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Academic literature on the topic 'Developing emotional intelligence in Vietnam'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Developing emotional intelligence in Vietnam"

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Quoc Chung, Vu, and Pham Thi Dieu Thuy. "Developing Emotional Intelligence of Primary Students in Teaching Mathematics through Experiential Activities in Vietnam." American Journal of Educational Research 6, no. 5 (May 19, 2018): 578–85. http://dx.doi.org/10.12691/education-6-5-34.

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Watkin, Chris. "Developing Emotional Intelligence." International Journal of Selection and Assessment 8, no. 2 (June 2000): 89–92. http://dx.doi.org/10.1111/1468-2389.00137.

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Jordan, Don, and Joanna LeMétais. "Developing emotional intelligence in the classroom." Set: Research Information for Teachers, no. 1 (June 1, 1999): 1–4. http://dx.doi.org/10.18296/set.0818.

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Dolev, Niva, and Shosh Leshem. "Developing emotional intelligence competence among teachers." Teacher Development 21, no. 1 (July 27, 2016): 21–39. http://dx.doi.org/10.1080/13664530.2016.1207093.

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Danciu, Elena Liliana. "Methods of developing children's emotional intelligence." Procedia - Social and Behavioral Sciences 5 (2010): 2227–33. http://dx.doi.org/10.1016/j.sbspro.2010.07.440.

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Crane, G., R. N. Taylor, M. Cormier, J. Lean, K. V. Keefer, and J. D. A. Parker. "Developing Emotional Intelligence in At-Risk Youth." Personality and Individual Differences 101 (October 2016): 473. http://dx.doi.org/10.1016/j.paid.2016.05.114.

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Nguyen, Quynh-Anh N., Thach D. Tran, Tu-Anh Tran, T. A. Nguyen, and Jane Fisher. "Perceived Parenting Styles and Emotional Intelligence Among Adolescents in Vietnam." Family Journal 28, no. 4 (January 22, 2020): 441–54. http://dx.doi.org/10.1177/1066480719896558.

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Emotional intelligence (EI) has a significant role in psychological well-being and is affected by parenting styles. There is no evidence about this relationship in countries with the impact of Confucianism and feudalism, in which parents use authoritarian caregiving to foster their children. The aim of the current study was to examine the association between parenting styles and EI among Vietnamese adolescents. This is a cross-sectional school survey using multilevel regression analyses controlling for potential confounders and school cluster effects. The principal data sources were the Trait Emotional Intelligence Questionnaire—Adolescent Short Form, which has been translated into Vietnamese, and the locally validated Parental Bonding Instrument, which assesses three main parenting styles: warmth, overprotectiveness, and authoritarianism. Results from 1,593 students revealed that boys had significantly higher overall EI, Well-Being, and Self-Control subscale scores than girls. The warmth of parents during childhood was associated with higher EI, while overprotectiveness and authoritarianism from mothers were associated with lower EI among adolescents. This study supports the impact of parenting styles on EI. The warmth and care from both mother and father will benefit the emotional development of their children in Vietnam.
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Chystovska, Yuliia, Olha Babiak, Наlyna Honcharovska, Yuliia Borets, Svitlana Dorofey, and Olha Savytska. "Neuropsychological Means of Developing Emotional Intelligence in Children." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 2 (June 30, 2022): 152–65. http://dx.doi.org/10.18662/brain/13.2/337.

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The article analyzes the age and neuropsychological features and means of developing the child's emotional intelligence based on foreign and domestic experiences. An attempt is made to generalize the definition of emotional intelligence in the scientific literature. A neuropsychological approach to studying the relationship between a child's emotional development and emotional and rational brain has been implemented. The vital role of social and emotional learning of students (SEL) on their academic success and personal growth in the research of modern foreign researchers is emphasized. In the organization of emotional development of the child's personality, a complex combination of the principle of systematics is recommended, taking into account the social nature of the psyche with the principle of biological (brain) organization of emotional phenomena. The psychological characteristics of the emotional and personal sphere of the child and some emotional disorders in the context of neuropsychology are analyzed. The essence of the interaction of biological and social factors in the development of mental functions of emotions taking into account their subcortical-cortical brain mechanisms is revealed. The program on developing the child's emotional intelligence with the indication of actual conditions of its realization is developed. The success of the development of emotional intelligence in children with reliance on art-therapeutic methods has been noted. It is recommended to use neuropsychological technologies for the child's mental development, focusing on the doctrine of the three functional blocks of the brain and solid mental activity to form new neural connections. The necessity of neuropsychological support of left-handed children is argued.
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Satyavan, Varanasi, and University of Jeddah India. "Artificial Intelligence Vs Emotional Intelligence." SMART MOVES JOURNAL IJELLH 7, no. 11 (November 28, 2019): 11. http://dx.doi.org/10.24113/ijellh.v7i11.10103.

