Journal articles: '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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Anwar, Moh. "Developing Children's Social Emotional: Women's Leadership Review." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (December 26, 2021): 2095–106. http://dx.doi.org/10.31004/obsesi.v6i3.1836.

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This study aims to analyze and understand women's leadership in building children's emotional-social intelligence in PAUD Aisyiyah Gilimanuk Jembrana Bali. The qualitative case study method is used in this investigation. The information was gathered through a combination of observation, interviews, and documentation. The data analysis was carried out circularly, beginning with data collection and progressing through data reduction, presentation, and conclusion. As a result of the findings; PAUD Aisyiyah is a female leader who is highly dedicated to creating a polite culture program to build children's emotional-social intelligence. Efforts to construct emotional-social intelligence are carried out properly through the following stages; reliable leadership for early childhood, educator for teachers and students, managerial and administrator, supervisor, innovator, and motivator. This research has implications for the importance of female leaders in building an excellent organizational culture, especially in creating emotional-social intelligence for children at school, through the involvement of all components.

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Datskiv, O. "Developing Future English Teachers" Emotional Intelligence via Dramatisation." Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Серія: Педагогіка, no. 4 (2017): 49–56.

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Datskiv, Olha. "DEVELOPING FUTURE ENGLISH TEACHERS’ EMOTIONAL INTELLIGENCE VIA DRAMATISATION." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 4 (November 28, 2017): 49–56. http://dx.doi.org/10.25128/2415-3605.17.4.7.

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McKnight, Jodi. "Using Emotional Intelligence as a Basis for Developing." Journal of Instructional Research 2 (May 18, 2013): 19–29. http://dx.doi.org/10.9743/jir.2013.2.13.

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Groves, Kevin S., Mary Pat McEnrue, and Winny Shen. "Developing and measuring the emotional intelligence of leaders." Journal of Management Development 27, no. 2 (February 8, 2008): 225–50. http://dx.doi.org/10.1108/02621710810849353.

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Thory, Kathryn. "Developing meaningfulness at work through emotional intelligence training." International Journal of Training and Development 20, no. 1 (March 2016): 58–77. http://dx.doi.org/10.1111/ijtd.12069.

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Clarke, Nicholas. "Developing emotional intelligence abilities through team-based learning." Human Resource Development Quarterly 21, no. 2 (June 15, 2010): 119–38. http://dx.doi.org/10.1002/hrdq.20036.

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Fadilah, Lutfi, and Adi Wijaya. "PAI Teacher's Strategy In Developing Student's Emotional Intelligence." Journal of Contemporary Islamic Education 2, no. 1 (January 31, 2022): 29–47. http://dx.doi.org/10.25217/cie.v1i2.2145.

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The type of this research is qualitative approach, with the background of MAN 1 East Lampung. The methods used in collecting data are interviews, observation, and dokumentation. Data analysis was used the Psychology and Islamic Education approach, by doing data reduction, data presentation, and conclusion drawing. Data validity was tested by triangulation of techniques and sources. The results of this study indicate that strategies used by PAI teachers in developing emotional intelligence of MAN 1 East Lampung students based on aspects of emotional intelligence expressed by Daniel Goleman such as the ability to recognize self-awareness, self-regulation, self-motivation, empathy and social skills, namely by conducting training, applying learning methods, and humanistic approaches. In addition, teachers develop emotional intelligence through Islamic teachings to shape student morals, such as habituation education, spiritual training with worship (riyadah), and efforts to refrain from lust (mujahadah).

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Phan, Hai-Thanh, Phu-Huu Nguyen, Cuong-Thanh Nguyen, Tien-Thuy Thi Vo, and Tung-Thanh Nguyen. "Effect of emotional intelligence on auditors’ judgment and audit sustainability: Empirical evidence from Vietnam." Problems and Perspectives in Management 19, no. 2 (June 23, 2021): 333–45. http://dx.doi.org/10.21511/ppm.19(2).2021.27.

