Relevant bibliographies by topics / Emotional intelligence and Problem-solving

Academic literature on the topic 'Emotional intelligence and Problem-solving'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Emotional intelligence and Problem-solving"

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Otto, Jürgen H., and Ernst-Dieter Lantermann. "Individual Differences in Emotional Clarity and Complex Problem Solving." Imagination, Cognition and Personality 25, no. 1 (September 2005): 3–24. http://dx.doi.org/10.2190/budg-y02k-f254-ybgk.

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Complex problem solving can be predicted to a fair degree by test intelligence. But if emotions are informative, emotional intelligence scores might increase this prediction even more. Therefore, we assessed problem solving behavior, performance, and mood in a quasi-experimental design with 63 students who varied in emotional clarity and solved problems low or high in complexity. Processing capacity served as a covariate. Results revealed that high clarity participants show more conducive problem-solving behavior with high complex problems and generally reach better performance than low clarity participants. Hierarchical regression analyses revealed that emotional clarity predicts performance independent of and to the same degree as processing capacity. Finally, the ability- and mixed-model conceptions of emotional intelligence are discussed and the relationship between subjective and objective components of intelligence is questioned.
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Jordan, Peter J., and Ashlea C. Troth. "Managing Emotions During Team Problem Solving: Emotional Intelligence and Conflict Resolution." Human Performance 17, no. 2 (April 2004): 195–218. http://dx.doi.org/10.1207/s15327043hup1702_4.

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Ningsih, Rahayu Sri, Mohamad Rif'at, and Agung Hartoyo. "HUBUNGAN KECERDASAN EMOSIONAL DENGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA." Jurnal AlphaEuclidEdu 2, no. 1 (July 14, 2021): 129. http://dx.doi.org/10.26418/ja.v2i1.48069.

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This research aims to know between emotional intelligence and mathematic’s problem-solving in students grade 8th in MTs. Al-Fathaanah Mempawah. This research used the correlation to be method and use the Pearson product moment’s formula to processing data. Twenty-one students are samples of this research, and they are select by using purposive sampling. The data collection technique in this research is using problem-solving and indirect communication that was using an emotional intelligence questionnaire. This research is the connection of emotional intelligence with mathematics problem-solving students grade 8th on MTs. Al-Fathaanah Mempawah, with r = 0.45 and the correlation classified is average. Keywords: Emotional Intelligence, Mathematical Problem Solving Ability
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Julius, Elizabeth, Abdul Halim Abdullah, and Nornazira Suhairom. "An analysis of the relationship between emotional intelligence and algebraic problem solving ability of secondary school students in Sokoto State, Nigeria." International Journal of Engineering & Technology 7, no. 3 (August 23, 2018): 1899. http://dx.doi.org/10.14419/ijet.v7i3.16383.

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The purpose of this study is to determine the relationship between emotional intelligence and the algebraic problem solving ability of secondary school students. 100 respondents were used as the sample for the survey at two secondary school in Sokoto state, Nigeria. The targeted respondents are senior secondary two (SSII) students in Sokoto state, Nigeria. Findings of the study showed that there is a moderate relationship between emotional intelligence of the students and their algebraic problem solving ability. Furthermore, it was discovered that male students have a low relationship in their emotional intelligence and their algebraic problem solving ability compared to the female students whose emotional intelligence and algebraic problem solving ability was found to be moderate.
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Sholehah, Noor Annisah, Dadang Juandi, and Surya Kurniawan. "THE EFFECT OF EMOTIONAL INTELLIGENCE TOWARDS STUDENTS' MATHEMATICS PROBLEM SOLVING ABILITY: A META-ANALYSIS CORRELATIONAL STUDY." EDU-MAT: Jurnal Pendidikan Matematika 10, no. 2 (December 29, 2022): 312. http://dx.doi.org/10.20527/edumat.v10i2.14763.

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The literature has shown that emotional intelligence can control a person's rational decision-making and also contribute to mathematical problem-solving. There have been many correlational studies investigating the effect of emotional intelligence on the mathematical problem-solving abilities of students in Indonesia. This study aims to summarize the effect size values given by the primary study through meta-analysis techniques. Twenty-one primary studies that have been published by journal publishers, theses, and proceedings in the last ten years and meet the inclusion criteria will be analyzed. Data analysis using Jeffreys's Amazing Statistics Program (JASP) software with the stages of investigating publication bias, random or fixed effect models, and statistical hypothesis testing. Based on the random effects model, the results showed that there was a positive effect of emotional intelligence on students' mathematical problem-solving abilities in Indonesia with the category of medium positive effect (r = 0.6; p < 0.01). These results suggest for students and learners to give serious attention to students' emotional intelligence to improve their mathematical problem-solving abilities. Keywords: Emotional Intelligence, Emotional Quotient, Mathematics Problem Solving, Meta-Analysis.
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Chebykin, Oleksiy. "EMOTIONAL INTELLIGENCE, ITS COGNITIVE AND MENTAL SIGNS AND FUNCTIONS." Science and Education 2020, no. 1 (May 2020): 19–28. http://dx.doi.org/10.24195/2414-4665-2020-1-3.