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In the present age, the development of PC innovation is arriving at an unconceivable stature. Imperatively it involves the lives of individuals so as to draw in and make them feel insane. Bit by bit, Individuals chooses to remain inactive and begin to rely upon the advantages of innovation. Computerized reasoning, one of the developing advancements, in day today life utilized for the creation of hard product, for example, Cell phone, PCs that comprises of simple to utilize applications, for example, Facebook, errand person and email includes different misleadingly canny highlights which lessens the anxiety of the customer hood and causes them interface, convey and associate at an a lot quicker pace. Oh dear, this assistant has gradually driven the clients into the universe of dependence loaded up with a string of mental and mental obliges. People are the unrivaled predominant formation of the nature which can't be Substituted or imitated. In the contemporary world innovation is in the dismal of its progressions to supplant the humanity. The principal Man-made reasoning humanoid Sophia, made on February 14, 2016 by the Hong Kong based organization Hanson Mechanical autonomy in a turned way could be seen as an up and coming risk to the very presence of humankind. All the invented components are carried to reality with the assistance of the present innovation. Cyberpunk Sci-fi conjectures the advancement of Man-made brainpower to the most extreme level. At one Point it started to overwhelm the people by taking the power and control in its grasp. This Exploration Paper basically examinations the Limit and Intensity of Man-made brainpower over human power and its outcomes.
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Joffe-Luiniene, Roza, Artiomas Sabajevas, Evelina Vainoriene, Violeta Gaveliene, Aleksandr Miskelovic, Ruta Milisauskiene, Julita Piguleviciene, and Alfonsas Vainoras. "Emotional intelligence developing training program’s impact on teachers’ psycho-emotional state." Journal of Complexity in Health Sciences 4, no. 2 (December 29, 2021): 45–54. http://dx.doi.org/10.21595/chs.2021.22327.

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Dissertations / Theses on the topic "Developing emotional intelligence in Vietnam"

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Delport, Marthinus. "Developing emotional intelligence for sustained student success." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86478.