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This paper aims to measure the influence of emotional intelligence on auditors’ judgment and the sustainability of audit activities in the Vietnamese market through auditors’ perceptions. Data were collected through interviews using questionnaires from 232 auditors who currently work for independent audit firms in many provinces and cities. The research methods used include Cronbach’s Alpha test, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). The study showed that 5 of 5 factors of emotional intelligence positively affect the auditors’ judgment. These are intrapersonal awareness competency, interpersonal relationship capability, stress management ability, environment adaptability potentiality, and mood creativity focus. Meanwhile, only 4 of 5 factors of emotional intelligence positively influence the audit sustainability of audit projects (excluding interpersonal relationship capability). The study also shows that the auditor’s judgment has a positive influence on audit sustainability. Besides, there is a great difference related to the emotional intelligence and its impact on auditor’s judgment and audit sustainability based on gender. The study’s results provide scientific evidence that human factors, especially emotional intelligence, influence the auditor’s judgment and the sustainability of his/her professional career. Acknowledgment The authors would like to thank the Editor-in Chief and a reviewer for their helpful comments that in our view have helped to improve the quality of the manuscript significantly.

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Luu, Tuan. "Knowledge sharing and competitive intelligence." Marketing Intelligence & Planning 32, no. 3 (April 29, 2014): 269–92. http://dx.doi.org/10.1108/mip-05-2013-0077.

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Purpose – This research excursion through shipping companies in Vietnam sought to investigate whether organizational culture, ethics, and emotional intelligence influence knowledge sharing, which in turn enhances competitive intelligence scanning. This paper aims to discuss the above issue. Design/methodology/approach – In total, 401 responses returned from self-administered structured questionnaires relayed to 635 middle level managers were processed through structural equation modeling approach to test hypotheses. Findings – Knowledge sharing was proved to positively relate to clan, market, or adhocracy culture, ethics of care, and high level of emotional intelligence. Knowledge sharing also shows a positive effect on competitive intelligence scanning. Originality/value – For competitive intelligence scanning to be effective, knowledge should be shared among organizational members, which necessitates the three building blocks: supportive knowledge sharing culture (clan, market, or adhocracy culture), ethics or care, and heightened emotional intelligence.

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Nguyen Ngoc Quynh, Anh. "EMOTIONAL INTELLIGENCE OF HUE UNIVERSITY STUDENTS." UED Journal of Social Sciences, Humanities and Education 11, no. 2 (December 31, 2021): 35–43. http://dx.doi.org/10.47393/jshe.v11i2.974.

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Youth is the early period of adulthood and at a high risk of emotional vulnerability that can lead to mental illness. Literature has shown that emotional intelligence (EI) can reduce mental health problems among youth. Evidence has shown that about three million Vietnamese young people are experiencing mental health problems, but only 20% of them received necessary medical assistance and treatment. This study investigates EI among Vietnamese youth to promote effective and practical solutions to improve young people's mental health and emotional capacity in Vietnam. This is a cross-sectional school-based study using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) to assess emotional intelligence of students at Hue University. The findings reveal that students at Hue University had relatively high EI with good ability in well-being, self-control emotions, and building relationship with others. Maintaining relationships and reacting appropriately to others' feelings were the lowest ability. Students at the University of Education had better EI than those at other university institutes due to some EI aspects of the educational curriculum. Males were better than females in Self-control. There was no difference in EI between students from rural and urban areas. These findings suggest that the EI development program should be included in the education program for undergraduate students and focus on developingemotionality.

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Zhubandykova, A. M. "DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF PRESCHOOL CHILDREN THROUGH A SUBJECT-DEVELOPING ENVIRONMENT." BULLETIN Series of Pedagogical Sciences 72, no. 4 (December 15, 2021): 279–86. http://dx.doi.org/10.51889/2021-4.1728-5496.32.