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An attempt has been made in this paper to single out the cognitive and mental signs of emotional intelligence and their functions in this process. It has been shown that a significant part of specialists, despite the declarative correspondence of this phenomenon to the sphere of emotions and intelligence, analyzes the social intelligence as the subject of its study and its communicative signs, emotional maturity and its components, self-regulation, empathy, expressiveness of emotions, etc. It can be assumed that in this case, the signs of emotional intelligence are replaced by those that relate to the subject of the study of other psychological phenomena. It should be also agreed that all mental phenomena are closely related, especially since emotions are actually integrated into every process. But when the emotional intelligence is chosen as a subject of study, then this should refer to those signs which should be more reflected certain specific features of emotions in the intelligence. It has been proposed to consider emotional intelligence as a psychological property of individual, characterized by the manifestation of complex as though integrated, emotionalcognitive and mental features, due to which it achieves its goal in certain tasks/problems solving in different activities. It can be argued that emotions are more integrated with cognitive activity in emotional intelligence, and intelligence – with mental activity. That is, the features of the functioning of basic (simple) emotions in higher cognitive, integrated with mental activity are probably what can characterize the psychological essence of the content of emotional intelligence. Such higher emotional and cognitive features that accompany this process include surprise, curiosity, inquisitiveness, interest, enthusiasm, inspiration, guess, disappointment, doubt, insight experience, eureka, and others. The manifestation of these signs may be accompanied by certain functions at the level of comfort emotional coloring of the problem-solving process, emotional guidance on how to solve the problem, emotional activation in the form of strengthening or weakening the manifestation of this process, emotional regulation as dynamics of change of movement of the signs in the problemsolving process. A complex of three methods has been created: investigation of signs of emotional intelligence; study of the manifestation of simple emotions in the content of higher emotions attributed to the signs of emotional intelligence; study of the selected functions of signs of emotional intelligence. It has been shown that there is a certain tendency in the manifestation of signs of emotional intelligence, and its integral components of simple emotions in the problem-solving process. It has been revealed that the emotionally positive orientation of the content of such signs of emotional intelligence as curiosity, insight experience, eureka, their connection with joy and comfort functions of emotional guidance, emotional activation and regulation, form the first complex of emotional intelligence. The second complex is formed on the basis of such signs of emotional intelligence as inquisitiveness, guess and doubt. The third one includes curiosity, enthusiasm and disappointment. These complexes can be those specific determinants of the manifestation of emotional intelligence, as well as the psychological characteristics of its typical manifestations in humans.
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Pratiwi, Diyanti Jati, Tatag Yuli Eko Siswono, and Neni Mariana. "The Role-Playing Problem-Posing Learning to Improve Students' Emotional Intelligence and Mathematics Problem-Solving Skills." IJORER : International Journal of Recent Educational Research 3, no. 3 (May 30, 2022): 312–22. http://dx.doi.org/10.46245/ijorer.v3i3.217.

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The research is aimed to observe the effect of role-playing problem-posing learning methods on emotional intelligence and mathematic problem-solving ability. This research was a quasi-experimental research with a non-equivalent pretest-posttest control group design. The sample was chosen by random sampling with Primary 4A 17 students as a control group class and Primary IV B 17 students as an experiment group class. The Data collection techniques was done through emotional intelligent questionnaire and mathematics problem-solving test. T-test was used as an analysis technique due to data collection before and after the research program. Based on T-test analysis for emotional intelligence and mathematic problem-solving ability, the data showed there was no difference before and after research in both control and experiment class with the value of sig. 2 tailed 0,303>0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,908>0,05. The differences shown in control and experiment classes after learning method in the research with the value of sig. 2 tailed 0,02<0,05 for emotional intelligence and mathematic problem-solving ability got sig. 2 tailed scores 0,01<0,05. In this research, the learning method was the only thing which caused differences, so the researcher concluded that there was an effect of role-playing problem posing learning method to students’ emotional intelligence and mathematics problem-solving ability
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Mutiara Nur Hayati and Muhamad Toyib. "Kemampuan Pemecahan Masalah Siswa dalam Menyelesaikan Soal Himpunan Berorientasi HOTS ditinjau dari Kecerdasan Emosional." INOMATIKA 4, no. 1 (January 31, 2022): 109–32. http://dx.doi.org/10.35438/inomatika.v4i1.320.

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Understanding problem solving was an important ability and have to be possessed by students, because this ability was needed in developing ideas for building new knowledge in mathematics. The importance of problem solving skills was not in line with the quality of real problem solving. In fact, students had low problem solving abilities. One of the ways to develop problem solving skills was through HOTS-oriented questions on topic set. This study aims to analyze problem solving skills in solving HOTS-oriented questions on set material viewed from students' emotional intelligence. This descriptive qualitative research was conducted on students of one of the State Junior High Schools in Nganjuk, East Java. The subjects in this study were 6 students of 7th grade who had high, medium, and low emotional intelligence who were taken using the random sampling technique. Methods of data collection using questionnaires, tests and interviews. The questionnaire method was used to obtain data on students' emotional intelligence. Triangulation is done by comparing test and interview methods to check the validity of the data. Data analysis techniques are carried out by reducing data, presenting data, and drawing conclusions. The results of the study concluded that the problem solving abilities of students who have high emotional intelligence are able to meet all indicators of problem solving abilities, namely understanding problems, planning problem solving, implementing problem solving plans, and re-examining answers. Students with moderate and low emotional intelligence have been able to fulfill the first three indicators but have not re-examined their answers.
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Hasnah, Hasnah, Desy Ana Hendra, and Hapsah Hapsah. "CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND PROBLEM SOLVING SKILL OF HEALTH STUDENTS OF FACULTY OF MEDICINE UNIVERSITAS HASANUDDIN." Indonesian Contemporary Nursing Journal (ICON Journal) 3, no. 1 (August 30, 2018): 22. http://dx.doi.org/10.20956/icon.v3i1.3602.