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Thesis (MComm)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), psychological well-being and constructive self-efficacy beliefs that could all ultimately help determine an individual’s academic success. It was hypothesised that Emotional Intelligence (EI) are central to these psychological resources and play a crucial role in the adaption and performance of first-year students in higher educational institutions. In this study an EI development programme was therefore implemented in order to evaluate whether it is possible to provide students with a powerful resource reservoir (i.e. high EI capabilities) in order to empower them to acquire additional personal and psychological resource (i.e. academic self-leadership, academic self-efficacy and well-being) that are needed to attain academic success. The findings of this study revealed that the EI development programme succeeded in elevating students’ EI, which also led to moderate improvements in their psychological well-being (i.e. less perceived stress), as well as the enhancement of their academic self-leadership (ASL) and academic self-efficacy (ASE) skills and abilities. Institutes of higher education should therefore rethink the emphasis they place on cognitive abilities alone and consider the strategy of also providing opportunities to enhance non-cognitive predictors of academic success. For example, by implementing EI development programmes, such as the one tested in this research, students have a greater chance of developing the necessary self-direction and self-regulation skills necessary to reach academic greatness which, most probably, will also facilitate better employability and career success.
AFRIKAANSE OPSOMMING: Die teleurstellende opvoedkundige situasie in Suid-Afrika het navorsers genoodsaak om moontlike voorspellers aangaande akademiese prestasie te ondersoek. Dit blyk dat daar 'n toenemende klem op nie-kognitiewe faktore geplaas word, wat 'n rol mag speel in die bepaling van die akademiese prestasie van studente. In hierdie studie word verskeie unieke uitdagings wat eerstejaarstudente moontlik in die gesig mag staar geïdentifiseer. Daar word dan ook gekyk na moontlike sleutel sielkundige hulpbronne wat kan help om hierdie uitdagings te oorkom. Hierdie hulpbronne sluit selfregulerende vaardighede (bv. self-leierskap en emosionele regulering), sielkundige welstand en konstruktiewe self-doeltreffendheid in, wat almal uiteindelik ʼn bydrae kan lewer tot ʼn individu se akademiese sukses. Dit was veronderstel dat Emosionele Intelligensie (EI) die kern tot hierdie sielkundige hulpbronne is, en dat dit ʼn beslissende rol in die aanpassing en prestasie van eerstejaarstudente in Hoër Onderwys Instellings speel. In hierdie studie is 'n EI-ontwikkelingsprogram geïmplementeer ten einde te evalueer of dit moontlik is om studente te voorsien met ʼn sterk sielkundige hulpbron basis (bv. hoër EI vermoëns) wat hulle behoort te bemagtig om bykomende persoonlike en sielkundige hulpbronne te verkry (bv. beter self-leierskap, self-doeltreffendheid en sielkundige welstand), wat nodig is vir akademiese vooruitgang. Die bevindinge van hierdie studie het getoon dat die EI-ontwikkelingsprogram daarin geslaag het om studente se EI te verhoog, wat tot gematigde verbetering in hul sielkundige welstand (minder waargenome stres) gelei het, sowel as die verbetering van hul akademiese self-leierskap (ASL) en akademiese self-doeltreffendheid (ASE). Instellings van Hoër Onderwys moet dus die klem wat alleenlik op kognitiewe vermoëns geplaas word opnuut deurdink, en strategieë oorweeg om geleenthede te skep wat nie-kognitiewe voorspellers van akademiese sukses sou verhoog. Deur byvoorbeeld die implementering van ʼn EI ontwikkelingsprogram, soos wat getoets word in hierdie navorsing, te implementeer, sou studente 'n beter kans hê om die nodige self-gerigtheid en selfregulerende vaardighede te bekom, wat nodig is vir akademiese sukses en vordering. Hierdie vaardighede sal waarskynlik ook lei tot beter indiensneembaarheid sowel as loopbaansukses.
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Devis-Rozental, Camila. "Developing socio-emotional intelligence in early years scholars." Thesis, Bournemouth University, 2017. http://eprints.bournemouth.ac.uk/29594/.

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This doctoral thesis aimed to explore socio-emotional intelligence within the context of Higher Education, in order to inform the creation of a learning development tool. It specifically explored how Early Years students studying a Foundation Degree (Fda) in Early Years, developed their socio-emotional intelligence whilst completing this Higher Education programme. In order to achieve this, fourteen qualitative interviews with ten Early Years students and four Early Years lecturers who were or had been involved with the programme, were undertaken. Findings from these interviews created by carrying out a thematic analysis, suggested that although these students had an understanding of socio-emotional intelligence, there was a need for further development as there were some misunderstanding and in some cases difficulty in relating socio-emotional intelligence to their own experience. To clarify some of these issues, within this thesis there is a developed definition of socio-emotional intelligence which takes into account relevant theory as well as findings from this doctoral programme. Within the interviews it was also identified that there was a need to provide a space without time constrictions for these students to reflect on their own socio-emotional intelligence and that the environment in which learning takes place can affect how these students develop some areas of their socio-emotional intelligence. Additionally, the most significant finding from this doctoral programme, was that an Early Years lecturer knowledgeable in socio-emotional intelligence and able to model it and apply it in their practice, was significant to the socio-emotional development of these students. Based on these findings and also taking into account the preferred type of development support that was needed, a blog called the socio-emotional scholar was developed. This blog aims to create a learning community of students and lecturers (academics) where areas of socio-emotional intelligence are explored and resources are shared, developed and created with the purpose of continuing developing socio-emotional intelligence for both of these types of scholars and others that may be interested in the subject and the blog.
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Dolev, Niva. "Developing emotional intelligence competencies in teachers through group-based coaching." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27618.

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Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.
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Visser, Marilize. "The role of emotional intelligence in developing the human potential." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53160.