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The article deals with the problems of developing the emotional intelligence of preschoolers through a subject-developing environment. The author offers diagnostic methods that reflect the importance of the development of emotional intelligence of children from school age. Emotional intelligence is the ability of a person to understand their own and other people's emotions and adapt to their emotional state. Currently, questions are being raised about the development of inferior skills. Therefore, it can be seen that the implementation of measures at all levels of education aimed at developing children's skills of emotional self-awareness, self-regulation, motivation, empathy, effective interpersonal communication, critical understanding and manifestation to others, self-control, self-regulation, the ability to feel the emotions of others, empathy and communication, is a necessity of the current day. In recent studies, scientists have found that people with a well-developed EQ-emotional intelligence are 4 times more successful. Indicators: Health, Success, Wealth, Discipline. In Western countries, educational programs are developed and implemented in school practice, aimed at developing emotional intelligence in accordance with the age characteristics of students. For business people, emotional intelligence is becoming a new business management tool. The theory of" development of management skills "shows the relationship of" soft skills " – "soft" skills with emotional intelligence. The research of many representatives of neuropsychology and cognitive, social psychology, the opinions of successful people with a global reputation, as well as the experience of leading companies prove that the ability to manage emotional intelligence leads to success. In the course of the study, we found that the development of components of emotional intelligence of preschoolers, the ability to express and identify their emotions, depends on the emotional state of the child and the experience of emotional communication with adults.

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Kim, Huong Trang. "Do managers’ emotional intelligence matter for SMEs’ business practices?" Economics and Business Letters 10, no. 3 (August 2, 2021): 200–207. http://dx.doi.org/10.17811/ebl.10.3.2021.200-207.

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An under-researched question in the current literature is to what extent managers’ emotional intelligence (EQ) play a role in driving business practices. To explore this question, we carried out a survey with 320 textile and garment SMEs in Vietnam. We find that one standard deviation increase in EQ of managers is related to 3.87% increase in business practices adoption. Notably, EQ levels of managers have different impact on adoption of each business practices. These effects on marketing practices are strongest, while EQ level of managers has modest effect on financial planning practices.

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Naz, Saima, Marium Din, and Allah Bakhsh Malik. "Examining the Effect of Institutional Culture in Developing Emotional Intelligence amongst Students of HEIs: An Evidence from Developing Regions." Global Regional Review IV, no. I (March 30, 2019): 389–401. http://dx.doi.org/10.31703/grr.2019(iv-i).42.

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Emotional intelligence and institutional culture are considered as crucial factors of effectiveness for any organization. Researchers are keenly and constantly studying these factors for the last three decades. The study of institutional culture continues to gain increasing eminence. Emotional Intelligence helps Institutional leaders to cultivate such an institutional culture that produces organizational effectiveness. The objective of the current study was to investigate the effect of Institutional Culture on the Emotional Intelligence of HEIs Students. The universities were selected from one of the countries of South Asian developing region i.e. Pakistan. The study sampled 598 respondents from the department of management and social sciences of the HEIs of Rawalpindi and Islamabad. The result was obtained using statistical calculations through Pearsons correlation and regression analysis. Therefore, the study found a strong positive relationship between institutional culture and emotional intelligence. The study offers significant recommendations for concerned institutions.

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Sukenti, Desi, Syahraini Tambak, and Ermalinda Siregar. "Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (June 22, 2021): 725–40. http://dx.doi.org/10.35445/alishlah.v13i1.552.

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This research focused on developing the learning assessment teacher of Madrasah Aliyah by strengthening Islamic psychosocial and emotional intelligence, using ex post facto research design and involving 297 Madrasah Aliyah teachers in 12 regencies/cities Riau Province, Indonesia. A questionnaire was made to measure Islamic psychosocial and emotional intelligence and measure learning assessment madrasah teachers. The data were analyzed using inferential statistics. The research results show that the gender levels of the madrasah aliyah teachers influence Islamic psychosocial but do not affect emotional intelligence and learning assessment. It confirms that male and female teachers do not have different emotional intelligence and teacher learning assessment, but Islamic psychosocial effects are affected. Madrasah teachers' teaching experience affects Islamic psychosocial, emotional intelligence, and learning assessment of madrasah aliyah teachers. This research shows that Islamic psychosocial contribution is "strong" in developing teacher learning assessments, while emotional intelligence has a "strong enough" effect. This research concludes that the learning assessment of madrasah teachers can be maximally developed by simultaneously mastering Islamic psychosocial and emotional intelligence in madrasah. This research has implications for the theory of "developing learning assessment for madrasah teachers" in developing the professionalism of madrasah teachers.

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Gloria Matthews. "Developing Emotionally Intelligent Teachers: A Panacea for Quality Teacher Education." International Journal on Integrated Education 3, no. 6 (July 30, 2020): 92–98. http://dx.doi.org/10.31149/ijie.v3i10.676.