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Background: High demands in all conditions require proffesional health workers. In dealing with patients, health workers need high emotional intelligence and problem solving skills that are qualified to deal with various problems. Objective: To analyze correlation between emotional intelligence with problem solving skill of health student of Faculty of Medicine Universitas Hasanuddin. Method: This quantitative research was conducted in August-September 2017, using observational study design with cross sectional analytic approach. Population in this research is health students Faculty of Medicine Universitas Hasanuddin who forced in 2013, 2014, 2015, 2016 (N=1995). Sampling technique using cluster random sampling (n=333). The data were analyzed with Spearman’s Rho test. Results: More than half of respondents had a low emotional intelligence (58.3%) and medium level of problem solving skill (51,4%). Correlation coefficient both of them is weak (r=0,222; p value = 0.000 <0,05). Conclusion: There is a weak correlation between emotional intelligence with problem solving skill of health student of Faculty of Medicine Hasanuddin University. The higher the emotional intelligence of the student, the higher the level of problem solving skill.
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Prahani, Binar Kurnia, Wahyu Hari Kristiyanto, Joko Siswanto, Budiyono Saputro, and Husni Mubarok. "Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender." Berkala Ilmiah Pendidikan Fisika 9, no. 3 (November 11, 2021): 398. http://dx.doi.org/10.20527/bipf.v9i3.10659.

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This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender.
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Dissertations / Theses on the topic "Emotional intelligence and Problem-solving"

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Björnström, Martin, and Charlotta Lindvall. "Complex Problem Solving, Creativity and Emotional Intelligence: three success factors forthe 21st century workplace." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-81602.

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The purpose of the present study was to examine complex problem solving (CPS),emotional intelligence (EI) and creativity to further the knowledge aboutcompetencies that are important for the 21st century workplace. We hypothesizedthat CPS would be related to both creativity and EI. Furthermore, we hypothesizedthat age would show a negative relationship to CPS. 39 participants recruitedmostly from convenience sampling completed the CPS test, the creativity test andthe EI test at locations in Örebro and Stockholm. The results were analyzed withlinear and multiple regressions and showed that CPS significantly predictedcreativity and that CPS significantly predicted EI, with those two having a negativerelationship. A regression revealed that age significantly predicted CPS, with thosetwo having a negative relationship. It was theorized that working memory andintelligence were important factors explaining the regression of CPS and creativity.The unexpected negative relationship between CPS and EI was theoreticallyinvestigated, indicating that personality factors could have affected the results.
Syftet med den här studien var att undersöka komplex problemlösning (CPS),emotionell intelligens (EI) och kreativitet för att främja kunskapen om kompetensersom är viktiga för 2000-talets arbetsplats. Vår hypotes var att CPS skulle vararelaterat till både kreativitet och till EI. Dessutom var en hypotes att ålder skulleha en negativ relation till CPS. 39 deltagare rekryterade främst frånbekvämlighetsurval genomförde CPS-testet, kreativitets testet och EI-testet iÖrebro och i Stockholm. Resultaten analyserades med linjära och multiplaregressioner och visade att CPS signifikant predicerade kreativitet och att CPSsignifikant predicerade EI, med ett negativt förhållande. En regression visade attålder signifikant predicerade CPS, med ett negativt förhållande. Teoretiskaförklaringar gavs att arbetsminne och intelligens var viktiga faktorer somförklarade regressionen av CPS och kreativitet. Det oväntade negativa sambandetmellan CPS och EI undersöktes teoretiskt vilket antydde att personlighetsfaktorerkan ha påverkat resultaten.
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Boshoff, Tanya. "The compilation and evaluation of a creativity programme for children in middle childhood / Tanya Boshoff." North-West University, 2006. http://hdl.handle.net/10394/23.

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Heckman, Abby L. "Age differences in emotion regulation in interpersonal situations." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/8075.

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Coster, Elizabeth. "Operation Houndstooth Gifted learners develop social and moral reasoning skills within a social capital framework." Thesis, University of Canterbury. College of Education, 2013. http://hdl.handle.net/10092/8927.