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Thesis (MBA)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: This study examines the different components of Emotional Intelligence (EQ) based on the classification of the Bar-On Emotional Quotient Inventory evaluation and the importance of Emotional intelligence in the working environment. It also suggests ways of improving one's EO by different exercises. The five main categories are Intrapersonal qualities, Interpersonal Skills, Adaptability, Stress Management and General Mood. The first component consists of Emotional Self-awareness, Assertiveness, Independence, Selfesteem and Self-actualisation; the second component consists of Empathy, Social Responsibility and Interpersonal Relationships; the third component consists of Problem-solving, Reality-testing and Flexibility; the fourth component consists of Stress Tolerance and Impulse Control and the final component consists of Happiness and Optimism. The above-mentioned components of EO are seen as the building blocks of reaching success in life by many people around the world. Many research shows that emotional intelligence is the new yardstick used to evaluate people's potential. People need to know themselves, their inner fears, strenqths, weaknesses and understand why they have these different feelings. Then only can they begin to really understand others and interact in a meaningful relationship, whether social, business or personal. How one feels have a direct impact on how one performs. The good news is that EQ can be learned and improved by anyone who is willing to learn. Some research suggests that it is or can be more powerful than the Intelligence Quotient (IQ). This study can be seen as a guideline to improve one's EQ and helping to understand the relationships with others and how to be successful.
AFRIKAANSE OPSOMMING: Die doelwit van die studie is om die verskillende komponente van Emosionele Intelligensie (EI), of Emosionele Kwosiënt (EK), te ondersoek wat op die Bar-On Emosionele Intelligensie Vraelys gebaseer is, as ook die belang van EI in die werkomgewing. Daar word ook verwys na verskillende oefeninge om EI te ontwikkel. Die vyf hoofafdelings is: Intrapersoonlike vaardighede, Interpersoonlike vaardighede, Aanpasbaarheid, Streshantering en Algemene gemoedstoestand. Intrapersoonlike vaardighede word verder verdeel in Emosionele selfbewustheid, Selfhandhawing, Onafhanklikheid, Selfbeeld en Selfverwesenliking. Interpersoonlike vaardighede bestaan uit Empatie, Sosiale verantwoordelikheid en Interpersoonlike verhoudings. Aanpasbaarheid bestaan uit Probleemoplossing, Werklikheidstoetsing en Aanpasbaarheid. Streshantering word verdeel in Strestoleransie en Impulsbeheer. Die laaste afdeling, Algemene gemoedstoestand, bestaan uit Geluk en Optimisme. Die bogenoemde komponente van EI word algemeen gesien as die boustene vir 'n suksesvolle toekoms. Baie navorsing het getoon dat EI die nuwe maatstaf is om die mens se vermoëns te meet. Elke persoon moet bewus wees van sy eie vrese, sterk en swakpunte en verstaan waarom daardie emosies ervaar word, en slegs dan kan betekenisvolle sosiale, persoonlike of werkverhoudings suksesvol ontwikkel word. 'n Persoon se emosies het 'n direkte impak op sy prestasievermoë. Die goeie nuus is dat EI aangeleer en verbeter kan word. Sekere navorsing dui daarop dat EI belangriker is as die Intellektuele Kwosiënt (IK). Hierdie studie kan gesien word as 'n riglyn om EI te bevorder, om insig te gee in die verhoudings met ander persone, en hoe om beter te presteer.
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Bailey, Cara. "Developing emotional intelligence around death and dying in emergency work." Thesis, University of Nottingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503154.

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Jarosz, Joanna. "Psychoeducational Role of Coaching in developing Emotional Intelligence and Well-Being." Doctoral thesis, Katowice : Uniwersytet Śląski, 2020. http://hdl.handle.net/20.500.12128/20187.