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Psychologist and Researchers have established that emotional intelligence influence students’ academic achievement, self-efficacy, emotional regulation and motivation. However, in most teachers training institutions in Nigeria there are no facilities and program put in place to teach emotional intelligence skill. A classroom comprise of students from various socio-economic background with different personalities, these students express positive and negative emotions such as happiness, anger, distress and excitement which could influence learning. In the light of this situation, it becomes imperative for teacher educators and administrators of teachers’ training collages to develop emotionally intelligent teachers who have the capacity to regulate their emotions accurately and understand the emotions of students in their various classrooms. This is necessary to assist students become emotionally stable and facilitates the teaching-learning process. Consequently, the paper seeks to examine the concept of emotional intelligence, concept of quality education, concept of teacher education, theories of emotional intelligence and the relevance of training emotionally intelligent teachers for quality teacher education. Finally, the paper recommend amongst others, the inclusion of emotional intelligence skill in the curriculum of teachers training institutions.

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Almeida, Fernando. "Adoption of a Serious Game in the Developing of Emotional Intelligence Skills." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (July 20, 2019): 30–43. http://dx.doi.org/10.3390/ejihpe10010004.

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Emotional intelligence is intrinsically associated with the ability to understand, manage, and express feelings and deal with other people’s emotions. This competence is essential for the formation, development, and maintenance of personal and professional relationships. Furthermore, emotional intelligence can be extensively worked out and developed over time, which allows each individual to become a better professional. Nevertheless, the perception that higher education students have about the importance of emotional intelligence remains residual and there are few contexts that allow them to develop emotional intelligence skills. In this sense, this study proposes the use of a serious game to assess and develop emotional intelligence skills in the context of an entrepreneurship discipline attended by multidisciplinary students from the courses of management and computer engineering. The performance of students is measured and discussed considering a mixed methods approach. The findings indicate the existence of a correlation between the player’s emotional intelligence skills and his performance in the game, and this occurrence is common to students regardless of their course, gender, age, and number of years of professional experience. The study also explores the importance of emotional intelligence considering the distinct profile of students.

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Rouzbehani, Khadijeh Roya. "Emotional Intelligence and Online Healthcare." International Journal of Applied Research on Public Health Management 4, no. 2 (July 2019): 1–14. http://dx.doi.org/10.4018/ijarphm.2019070101.

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As the North American healthcare system moves to online value-based care, the importance of engaging patients and families continues to intensify. However, simply engaging patients and families to improve their subjective satisfaction will not be enough for providers who want to maximize value. True optimization entails developing deep and long-term relationships with patients through understanding their needs. This article discusses the result of a research conducted in Canada. Out of 1100 questionnaires which were distributed, 850 valid returns were obtained. The collected data were analyzed using a SPSS 20.0 statistical. The findings indicate that IT healthcare is rapidly growing. However, despite a significant number of initiatives in Canada related to online health information, lack of interoperability remains one of the major challenges in implementing successful health IT systems at this time.

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Gorbunova, M. B. "DEVELOPING THE EMOTIONAL INTELLIGENCE OF STUDENTS IN THE PROCESS OF MUSICAL ACTIVITY." Arts education and science 1, no. 3 (2020): 53–60. http://dx.doi.org/10.36871/hon.202003007.

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The article is devoted to the problem of forming emotional intelligence as the most important component of a person’s success in social and personal terms. The necessity of developing emotional intelligence in primary school age is substantiated. The experience of musical activity is considered as a means of emotional development. The potential of various kinds of musical activity (musical perception, choral singing, instrumental ensemble music playing, musical creativity, musical educational and cognitive activity) for the development of children's emotional intelligence is revealed. The main types of tasks enriching the system of musical and didactic means and contributing to the improvement of emotional intelligence are characterized.

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Sanda, Toma-Urichianu. "Developing children emotional intelligence through game and movement situational trening." Scientific Bulletin of Naval Academy XIX, no. 1 (July 15, 2018): 292–98. http://dx.doi.org/10.21279/1454-864x-18-i1-044.