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Acceptance of emotional intelligence as a form of giftedness has been a very gradual process particularly when placed alongside more widely recognised forms of academic giftedness. This piece of research examines the incorporation of the gifted learning model Operation Houndstooth within the setting of a primary school environmental programme in order to meet the learning needs of a group emotionally gifted students. The project was initiated after observing the capacity of the New Zealand Enviro Schools programme as a learning vehicle to allow this group of gifted learners the opportunity to participate in a problem solving process within the Operation Houndstooth model. Houndstooth itself derives from the Enrichment Triad Model for learning and is the work of the American educational psychologist Joseph Renzulli. The Houndstooth model has been designed to extend the co-cognitive skills of each gifted learner. The programme itself was conducted within a primary school environment in which the researcher was employed as a teacher and the participants were members of the senior classes. The research was carried out as a qualitative study with a single-case study placed alongside action research. The completion of the project saw the emergence of a group of students who had developed their confidence as efficient communicators and capable problem solvers. The study argues for the development of gifted programmes that recognise emotional giftedness within the New Zealand primary school setting which incorporates Renzulli’s Houndstooth as a delivery model.
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Mitchell-White, Kathleen. "Reflective thinking and emotional intelligence as predictive performance factors in problem-based learning situations." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/788.

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Continued improvement of the training and preparation of Federal Bureau of Investigation (FBI) special agents is critical to the organization's ability to protect the national security of the United States. Too little attention has been paid to the factors that improve new agent trainees' (NATs) ability to learn and succeed in their training programs. Based on the theories of reflective thinking and emotional intelligence, this nonexperimental, correlational study explored predictors of NATs' (N = 183) performance in problem-based exercises as part of the 20-week training program. Self-report instruments measured levels of critical reflection (CR), emotional intelligence (EQ), and perceived ability (PA). An established performance measure collected instructor-observed performance (OP) scores. Regression analysis tested the relationships of CR and EQ with OP but yielded no statistical significance. Due to concerns about the measure of OP, a second analysis revealed significance with PA scores for EQ (b = .193, p = <.001) only. Preparing effective special agents to respond to the challenges of a volatile global environment is a priority of the FBI and contributes to positive social change, as its mission is to ensure the safety and security of the United States. The main conclusion from the study was that a better measure of performance is needed to study the impact of CR and EQ on trainees. When measured more effectively, characteristics of trainees may be relevant to improving performance.
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Kellner, Frank Wade. "Examination of How Nursing Students' Coping Methods for Stress are Related to Ability and Personality as Indicated by Emotional Intelligence (Ability) and Locus of Control (Personality)." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505237/.

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Undergraduate nursing students face tremendous stress in regards to academic and clinical demands while emotional intelligence (EI) is a topic of interest in the nursing field. This study examined whether problem-focused coping methods for stress are related to ability and personality. In this study, EI represented ability and locus of control (LOC) represented personality. Confrontive coping, seeking social support, and planful problem-solving represented the problem-focused coping variables. A survey instrument which represented a combination of the Assessing Emotions Scale, Perceived Stress Scale, Ways of Coping Scale (Revised), and the Rotter Locus of Control Scale was administered to 11 undergraduate nursing schools during the spring semester of 2019. The results indicated that EI had strong and statistically significant correlations with each of the other variables in the study which were LOC, stress, confrontive coping, seeking social support, and planful problem-solving. The results further supported that EI was a statistically significant predictor for each of the three problem-focused coping variables. It was concluded that level of stress did not mediate the relationship between EI and any of the three problem-focused coping methods. In addition, LOC moderated the relationship between EI and stress. The limitations and possibilities for future research are addressed in this study. Specifically, future research should examine specific stressful encounters in addition to the participants' perception on if the stressful encounter was impactful and if the participant had the resources to cope with the stressful encounter. This information would provide insight into each participant's primary and secondary appraisals.
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Kellner, Frank Wade. "Examination of How Nursing Students' Coping Methods for Stress are Related to Ability and Personality as Indicated by Emotional Intelligence [Ability] and Locus of Control [Personality]." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1505237/.

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Undergraduate nursing students face tremendous stress in regards to academic and clinical demands while emotional intelligence (EI) is a topic of interest in the nursing field. This study examined whether problem-focused coping methods for stress are related to ability and personality. In this study, EI represented ability and locus of control (LOC) represented personality. Confrontive coping, seeking social support, and planful problem-solving represented the problem-focused coping variables. A survey instrument which represented a combination of the Assessing Emotions Scale, Perceived Stress Scale, Ways of Coping Scale (Revised), and the Rotter Locus of Control Scale was administered to 11 undergraduate nursing schools during the spring semester of 2019. The results indicated that EI had strong and statistically significant correlations with each of the other variables in the study which were LOC, stress, confrontive coping, seeking social support, and planful problem-solving. The results further supported that EI was a statistically significant predictor for each of the three problem-focused coping variables. It was concluded that level of stress did not mediate the relationship between EI and any of the three problem-focused coping methods. In addition, LOC moderated the relationship between EI and stress. The limitations and possibilities for future research are addressed in this study. Specifically, future research should examine specific stressful encounters in addition to the participants' perception on if the stressful encounter was impactful and if the participant had the resources to cope with the stressful encounter. This information would provide insight into each participant's primary and secondary appraisals.
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Turner, Roy Marvin. "A schema-based model of adaptive problem solving." Diss., Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/9156.

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Herman, David Joseph. "An extensible, task-specific shell for routine design problem solving /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759914759341.

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Van, Tonder Rene. "An exploration of the female adolescent learner-educator interaction within the youth care centre." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/20863.