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Istnieje coraz więcej dowodów na to, że coaching może wpłynąć na poprawę inteligencji emocjonalnej i dobrostanu jednostki. Celem niniejszego badania jest analiza roli coachingu jako podejścia wzmacniającego inteligencję emocjonalną i dobrostanu, ze szczególnym uwzględnieniem roli aspektów psychoedukacyjnych w tym procesie. Niniejszą pracę otwiera Część I, w której przedstawiono kontekst badania, dokonano dokładnego przeglądu literatury naukowej dotyczącej pojęć coachingu, dobrostanu, inteligencji emocjonalnej i psychoedukacji, a także umiejscowienia coachingu w różnych kontekstach pedagogicznych. Część II pracy zawiera dokładny opis metodologii badań: projektowania badań, metod, technik i narzędzi badawczych, projektu badań empirycznych oraz procedur gromadzenia i przetwarzania danych. Wyniki badań są następnie zaprezentowane i omówione w części III pracy. Do badań wykorzystano metodę quasi-eksperymentu i ankietę. Ogólna populacja liczyła 300 osób dorosłych na wczesnym etapie kariery w branży technicznej. Grupa Eksperymentalna do badania została wybrana spośród 200 pracowników start-upu z branży technicznej w Barcelonie - wszyscy dorośli na wczesnym etapie kariery (24-35 lat). Rozdano ankiety diagnostyczne w celu pomiaru poziomu inteligencji emocjonalnej i dobrostanu w dużej populacji oraz w Grupie Eksperymentalnej na początku badania. Poziomy inteligencji emocjonalnej i dobrostanu uczestników eksperymentu zostały zmierzone po zakończeniu programu coachingu i porównane z poziomami ex ante , a także z poziomami wyjściowymi populacji ogólnej. W końcowej części opracowania załączono dyskusje ograniczeń wybranych metod i procedury badawczej, omówiono kierunki przyszłych badań oraz praktyczne zastosowania uzyskanych wyników. Wyniki pokazały, że program coachingowy doprowadził do zwiększenia inteligencji emocjonalnej i dobrostanu we wszystkich ich wymiarach. Praca dostarcza dowodów na to, że coaching może być skutecznym podejściem do poprawy inteligencji emocjonalnej i dobrostanu. Uzyskane wyniki mają zatem zasadnicze znaczenie dla rozwoju różnych metod pracy z jednostką - takich jak coaching - służących poprawie inteligencji emocjonalnej i dobrostanu w różnych obszarach życia osobistego, a także w sferze zawodowej.
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Opper, Bjorn. "Exploring the value and limits of using outdoor adventure education in developing emotional intelligence during adolescence." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40236.

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Given today’s social milieu, there is no denying that the nature of the life experiences youth are facing has drastically changed in recent decades. In this study, outdoor adventure education (OAE) was explored as a possible intervention strategy for the development of emotional intelligence during adolescence. This research project consisted of a case study of an event, namely “The Journey”, which is a 23-day outdoor adventure education programme for Grade 10 learners at a private high school for boys in a major South African city. Through this research, which involved collecting, analysing and interpreting data on the topic, an endeavour was made to explore the possible impact of OAE on the development of emotional intelligence, as well as the sustainability of skills acquired, and also on possible design elements that may impact on the facilitation of the development of emotional intelligence. This study was based on a socio-constructivist paradigm, which had developed from an interpretivist world view. This research project represents a multi-method mode of inquiry: both quantitative and qualitative data-gathering techniques were implemented as a process of triangulation to provide a comprehensive analysis of the research problem. The research proper (76 participants) was preceded by a pilot study (28 participants). For the research proper, participants completed the Bar-On EQ-i: YV (Bar-On, 2007) questionnaire before embarking on “The Journey” (pre) and again at its completion (post1). This was followed by another post-test three months later (post2). Furthermore, 10 participants had also been randomly selected to form part of a pre- and post- “Journey” focus-group interview and to provide reflective essays post- “Journey”. Another focus-group interview with selected staff members was conducted post-“Journey”. The identified themes generated from the quantitative and qualitative data collected were as follows: emotional intelligence; outdoor adventure education; rites of passage; “Journey” design elements; boarding; the emotional climate of the school; division based on stereotypes; and sustainability of skills acquired. In terms of emotional intelligence as a theme, the results indicated that participation in “The Journey” not only results in an increase in the overall EQ skills of participants, but that the impact also appears to be sustainable.1 As far as the impact of “The Journey” on the various subskills of emotional intelligence is concerned, the findings revealed that there was an increase in all EQ subskills directly after participation (quantitative and qualitative data). However, the results of the research proper, where pre- and post2-“Journey” scores were compared (quantitative data), suggest that increases were maintained in only three of the five subskills mentioned, namely intrapersonal skills, adaptability and general mood. Thus it appears that the initial increase in interpersonal and stress management skills did not have a sustainable effect.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Educational Psychology
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Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.