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This study refers to the socio-emotional, psychological and motor skills development in children. School must give more attention to the harmonious physical and mental development of children, especially at elementary school age when study and movement represent their main activities. Hypothesis: In this study we aim at demonstrating that increasing the dynamic games instructive-educational potential we can achieve children emotional intelligence development and better adjusting to the demands of the school and social environment. Results: Some educated, proficient and highly scoring children can’t manage to have friends, are not happy with their careers, and lives. What makes the difference is a certain development level of social, emotional psychological and movement skills. Conclusions: Social, emotional and motor development contribute heavily to future personal and professional achievements of children. Keywords: competence, emotional intelligence, development, education, school age.

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Berlibayeva, M. "Basic techniques and methods of developing emotional intelligence in preschool children." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 176–85. http://dx.doi.org/10.51889/2021-1.2077-6861.24.

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This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.

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Rathore, Shubhangini. "An Integrated Framework for Developing Emotional Intelligence among MBA Students." International Journal of Applied Management Sciences and Engineering 2, no. 1 (January 2015): 16–29. http://dx.doi.org/10.4018/ijamse.2015010102.

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Though traditionally the intelligence quotient (IQ) had been used as a predictor of academic success, recent studies have highlighted that students with higher emotional quotient (EQ) are more successful both academically and professionally. Given that the contemporary work systems involve huge emotional labour and customer intimacy, employers have now started preferring students with high emotional quotient; as the job market is already full of academically competent candidates. The current study is divided into two parts, the first part reviews and analyzes important researchers; in order to identify an integrative framework of the most important emotional intelligence competencies among students. The second part attests this framework with the help of statistical analysis of a sample of college students. The results of the study provide a list of factors that can be adopted as a part of the academic curriculum for the development of emotional intelligence among MBA students.

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Papoutsi, Chara, Athanasios Drigas, and Charalabos Skianis. "Virtual and Augmented Reality for Developing Emotional Intelligence Skills." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 9, no. 3 (September 27, 2021): 35. http://dx.doi.org/10.3991/ijes.v9i3.23939.

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<p>The development and the cultivation of emotional intelligence and of the skills it can offer to the individual are the main elements and pursuits of contemporary research. The enhancement of self-control, the reinforcement of self-criticism and self-awareness and the cultivation of the constant self-development are the most central objectives of all the people and of the scientists since they are the cornerstone for euphoria. The aim of the present study is the review and the critical reproduction of information and conclusions that have been extracted from the international bibliography regarding the issue in question. More specifically, there will be an effort to evaluate and present the significance of the activities of virtual reality and of augmented reality that contribute to the development of emotional intelligence skills. Along the same lines, there will be an important review of the articles that refer to the exploitation of such digital tools, to achieve the same results for the people suffering from autism as well. Besides, the care for all the members of the society with no exceptions, and certainly of those members that suffer from mental retardation, should be of upmost importance. The present article focuses on the role that those tools play for the amplification of the skills in the sphere of emotional intelligence not only as far as the duration of the research is concerned.</p>

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Lindebaum, Dirk. "Rhetoric or Remedy? A Critique on Developing Emotional Intelligence." Academy of Management Learning & Education 8, no. 2 (June 2009): 225–37. http://dx.doi.org/10.5465/amle.2009.41788844.

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Freshwater, Dawn. "Emotional intelligence: developing emotionally literate training in mental health." Mental Health Practice 8, no. 4 (December 2004): 12–15. http://dx.doi.org/10.7748/mhp2004.12.8.4.12.c1838.

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Boyatzis, Richard E., Melvin L. Smith, Ellen Van Oosten, and Lauris Woolford. "Developing resonant leaders through emotional intelligence, vision and coaching." Organizational Dynamics 42, no. 1 (January 2013): 17–24. http://dx.doi.org/10.1016/j.orgdyn.2012.12.003.

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Salminen-Tuomaala, Mari Helena. "Developing emotional intelligence and situational awareness through simulation coaching." Clinical Nursing Studies 8, no. 2 (May 12, 2020): 13. http://dx.doi.org/10.5430/cns.v8n2p13.

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Objective: To examine how simulation coaching affects emotional intelligence (EI) skills and situational awareness in social and healthcare staff of small and medium-sized enterprises.Methods: This qualitative study involved 36 mental health and child protection professionals in five enterprises. Following simulation-based coaching interventions centered around the development of EI and situational awareness, the participants wrote essays on their development. Inductive content analysis was used to analyze the body of material.Results: The participants found simulation coaching an effective method for learning EI, situational awareness and teamwork skills. They also considered the scenarios and shared reflections to be a form of work supervision.Conclusions: Simulation coaching offers potential for the development of EI and situational awareness in mental health and child protection professionals.

