Дисертації з теми "Developing emotional intelligence in Vietnam"
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Delport, Marthinus. "Developing emotional intelligence for sustained student success." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86478.
Повний текст джерелаENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), psychological well-being and constructive self-efficacy beliefs that could all ultimately help determine an individual’s academic success. It was hypothesised that Emotional Intelligence (EI) are central to these psychological resources and play a crucial role in the adaption and performance of first-year students in higher educational institutions. In this study an EI development programme was therefore implemented in order to evaluate whether it is possible to provide students with a powerful resource reservoir (i.e. high EI capabilities) in order to empower them to acquire additional personal and psychological resource (i.e. academic self-leadership, academic self-efficacy and well-being) that are needed to attain academic success. The findings of this study revealed that the EI development programme succeeded in elevating students’ EI, which also led to moderate improvements in their psychological well-being (i.e. less perceived stress), as well as the enhancement of their academic self-leadership (ASL) and academic self-efficacy (ASE) skills and abilities. Institutes of higher education should therefore rethink the emphasis they place on cognitive abilities alone and consider the strategy of also providing opportunities to enhance non-cognitive predictors of academic success. For example, by implementing EI development programmes, such as the one tested in this research, students have a greater chance of developing the necessary self-direction and self-regulation skills necessary to reach academic greatness which, most probably, will also facilitate better employability and career success.
AFRIKAANSE OPSOMMING: Die teleurstellende opvoedkundige situasie in Suid-Afrika het navorsers genoodsaak om moontlike voorspellers aangaande akademiese prestasie te ondersoek. Dit blyk dat daar 'n toenemende klem op nie-kognitiewe faktore geplaas word, wat 'n rol mag speel in die bepaling van die akademiese prestasie van studente. In hierdie studie word verskeie unieke uitdagings wat eerstejaarstudente moontlik in die gesig mag staar geïdentifiseer. Daar word dan ook gekyk na moontlike sleutel sielkundige hulpbronne wat kan help om hierdie uitdagings te oorkom. Hierdie hulpbronne sluit selfregulerende vaardighede (bv. self-leierskap en emosionele regulering), sielkundige welstand en konstruktiewe self-doeltreffendheid in, wat almal uiteindelik ʼn bydrae kan lewer tot ʼn individu se akademiese sukses. Dit was veronderstel dat Emosionele Intelligensie (EI) die kern tot hierdie sielkundige hulpbronne is, en dat dit ʼn beslissende rol in die aanpassing en prestasie van eerstejaarstudente in Hoër Onderwys Instellings speel. In hierdie studie is 'n EI-ontwikkelingsprogram geïmplementeer ten einde te evalueer of dit moontlik is om studente te voorsien met ʼn sterk sielkundige hulpbron basis (bv. hoër EI vermoëns) wat hulle behoort te bemagtig om bykomende persoonlike en sielkundige hulpbronne te verkry (bv. beter self-leierskap, self-doeltreffendheid en sielkundige welstand), wat nodig is vir akademiese vooruitgang. Die bevindinge van hierdie studie het getoon dat die EI-ontwikkelingsprogram daarin geslaag het om studente se EI te verhoog, wat tot gematigde verbetering in hul sielkundige welstand (minder waargenome stres) gelei het, sowel as die verbetering van hul akademiese self-leierskap (ASL) en akademiese self-doeltreffendheid (ASE). Instellings van Hoër Onderwys moet dus die klem wat alleenlik op kognitiewe vermoëns geplaas word opnuut deurdink, en strategieë oorweeg om geleenthede te skep wat nie-kognitiewe voorspellers van akademiese sukses sou verhoog. Deur byvoorbeeld die implementering van ʼn EI ontwikkelingsprogram, soos wat getoets word in hierdie navorsing, te implementeer, sou studente 'n beter kans hê om die nodige self-gerigtheid en selfregulerende vaardighede te bekom, wat nodig is vir akademiese sukses en vordering. Hierdie vaardighede sal waarskynlik ook lei tot beter indiensneembaarheid sowel as loopbaansukses.
Devis-Rozental, Camila. "Developing socio-emotional intelligence in early years scholars." Thesis, Bournemouth University, 2017. http://eprints.bournemouth.ac.uk/29594/.