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Thesis (MEd)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: The study aims to explore and describe the Youth Care learner's relational interaction with her educators in order to establish what could enhance this relationship with her educators. The specific focus is on the female Youth Care learners' experiences of this relationship and how they impact on the learners' sense of well-being within a particular Youth Care Centre. The participants for this study consisted of eight female learners from the Youth Care Centre. The research methods which were used are semi-structured interviews with each participant. I also conducted focus groups with educators which resulted in confirmation of data. The analysis of the interview guides' data provided themes which are discussed according to certain categories that emerged in the data produced during the interviews. The study shows that various factors such as lack of empathy, trust, respect and understanding impact on the educator-learner relationship within a Youth Care Centre. These factors directly impact on Youth Care learners' well-being. The study shows that the presence of these factors could be used to decrease the number of Youth Care learners who have sad or hopeless feelings. The Youth Care learners also made suggestions on how this relationship with their educators could be enhanced. Thus, it can be concluded that Youth Care educators who possess superior competency in the different realms of emotional skills have many advantages that lead to mutually satisfying and responsible interpersonal relationships. This research therefore calls for a greater focus on the development of the emotional skills of Youth Care educators, which could lead to better interactions with their learners. I conclude by suggesting that further studies be conducted to assess the emotional skills of Youth Care educators and to determine in which realm they need improvement.
AFRIKAANSE OPSOMMING: Die ondersoek is daarop gemik om die aard van die jeugsorgleerder se verhouding met haar opvoeders te eksploreer en te beskryf met die doel om vas te stel wat gedoen kan word ten einde hierdie verhouding te verbeter. Die spesifieke fokus is op hoe jeugsorgleerders hierdie verhoudinge ervaar en die uitwerking daarvan op die leerders se verhouding met en gehegtheid aan hulle opvoeders in 'n besondere Jeugsorgsentrum. Die deelnemers aan die studie was agt vroulike leerders van die Jeugsorgsentrum. Die navorsingsmetodiek het bestaan uit semi-gestruktureerde onderhoude wat op elke deelnemer toegepas is. Opvoeders was ook by fokusgroep besprekings betrokke, wat gelei het tot bevestiging van my data. Data-analise van die vraelyste het die navorser voorsien van temas wat bespreek is volgens kategorieë wat na vore gekom het tydens die proses van dataversameling gedurende die individuele onderhoude. Die ondersoek toon dat 'n verskeidenheid faktore soos gebrek aan empatie, vertroue, respek en begrip 'n beduidende invloed op opvoeder - leerder verhoudinge binne 'n Jeugsorgsentrum uitoefen. Hierdie faktore het 'n direkte invloed op jeugsorgleerders se welsyn. Die ondersoek toon dat die aanwesigheid van hierdie faktore aangewend kan word om die aantal leerders te verminder wat gevoelens van hartseer of hopeloosheid ervaar. Die jeugsorgleerders het ook voorstelle gemaak wat gedoen kan word om hierdie verhoudinge te verbeter. Daar kan dus afgelei word dat dit voordelig is vir opvoeders van Jeugsorgsentrums om oor superieure emosionele vaardighede te beskik, omdat dit wedersyds bevredigende en verantwoordelike interpersoonlike verhoudings tot gevolg het. Hierdie navorsing vra dus vir 'n groter fokus op die ontwikkeling van die emosionele vaardighede van opvoeders, wat kan bydra tot verbeterde verhoudings met hulle leerders. Ten slotte wil ek verdere navorsing op hierdie terrein aanbeveel ten einde die emosionele vaardighede van die opvoeders te bepaal en om vas te stel op watter gebied hulle kan verbeter.
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Books on the topic "Emotional intelligence and Problem-solving"

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Secrets of IQ training: 101 ways to sharpen your mind. New York: Shelter Harbor Press, 2008.

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Sundem, Garth. Beyond IQ: Scientific tools for training problem solving, intuition, emotional intelligence, creativity, and more. New York: Three Rivers Press, 2014.

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Gigerenzer, Gerd. Gut feelings: The intelligence of the unconscious. New York, NY: Viking, 2007.

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H, Rowe Helga A., ed. Problem solving and intelligence. Hillsdale, N.J: Lawrence Erlbaum Associates, 1985.

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Problem-solving and artificial intelligence. New York: Prentice Hall, 1990.

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Thompson, Robert, Francis M. Crinella, and Jen Yu. Brain Mechanisms in Problem Solving and Intelligence. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4757-9548-6.

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1977-, Vrakas Dimitris, and Vlahavas Ioannis, eds. Artificial intelligence for advanced problem solving techniques. Hershey, PA: Information Science Reference, 2008.

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service), SpringerLink (Online, ed. Automated Configuration Problem Solving. New York, NY: Springer New York, 2012.

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Analogical problem solving. Chichester, West Sussex, England: E. Horwood, 1988.

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Patten, Terry. Systemic text generation as problem solving. Cambridge [Cambridgeshire]: Cambridge University Press, 1988.

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Book chapters on the topic "Emotional intelligence and Problem-solving"

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Patibandla, R. S. M. Lakshmi, V. Lakshman Narayana, and Sachi Nandan Mohanty. "Need of Improving the Emotional Intelligence of Employees in an Organization for Better Outcomes." In Decision Making And Problem Solving, 63–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66869-3_5.