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이경민 and 임웅. "Examining the construct validity of the emotional intelligence for developing the educational programs based on emotional intelligence." Korean Journal of Educational Methodology Studies 28, no. 3 (August 2016): 587–608. http://dx.doi.org/10.17927/tkjems.2016.28.3.587.

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Setiana, Dafid Slamet, Nuryadi Nuryadi, and Rusgianto Heri Santoso. "The Correlation between Reasoning and Emotional Intelligence in Social Interaction to Mathematics Achievement." Hipotenusa : Journal of Mathematical Society 2, no. 1 (June 17, 2020): 21–25. http://dx.doi.org/10.18326/hipotenusa.v2i1.21-25.

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The objective of the research was to determine the correlation between reasoning, and emotional intelligence in social interaction to mathematics achievement. The research was conducted at SMP 5 Yogyakarta, Indonesia with 90 respondents who were selected by random sampling. The research verified the hypothesis used a survey method with correlation and regression technique approach. The research involved 3 (three) variables such as; mathematics achievement as the dependent variable and two other variables as the independent variables. They were reasoning and emotional intelligence in social interaction. The study found that there was a positive correlation between (a) reasoning and mathematics achievement; (b) emotional intelligence in social interaction and mathematics achievement; and (c) there was a positive correlation between reasoning and emotional intelligence in the social interaction to mathematics achievement. This study is expected to be a consideration for developing mathematical achievement through student reasoning, developing mathematical achievement through emotional intelligence in social interactions, and developing mathematical achievement through reasoning and emotional intelligence in social interactions.

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Anikina, Alevtina P., and Maria S. Barabanova. "Development of emotional intelligence in older preschoolers." Science and School, no. 3, 2020 (2020): 197–204. http://dx.doi.org/10.31862/1819-463x-2020-3-197-204.

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The article considers the problem of developing emotional intelligence in children of preschool age. The relevance of this topic is that emotional development is an important part of the harmonious development of the personality as a whole. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence socializes better in the society, he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of developing children’s emotional intelligence. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence is better socialized in the society he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of development of emotional intelligence in children by teachers and parents. From the scientific and practical article it is possible to receive concrete recommendations on practical activity directed on solving this problem. It is important that emotional intelligence should be formed not only in preschool children, but also in adults working with them. In developing the emotional sphere, it is necessary to emphasize the ability to understand the feelings of another person, the formation of empathy with the feelings of others. The developing of emotional intellect is promoted by poly art activity, synthesis of different kinds of art, visiting exhibitions, theatrical activity. Also acquaintance with emotions takes place at musical and art classes, interaction with the teacher-psychologist. Formation of emotional intellect in a child of preschool age is the key to his successful personal development in the future.

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Astuti, Yuni, Andika Prajana, Damrah, Erianti, and Pitnawati. "DEVELOPING SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLAYING ACTIVITIES FOR EARLY CHILDHOOD." Humanities & Social Sciences Reviews 7, no. 5 (November 1, 2019): 946–50. http://dx.doi.org/10.18510/hssr.2019.75123.

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Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

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Hakanen, Ernest A. "Relation of Emotional Intelligence to Emotional Recognition and Mood Management." Psychological Reports 94, no. 3 (June 2004): 1097–103. http://dx.doi.org/10.2466/pr0.94.3.1097-1103.

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This study replicated Petrides and Furnham's 2000 test of the multidimensional nature of the Emotional Intelligence Scale by Schutte, et al. A survey of 153 college students ( M age = 25.0, SD = 4.4, 54.2% women) was performed. Four factors which closely resembled previous ones were found although there were some differences in item loadings. The factors were Optimism, Mood Management, Nonverbal, and Empathy. Then, the total and factor scores were examined for their relationship to scores on the Emotional Recognition and Mood Management Inventories developed by Wells and Hakanen in 1991 for the purpose of testing predictive validity and developing measures with high internal validity.