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Mulder, Anja. "Improving emotional intelligence and developing servant leadership skills : an outcome evaluation of Life Choices' Leaders' Quest programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20505.

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This dissertation presents an outcome evaluation of the Salesians Life Choices' Leaders' Quest programme. The programme targets youth from economically disadvantaged schools in the Cape Flats, and engages with learners during their final two years of high school as well as providing support for an eased transition from school to university, college or employment. Students are exposed to various activities that have been developed to help each individual achieve the programme's goals and objectives. These include developing students' emotional intelligence (EI), improving academic grades, and establishing leadership qualities; helping learners enrol in tertiary education or to obtain employment; and to assume meaningful leadership positions. The organization has been implementing the programme since 2013 and makes continuous attempts to improve elements of the intervention to better serve participants. This evaluation assesses causal mechanisms and assumptions of the intervention against the evidence presented in social science research, and investigates three outcomes based on data collected for the pilot cohort and a control group between 2013 and 2015. The method of analysis includes primary and secondary data collected on measures of an EI tool and a servant leadership survey, as well as information obtained via questionnaires. Quantitative research methods were employed and data were explored using descriptive and inferential statistical analyses.
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Nguyen, Linh M. "The Effects of Emotional Intelligence and Cultural Orientations on Job Satisfaction: A Comparison of Vietnamese and the U.S. Manufacturing Workers." Wittenberg University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1469110755.

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Books on the topic "Developing emotional intelligence in Vietnam"

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Helen, Maffini, ed. Developing children's emotional intelligence. New York, NY: Continuum International Pub. Group, 2008.

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D, Schubert Susan, ed. Emotional intelligence works: Developing "people smart" strategies. Menlo Park, Calif: Crisp Learning, 2000.

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1950-, Hansburg Freda, ed. People smart: Developing your interpersonal intelligence. San Francisco: Berrett-Koehler, 2000.

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Devis-Rozental, Camila. Developing Socio-Emotional Intelligence in Higher Education Scholars. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94036-6.

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Amanda, Solloway, ed. Emotional intelligence: Activities for developing you and your business. Aldershot, Hants, England: Ashgate, 2008.

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1964-, Knight Amanda, ed. Applied EI: The importance of attitudes in developing emotional intelligence. Chichester, West Sussex, England: Jossey-Bass, 2006.

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1958-, Miller Amy, ed. Developing emotional and social intelligence: Exercises for leaders, individuals, and teams. New York: Pfeiffer, 2010.

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Corcoran, Roisin P. Developing emotionally competent teachers: Emotional intelligence and pre-service teacher education. New York: P. Lang, 2012.

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1951-, Terrell James Bradford, ed. Coaching for emotional intelligence: A complete guide to developing superior leaders. San Francisco: Jossey-Bass, 2008.

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Handbook for developing emotional and social intelligence: Best practices, case studies, and strategies. San Francisco, CA: Pfeiffer, 2009.

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Book chapters on the topic "Developing emotional intelligence in Vietnam"

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Barker, Sue, Beverley Johnson, and Andrew Santos. "Emotional Intelligence." In Psychology for Nursing and Healthcare Professionals: Developing Compassionate Care, 167–89. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473984004.n9.

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Devis-Rozental, Camila. "Developing Socio-Emotional Intelligence." In Developing Socio-Emotional Intelligence in Higher Education Scholars, 49–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94036-6_3.

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Higgs, Malcolm, and Victor Dulewicz. "Developing Emotionally Intelligent Leadership." In Leading with Emotional Intelligence, 149–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32637-5_9.

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Bean, Suzanne M. "Emotional Intelligence and Leadership." In Developing Leadership Potential in Gifted Students, 13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234111-7.

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Serrat, Olivier. "Understanding and Developing Emotional Intelligence." In Knowledge Solutions, 329–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0983-9_37.

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Muna, Farid A., and Ziad A. Zennie. "Learning to Lead: Cultivating Emotional Intelligence." In Developing Multicultural Leaders, 76–103. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230299016_7.