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Jordan, Peter J., and Ashlea C. Troth. "Managing Emotions During Team Problem Solving: Emotional Intelligence and Conflict Resolution." In Emotion and Performance, 195–218. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9780429187636-4.

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Clark, Adele, and Jacqui Blades. "What is the problem?" In Practical Ideas for Emotional Intelligence, 197. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-112.

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Clark, Adele, and Jacqui Blades. "What specifically is the problem?" In Practical Ideas for Emotional Intelligence, 207–8. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-118.

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Eisner, Howard. "Artificial Intelligence." In Problem-Solving, 81–90. First edition. | Boca Raton, FL : CRC Press, 2021.: CRC Press, 2021. http://dx.doi.org/10.1201/9781003160618-8.

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Kavitha, A., and S. Sandhya Snehasree. "Comparative Study of Artificial Emotional Intelligence Structuring Social Agent Behavior Based on Graph Coloring Problem." In Advances in Intelligent Systems and Computing, 253–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35314-7_30.

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Les, Zbigniew, and Magdalena Les. "Problem Solving." In Studies in Computational Intelligence, 97–129. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14197-8_7.

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Dryden, Windy, and Michael Neenan. "Emotional Problem-Solving Facilitates Independent Practical Problem-Solving." In Rational Emotive Behaviour Therapy, 103–4. Third edition. | London ; New York : Routledge, 2021. | Series: 100 key points: Routledge, 2020. http://dx.doi.org/10.4324/9781003132493-39.

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Denham, Susanne A., and Rosemary Burton. "Social Problem Solving." In Social and Emotional Prevention and Intervention Programming for Preschoolers, 135–43. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0055-1_9.

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Menzel, Wolfram. "Problem Solving with Neural Networks." In Intelligence and Artificial Intelligence, 162–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-662-03667-9_9.

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Conference papers on the topic "Emotional intelligence and Problem-solving"

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Khon, Natalya, Alla Kim, and Zhanerke Aidossova. "Problem Solving Design for Emotional Intelligence Training of Middle Managers." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.71.

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Khazova, S. A., and N. S. Shipova. "Emotional intelligence as a resource for codependent women." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.965.977.

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The relevance of the study of personal resources is related to the importance of knowledge about the factors that determine a person’s mental health despite living conditions. The research aim was to study the emotional intelligence as a coping resource of codependent women. Sample: 19 women aged 32 to 47 years who are in a close relationship with a chemically dependent person. All women are clients of groups that help relatives of dependent people in Kostroma. Methods: The Mayer — Salovey — Caruso Emotional Intelligence Test 1998 (MSCEIT v. 2.0), adaptation in Russian (Sergienko & Vetrova, 2010); Co-Dependency Assessment Inventory (Weinhold & Weinhold, 2008); Ways of Coping Questionnaire, Folkman & Lazarus, 1988, adaptation in Russian (Kryukova, 2010); Projective technique «Man in the rain» by E. V. Romanova, T. I. Sytko (1992). The results indicate a lower development of emotional intelligence, the ability to understand emotions and consciously manage them, and features of the emotional sphere were found: feelings of insecurity, emotional coldness, impulsiveness and infantile. 47 % of women cope with the situation of dependence of a loved one unconstructively and are prone to excessive self-control, search for social support, and strive to solve the problem in any way. This does not allow you to cope with the dependence of a loved one and with your own codependent state. Regression analysis shows a fairly positive impact on coping behavior of the ability to understand and analyze emotions, use them in solving problems, consciously manage them, and predict their emotional States in the future. On the one hand, distance from the situation is reduced, on the other hand, emotional intelligence creates conditions for confrontation with the dependent behavior of a loved one and for a positive reevaluation of the situation in the context of strengthening one’s own personality. These results allow us to speak about the resource role of emotional intelligence in the situation of codependent relationships.
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Maryani, Sri, Ikrar Pramudya, and Isnandar Slamet. "Students’ Mathematical Problem-Solving Abilities in Terms of Emotional Intelligence with TGT and TAI Models." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.130.

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Yang, Jufeng, Dongyu She, and Ming Sun. "Joint Image Emotion Classification and Distribution Learning via Deep Convolutional Neural Network." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/456.

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Visual sentiment analysis is attracting more and more attention with the increasing tendency to express emotions through visual contents. Recent algorithms in convolutional neural networks (CNNs) considerably advance the emotion classification, which aims to distinguish differences among emotional categories and assigns a single dominant label to each image. However, the task is inherently ambiguous since an image usually evokes multiple emotions and its annotation varies from person to person. In this work, we address the problem via label distribution learning (LDL) and develop a multi-task deep framework by jointly optimizing both classification and distribution prediction. While the proposed method prefers to the distribution dataset with annotations of different voters, the majority voting scheme is widely adopted as the ground truth in this area, and few dataset has provided multiple affective labels. Hence, we further exploit two weak forms of prior knowledge, which are expressed as similarity information between labels, to generate emotional distribution for each category. The experiments conducted on both distribution datasets, i.e., Emotion6, Flickr_LDL, Twitter_LDL, and the largest single emotion dataset, i.e., Flickr and Instagram, demonstrate the proposed method outperforms the state-of-the-art approaches.
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Mitayuanisya, Gunarhadi, and Riyadi. "Analysis of Student Thinking Processes in Mathematical Problem Solving Reviewed From Emotional Intelligence of Elementary School Students." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453762.