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Samoylyukevych, I., and V. Svoboda. "DEVELOPING EMOTIONAL INTELLIGENCE IN PRIMARY SCHOOL LEARNERS IN THE CONTEXT OF TEACHING ENGLISH." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3 (106) (October 31, 2021): 33–44. http://dx.doi.org/10.35433/pedagogy.3(106).2021.33-44.

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The research focuses on the problem of incorporating emotional intelligence in the educational process in primary school. The research provides theoretical substantiation and practical elaboration of the methodology of the formation of emotional intelligence in the English lessons in primary school. The formation of emotional intelligence in the process of teaching reading presupposes involving young learners in appropriate activities that will promote the development of the cognitive, controlling, motivational, empathetic and social functions of emotional competence. To develop these functions, a modern English teacher of primary school should create favourable conditions for learners’ self-actualisation, cooperation with peers, manifestation of their leadership qualities, learner autonomy, awareness and understanding of their own and other people’s feelings and emotions. The aim of the study is to develop a system of exercises for the formation of emotional intelligence in primary school learners in the process of teaching them to read in English. The research was conducted with the help of theoretical methods (analysis of psychological, pedagogical, and methodological literature, LifeComp and the Concept of the New Ukrainian School) and empirical methods (methodological experiment to test the methodology suggested, methods of mathematical statistics to process experimental data). As a result, the current state of scientific ideas concerning the problem of the formation of emotional intelligence has been analyzed. The psychological characteristics of primary school learners have been studied, and the need to take them into account in the process of forming emotional intelligence in the English lessons has been justified. The notions of emotional competence and social-emotional skills have been specified; a system of exercises focused on the formation of emotional intelligence in primary school learners in the process of teaching them to read in English has been developed and illustrated with a set of exercises for a thematic cycle of English lessons. The experimental teaching proves the validity of the suggested methodology, which enables us to conclude that due to the balanced approach to the formation of emotional intelligence and reading skills in primary school learners, the average increase in the experimental and control groups constituted 86,2% and 32,3% correspondently.

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Syrotkina, Zhanna, Larysa Bankul, Olena Bukhniieva, Ivan Boychev, Nataliia Gunko, and Alina Chekhunina. "The Arts as a Means of Developing Emotional Intelligence in the Context of Neuropedagogy." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 4 (December 21, 2022): 306–20. http://dx.doi.org/10.18662/brain/13.4/390.

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The article discusses the emotional intelligence of students and the influence of art on its development. The relevance of a developed harmonious personality has always been a priority in contemporary education, and emotional intelligence in recent years has become a revolutionary tool in the development of higher professional and pedagogical training. Studying emotional intelligence represents one of the important tasks in neuropedagogy. Therefore, the influence of art on students’ emotional intelligence can turn out to be an effective solution and is the purpose of this research. The analysis of research of teaching methodology for art subjects in secondary schools allows us to conclude that art acts as a beacon in the development of emotional intelligence in school education. In this article, we consider key issues such as the genesis of emotions, the concept of feelings and emotions, mood and emotionality, the impact of positive emotions on personality and understanding the concept of emotional intelligence. Emotional capability and mood are of undisputable importance for art. The development of the emotional capability requires a specific mood, which leads us to believe that the teacher’s support is crucial in the process where a student cognizes their own personality. The question arose concerning the importance of emotional literacy with regular academic subjects. This proves that a child's development should not be confined to academic subjects only, meaning, EQ and IQ are equally important in today's world. The adequate formation of a child’s personality calls for the balance of both EQ and IQ where art is to be given significant attention.

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McPhail, Ken. "An emotional response to the state of accounting education: developing accounting students’ emotional intelligence." Critical Perspectives on Accounting 15, no. 4-5 (May 2004): 629–48. http://dx.doi.org/10.1016/s1045-2354(03)00050-9.

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Savenkova, Tatiana D. "Developing the emotional intelligence of senior preschoolers through various types and forms of social practice." SHS Web of Conferences 117 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202111701003.