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Muna, Farid A., and Ziad A. Zennie. "Learning to Lead: Cultivating Emotional Intelligence." In Developing Multicultural Leaders, 76–103. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9781137104649_7.

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Devis-Rozental, Camila. "Practising Socio-Emotional Intelligence." In Developing Socio-Emotional Intelligence in Higher Education Scholars, 201–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94036-6_8.

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Devis-Rozental, Camila. "Developing Socio-Emotional Intelligence Through Self-Reflection." In Developing Socio-Emotional Intelligence in Higher Education Scholars, 131–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94036-6_6.

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Irimi�s, A., and M. Franch. "Developing intercultural sensitivity as an emotional ability." In Emotional intelligence in tourism and hospitality, 95–107. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786398314.0095.

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Conference papers on the topic "Developing emotional intelligence in Vietnam"

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Wasidi, Wasidi. "Developing an Emotional Intelligence Instrument for Teacher Student." In Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.13.

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Ebrahimijam, Saeed, Masoud Montazeri, Sepehr Moein, Hamed Rasamfard, and Mostafa Hosseini. "Analyzing the effect of developing emotional intelligence on soccer robot behaviors." In 2009 6th International Symposium on Mechatronics and its Applications (ISMA). IEEE, 2009. http://dx.doi.org/10.1109/isma.2009.5164785.

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Marchuk, A. V. "THE GAME LIBRARY AS A MEANS OF DEVELOPING EMOTIONAL AND SOCIAL INTELLIGENCE." In Психологическое здоровье и развитие личности в современном мире. Благовещенск: Амурский государственный университет, 2022. http://dx.doi.org/10.22250/9785934933792_18.

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Cosma, Germina. "THE ROLE OF PHYSICAL EXERCISE IN DEVELOPING THE EMOTIONAL INTELLIGENCE OF THE STUDENTS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/33/s12.115.

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KÖVECSESNÉ G., Viktória, Anikó MAKKOS, Anikó BENYÁK, and Attila MÉSZÁROS. "OPPORTUNITIES FOR DEVELOPING THE EMOTIONAL INTELLIGENCE OF TRAINEE TEACHERS - EXPERIENCES OF CURRICULUM DEVELOPMENT." In 12th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2020. http://dx.doi.org/10.36007/3730.2020.283.

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Iksanova, Zhanna. "A new method of developing emotional intelligence in preschool children through interactive digital facial expression recognition technology." In 2022 Fourth International Conference Neurotechnologies and Neurointerfaces (CNN). IEEE, 2022. http://dx.doi.org/10.1109/cnn56452.2022.9912512.

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Sutiani, Ani, and Mei Y. Silitonga. "The effect of learning models and emotional intelligence toward students learning outcomes on reaction rate." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995110.

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Ivanova, Veneta. "CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.178.

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This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.
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Ivanova, Veneta. "CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.16.

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This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.
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Motah, Mahendrenath. "The Ontogeny of Memory and Learning: Natural Intelligence versus Artificial Intelligence in Information Technology Education." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3028.

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Over the past decades Information Technology has made a tremendous impact on the lives of humans, so much so, that one can safely state that humans eat, breathe and live IT. Each and every aspect of the life of those living in the “modern” world is under the spell of IT. The talk of the day is E-economy, E-education, E-commerce, E-finance, E-government, E-entertainment, E-communication, E-mail; E-learning.. ..the world we are living in has become an E-world. In this whirlpool, many are still groping in the dark while a lot more have kept the pace in both developed and developing countries. The impact of the E thing and IT has attained such dimensions that concepts like cognition, cognitive development, fluid intelligence, crystallized intelligence, emotional intelligence, memory, learning, sensation and perception, and other related terms used to qualify, quantify and explain human experiences have become almost empty concepts in the face of what is nowadays known as artificial intelligence. This paper aims to analyse the biological, physiological and psychological aspects of memory and learning and to critically look at the impact of Information Technology Education and Information Technology in the every day dealings of humans. It also aims to be a thought provoking piece of work, to the scientific minds working on Artificial Intelligence, Robotics, Computers and derivatives, and all the perspectives that Artificial Intelligence offers to humanity, not forgetting that “the human mind and natural intelligence is behind it all”.
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Reports on the topic "Developing emotional intelligence in Vietnam"

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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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