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Syawaluddin, Ahmad, Ramlan Mahmud, and Naimah Paronda. "Integration Model Development of Emotional Intelligence In Mathematical Problem-Based Learning." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.11.

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Zhang, Yuxiang, Jiamei Fu, Dongyu She, Ying Zhang, Senzhang Wang, and Jufeng Yang. "Text Emotion Distribution Learning via Multi-Task Convolutional Neural Network." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/639.

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Emotion analysis of on-line user generated textual content is important for natural language processing and social media analytics tasks. Most of previous emotion analysis approaches focus on identifying users’ emotional states from text by classifying emotions into one of the finite categories, e.g., joy, surprise, anger and fear. However, there exists ambiguity characteristic for the emotion analysis, since a single sentence can evoke multiple emotions with different intensities. To address this problem, we introduce emotion distribution learning and propose a multi-task convolutional neural network for text emotion analysis. The end-to-end framework optimizes the distribution prediction and classification tasks simultaneously, which is able to learn robust representations for the distribution dataset with annotations of different voters. While most work adopt the majority voting scheme for the ground truth labeling, we also propose a lexiconbased strategy to generate distributions from a single label, which provides prior information for the emotion classification. Experiments conducted on five public text datasets (i.e., SemEval, Fairy Tales, ISEAR, TEC, CBET) demonstrate that our proposed method performs favorably against the state-of-the-art approaches.
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Hui, Yap Ming. "The Impact Of Emotional Intelligence On Problem Behaviour Among Adolescents In Malaysia." In INCoH 2017 - The Second International Conference on Humanities. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.6.

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Wu, Leyi, Jing Luo, and Huihui Guo. "An interactive design solution for prenatal emotional nursing of pregnant women." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001973.

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With the continuous development of interactive technology, informatization has begun to integrate into people's life[1].Having been neglected in history, postpartum depression reminds us that we need to pay attention to maternal emotional needs and prenatal care[2]. In the current situation, it is worth researching the interactive products for prenatal emotional care. According to the survey, it is not difficult to find that some speech emotion and facial expression recognition technologies in artificial intelligence are developing Which have large potential for extensive use.[3,4]. Therefore, it is necessary and feasible to design prenatal emotional diagnosis tools for pregnant women. This study has designed a product to care for pregnant women by identifying their emotional needs through AI recognition technologies. Appropriate prenatal intervention is conducive to the prevention of postpartum depression[5,6] . The use of artificial intelligence recognition technology can provide an appropriate emotional care plan. This can reduce the difficulty of training medical personnel and the difficulty of relatives caring for pregnant women. Therefore, the risk of postpartum depression can be reduced. QUESTIONCollecting opinions and information from previous studies is an important reference for this study. Therefore, this study needs to solve the following problems.1) How to design an artificial intelligence product that can accurately diagnose the emotion of pregnant women?2) How to integrate AI facial emotion recognition technology?3) How to help nurses and their families take care of users more professionally and easily through the information database?4) How to adapt the emotional care program provided by interactive products to different pregnant women? Methods:the research methods of this study are as follows:1) Observing the working process of artificial midwives and psychologists to find Which part can be assisted by machines[7].2) To understand the emotional needs of pregnant women through interview.3) To brainstorm according to the real data collected before and research findings, and then design interactive products that can practically solve the emotional care problems of pregnant women.4) Through the experiment of AI emotion recognition technologies, the feasibility of emotion recognition is verified. CONCLUSIONS:With the continuous development of artificial intelligence, more and more artificial intelligence products have entered our life [1]. This study is aimed to help pregnant women prevent prenatal and postpartum depression and maintain their health through artificial intelligence interaction technologies. This study is exploring the solution under the help of artificial intelligence after studying the problem that prenatal and postpartum emotion are neglected. This design is still in the conceptual design stage, but it seems only a matter of time before this design is applied in the future[8]. REFERENCES:[1]. Lee H S , Lee J . Applying Artificial Intelligence in Physical Education and Future Perspectives. 2021.[2]. Beck C T . Postpartum depression: it isn't just the blues.[J]. American Journal of Nursing, 2006, 106(5):40-50.[3].Ramakrishnan S , Emary I M M E . Speech emotion recognition approaches in human computer interaction[J]. Telecommunication Systems, 2013, 52(3):OnLine-First.[4]. Samara A , Galway L , Bond R , et al. Affective state detection via facial expression analysis within a human–computer interaction context[J]. Journal of Ambient Intelligence & Humanized Computing, 2017.[5]. Clatworthy J . The effectiveness of antenatal interventions to prevent postnatal depression in high-risk women[J]. Journal of Affective Disorders, 2012, 137(1-3):25-34.[6]. Ju C H , Hye K J , Jae L J . Antenatal Cognitive-behavioral Therapy for Prevention of Postpartum Depression: A Pilot Study[J]. Yonsei Medical Journal, 2008, 49(4):553-.[7]. Fletcher A , Murphy M , Leahy-Warren P . Midwives' experiences of caring for women's emotional and mental well-being during pregnancy[J]. Journal of Clinical Nursing, 2021.[8]. Jin X , Liu C , Xu T , et al. Artificial intelligence biosensors: Challenges and prospects[J]. Biosensors & Bioelectronics, 2020, 165:112412.
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Verkhoturova, Natalia Yuryevna. "TO THE PROBLEM OF STUDYING EMOTIONAL INTELLIGENCE AS A PHENOMENON OF MODERN PSYCHOLOGY." In Наука и социум. Коррекционно-развивающая среда и инклюзивная практика помощи детям с ОВЗ. Новосибирск: Автономная некоммерческая организация дополнительного профессионального образования "Сибирский институт практической психологии, педагогики и социальной работы", 2021. http://dx.doi.org/10.38163/978-5-6045317-3-0_2021_112.

