004; José y Newman, 2010; Van Rooy y Viswesvaran, 2004) y el bienestar físico, psicológico y la salud mental (Martins, Ramalho y Morin, 2010; Schutte, Malouff, Thorsteinsson, Bhullar y Rooke, 2007). Además, los resultados de los entrenamientos anteriores basados en la IE o las Competencias Emocionales (CE) mostraron que la IE/CE y diferentes aspectos cognitivos, conductuales y de salud pueden ser mejorados y desarrollados (Schutte, Malouff y Thorsteinsson, 2013). Ampliando los resultados de los estudios previos, el presente estudio examina si las CE se pueden desarrollar entre los adultos desempleados, si los efectos del entrenamiento son modulados por la duración del desempleo y si los cambios en las CE pueden predecir los cambios en bienestar físico y psicológico (Estudio 1). En segundo lugar, se plantea la hipótesis de que la intervención en las CE puede aumentar las perspectivas de empleabilidad de los adultos desempleados (Estudio 2). Por último, se analiza la búsqueda de empleo, como un posible factor determinante de los efectos de la intervención, y si los cambios en las CE después de la intervención pueden predecir los cambios en las fortalezas psicológicas positivas y estrategias de afrontamiento adaptativo (Estudio 3). Los resultados mostraron un impacto diferencial del entrenamiento en función de la duración del desempleo y de la búsqueda de trabajo. Además, los cambios en las CE predijeron significativamente los cambios en la percepción de estrés, quejas somáticas, salud mental, dos dimensiones del estado de ánimo, satisfacción con la vida, optimismo, calidad de las relaciones sociales así como las estrategias de afrontamiento orientadas al problema. Además, la intervención tuvo efectos positivos en la percepción subjetiva de la empleabilidad, el éxito real en encontrar empleo y en la autoeficacia emprendedora. Los resultados se discuten centrando en el potencial de desarrollo de las CE y de la eficacia de la intervención en CE para diferentes resultados de la vida de las personas desempleadas
Kotsou, Ilios. "Emotional plasticity: the impact of the development of emotional competence on well-being. Conditions, effects and change processes." Doctoral thesis, Universite Libre de Bruxelles, 2017. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/246651.
Full textDoctorat en Sciences psychologiques et de l'éducation
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Ravasini, Tommaso. "Le prestazioni dei team: analisi delle competenze e delle percezioni pre e post COVID-19." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amslaurea.unibo.it/25447/.
Full textНестеренко, О. В. "Емоційний інтелект як базис формування професійних компетенцій соціального працівника." Thesis, Чернігів, 2020. http://ir.stu.cn.ua/123456789/20991.
Full textДосліджено методичні аспекти оцінки розвитку емоційного інтелекту майбутніх працівників соцільної сфери. Доведено, що здобувачі вищої освіти - майбутні соціальні працівники - мають приділяти значну увагу підвищенню свого рівня емоційного інтелекту. Для ефективної роботи рекомендовано проводити оцінку емоційного інтелекту з метою покращення показників діяльності. Обгрунтовано, позитивний вплив високого емоційного інтелекту на ефективність прийнятя рішень, за допомогою економічних показників діяльності. Розроблено та запропоновано програму розвитку емоційного інтелекту.
The methodological aspects of assessing the development of emotional intelligence of social workers have been studied. It has been proven that students and future social workers should pay considerable attention to improving their EI levels. For effective work, it is recommended to assess the emotional intelligence of the teaching staff in order to improve performance. The positive influence of high emotional intelligence on the effectiveness of decision-making, with the help of economic performance, is substantiated. A program for the development of emotional intelligence has been developed and proposed.
Watkins, Tawanda M. "Will "Hallelujah" Help Me? Exploring the Relationship Between Spirituality and Emotional Intelligence Among Black Women in Higher Education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/176.
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