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The article presents the results of an empirical study aimed at assessing the effectiveness of the author’s program for developing the emotional intelligence of senior preschoolers through various types and forms of social practice. Like other personality traits, the emotional intelligence of senior preschoolers manifests itself and develops in various types of social practice. One of the most widespread options is different joint activities with peers and adults. Joint activity with peers and adults based on more complex forms of interaction is regarded as the most accessible option for the social practice of children. The article presents a model of children’s emotional intelligence that serves as a basis of the author’s program of its development in senior preschoolers through various types and forms of social practice. The diagnostic assessment of the emotional intelligence of senior preschoolers was conducted with the use of the author’s methodology developed for teachers and psychologists of preschool educational organizations. Teachers of preschool educational organizations participated in the study as experts assessing the emotional intelligence of children. The results were determined based on the average values provided by each expert for each child and indicator. The study has demonstrated that an important condition for the effective development of the emotional intelligence of senior preschoolers is specially organized social practice based on the child’s gradual mastering of the basic components of social intelligence. To gradually improve the emotional intelligence of senior preschoolers, it is necessary to include them in more complex joint activities with peers and adults.

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Mutoko, Wilbert R., and Jennifer Chishamiso Nzonzo. "Emotional Intelligence as a Tool for Developing Entrepreneurial Professional Networks." Journal of Entrepreneurship and Business Innovation 3, no. 1 (April 8, 2016): 1. http://dx.doi.org/10.5296/jebi.v3i1.9284.

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This paper seeks to investigate how Emotional Intelligence (EI) impacts on the relationship between entrepreneurial competence and the development of professional networks. A qualitative methodology was adopted in this survey using structured face-to-face interviews which were administered to a sample of 10 entrepreneurs who own manufacturing Small Medium and Micro Enterprises (SMMEs) based in Gaborone, Botswana. Thematic analysis was used as data analysis strategy. The key findings of the research are that firstly, EI plays an important role in developing professional networks. Secondly, the main benefits of networking are advice; friendship; information sharing and training opportunities. Thirdly, entrepreneurs develop entrepreneurial professional networks through networking with individuals of their own nationality; engaging with other members of the local business community and international networks. This study has provided important insights of interest, to entrepreneurs, scholars and policy makers. However the research was based on a qualitative methodology, future research can be undertaken using a mixed methodology. Furthermore additional research can be undertaken using a comparative analysis of different African countries in order to come up with a multifaceted approach to the role of EI in the development of entrepreneurial professional networks. This paper motivated a debate on the link between EI and the development of professional networks and how these variables determine Entrepreneurial success. While there appears to be a clear relationship between EI and the development of entrepreneurial networks measurement instruments that can show the contributions of each variable to entrepreneurial success need to be contextualised.

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Murphy, Lyn. "Developing emotional intelligence as a means to increase team performance." World Review of Entrepreneurship, Management and Sustainable Development 5, no. 2 (2009): 193. http://dx.doi.org/10.1504/wremsd.2009.023762.

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Ganpat, TikheSham, and HR Nagendra. "Yoga therapy for developing emotional intelligence in mid-life managers." Journal of Mid-life Health 2, no. 1 (2011): 28. http://dx.doi.org/10.4103/0976-7800.83267.

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Ghita-Pirnuta, Oana-Andreea, and Laura Cismaru. "Developing the Emotional Intelligence of Millennial Students: A Teaching Strategy." Sustainability 14, no. 21 (October 26, 2022): 13890. http://dx.doi.org/10.3390/su142113890.

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The contemporary world is facing a real crisis due to the depletion of basic resources, consumerism and the unprecedented proliferation of physical and mental diseases that are caused by unhealthy nutrition and eating habits. The training of future specialists in the food industry with a high level of emotional intelligence, responsible both for themselves and for others, can be a useful strategy for getting out of the crisis. This was the general objective of the present research, whose statistical hypotheses aimed at increasing the level of empathy of students enrolled in two academic programs of study in the food industry by introducing four consumer psychology modules targeting emotional awareness and moral identity. The applied experimental treatment consisted of the students going through the activities of the four modules, with each module having a triarchic structure: teaching–self-testing–reflective writing. The design used was quasi-experimental, with a single group taking a pretest–posttest measurement. The results obtained support previous research efforts that had the same objective—to contribute to increasing millennial students’ levels of empathy and awareness of their own emotions. Additionally, using the pedagogical techniques of self-testing and reflective writing proved useful in achieving the set objective.

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

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