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Reports on the topic "Emotional intelligence and Problem-solving"

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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Allen, James F. Northeast Artificial Intelligence Consortium Annual Report for 1987. Volume 7. Part A. Time Oriented Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, March 1989. http://dx.doi.org/10.21236/ada210331.

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Perdigão, Rui A. P. Earth System Dynamic Intelligence - ESDI. Meteoceanics, April 2021. http://dx.doi.org/10.46337/esdi.210414.

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Earth System Dynamic Intelligence (ESDI) entails developing and making innovative use of emerging concepts and pathways in mathematical geophysics, Earth System Dynamics, and information technologies to sense, monitor, harness, analyze, model and fundamentally unveil dynamic understanding across the natural, social and technical geosciences, including the associated manifold multiscale multidomain processes, interactions and complexity, along with the associated predictability and uncertainty dynamics. The ESDI Flagship initiative ignites the development, discussion and cross-fertilization of novel theoretical insights, methodological developments and geophysical applications across interdisciplinary mathematical, geophysical and information technological approaches towards a cross-cutting, mathematically sound, physically consistent, socially conscious and operationally effective Earth System Dynamic Intelligence. Going beyond the well established stochastic-dynamic, information-theoretic, artificial intelligence, mechanistic and hybrid techniques, ESDI paves the way to exploratory and disruptive developments along emerging information physical intelligence pathways, and bridges fundamental and operational complex problem solving across frontier natural, social and technical geosciences. Overall, the ESDI Flagship breeds a nascent field and community where methodological ingenuity and natural process understanding come together to shed light onto fundamental theoretical aspects to build innovative methodologies, products and services to tackle real-world challenges facing our planet.
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Perdigão, Rui A. P. Earth System Dynamic Intelligence with Quantum Technologies: Seeing the “Invisible”, Predicting the “Unpredictable” in a Critically Changing World. Meteoceanics, October 2021. http://dx.doi.org/10.46337/211028.

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We hereby embark on a frontier journey articulating two of our flagship programs – “Earth System Dynamic Intelligence” and “Quantum Information Technologies in the Earth Sciences” – to take the pulse of our planet and discern its manifold complexity in a critically changing world. Going beyond the traditional stochastic-dynamic, information-theoretic, artificial intelligence, mechanistic and hybrid approaches to information and complexity, the underlying fundamental science ignites disruptive developments empowering complex problem solving across frontier natural, social and technical geosciences. Taking aim at complex multiscale planetary problems, the roles of our flagships are put into evidence in different contexts, ranging from I) Interdisciplinary analytics, model design and dynamic prediction of hydro-climatic and broader geophysical criticalities and extremes across multiple spatiotemporal scales; to II) Sensing the pulse of our planet and detecting early warning signs of geophysical phenomena from Space with our Meteoceanics QITES Constellation, at the interface between our latest developments in non-linear dynamics and emerging quantum technologies.
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Ruvinsky, Alicia, Timothy Garton, Daniel Chausse, Rajeev Agrawal, Harland Yu, and Ernest Miller. Accelerating the tactical decision process with High-Performance Computing (HPC) on the edge : motivation, framework, and use cases. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/42169.

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Managing the ever-growing volume and velocity of data across the battlefield is a critical problem for warfighters. Solving this problem will require a fundamental change in how battlefield analyses are performed. A new approach to making decisions on the battlefield will eliminate data transport delays by moving the analytical capabilities closer to data sources. Decision cycles depend on the speed at which data can be captured and converted to actionable information for decision making. Real-time situational awareness is achieved by locating computational assets at the tactical edge. Accelerating the tactical decision process leverages capabilities in three technology areas: (1) High-Performance Computing (HPC), (2) Machine Learning (ML), and (3) Internet of Things (IoT). Exploiting these areas can reduce network traffic and shorten the time required to transform data into actionable information. Faster decision cycles may revolutionize battlefield operations. Presented is an overview of an artificial intelligence (AI) system design for near-real-time analytics in a tactical operational environment executing on co-located, mobile HPC hardware. The report contains the following sections, (1) an introduction describing motivation, background, and state of technology, (2) descriptions of tactical decision process leveraging HPC problem definition and use case, and (3) HPC tactical data analytics framework design enabling data to decisions.
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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002566.

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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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