Повний текст джерелаDolev, Niva. "Developing emotional intelligence competencies in teachers through group-based coaching." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27618.
Повний текст джерелаVisser, Marilize. "The role of emotional intelligence in developing the human potential." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53160.
Повний текст джерелаENGLISH ABSTRACT: This study examines the different components of Emotional Intelligence (EQ) based on the classification of the Bar-On Emotional Quotient Inventory evaluation and the importance of Emotional intelligence in the working environment. It also suggests ways of improving one's EO by different exercises. The five main categories are Intrapersonal qualities, Interpersonal Skills, Adaptability, Stress Management and General Mood. The first component consists of Emotional Self-awareness, Assertiveness, Independence, Selfesteem and Self-actualisation; the second component consists of Empathy, Social Responsibility and Interpersonal Relationships; the third component consists of Problem-solving, Reality-testing and Flexibility; the fourth component consists of Stress Tolerance and Impulse Control and the final component consists of Happiness and Optimism. The above-mentioned components of EO are seen as the building blocks of reaching success in life by many people around the world. Many research shows that emotional intelligence is the new yardstick used to evaluate people's potential. People need to know themselves, their inner fears, strenqths, weaknesses and understand why they have these different feelings. Then only can they begin to really understand others and interact in a meaningful relationship, whether social, business or personal. How one feels have a direct impact on how one performs. The good news is that EQ can be learned and improved by anyone who is willing to learn. Some research suggests that it is or can be more powerful than the Intelligence Quotient (IQ). This study can be seen as a guideline to improve one's EQ and helping to understand the relationships with others and how to be successful.
AFRIKAANSE OPSOMMING: Die doelwit van die studie is om die verskillende komponente van Emosionele Intelligensie (EI), of Emosionele Kwosiënt (EK), te ondersoek wat op die Bar-On Emosionele Intelligensie Vraelys gebaseer is, as ook die belang van EI in die werkomgewing. Daar word ook verwys na verskillende oefeninge om EI te ontwikkel. Die vyf hoofafdelings is: Intrapersoonlike vaardighede, Interpersoonlike vaardighede, Aanpasbaarheid, Streshantering en Algemene gemoedstoestand. Intrapersoonlike vaardighede word verder verdeel in Emosionele selfbewustheid, Selfhandhawing, Onafhanklikheid, Selfbeeld en Selfverwesenliking. Interpersoonlike vaardighede bestaan uit Empatie, Sosiale verantwoordelikheid en Interpersoonlike verhoudings. Aanpasbaarheid bestaan uit Probleemoplossing, Werklikheidstoetsing en Aanpasbaarheid. Streshantering word verdeel in Strestoleransie en Impulsbeheer. Die laaste afdeling, Algemene gemoedstoestand, bestaan uit Geluk en Optimisme. Die bogenoemde komponente van EI word algemeen gesien as die boustene vir 'n suksesvolle toekoms. Baie navorsing het getoon dat EI die nuwe maatstaf is om die mens se vermoëns te meet. Elke persoon moet bewus wees van sy eie vrese, sterk en swakpunte en verstaan waarom daardie emosies ervaar word, en slegs dan kan betekenisvolle sosiale, persoonlike of werkverhoudings suksesvol ontwikkel word. 'n Persoon se emosies het 'n direkte impak op sy prestasievermoë. Die goeie nuus is dat EI aangeleer en verbeter kan word. Sekere navorsing dui daarop dat EI belangriker is as die Intellektuele Kwosiënt (IK). Hierdie studie kan gesien word as 'n riglyn om EI te bevorder, om insig te gee in die verhoudings met ander persone, en hoe om beter te presteer.
Bailey, Cara. "Developing emotional intelligence around death and dying in emergency work." Thesis, University of Nottingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503154.
Повний текст джерелаJarosz, Joanna. "Psychoeducational Role of Coaching in developing Emotional Intelligence and Well-Being." Doctoral thesis, Katowice : Uniwersytet Śląski, 2020. http://hdl.handle.net/20.500.12128/20187.
Повний текст джерелаOpper, Bjorn. "Exploring the value and limits of using outdoor adventure education in developing emotional intelligence during adolescence." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40236.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.
Повний текст джерелаMulder, Anja. "Improving emotional intelligence and developing servant leadership skills : an outcome evaluation of Life Choices' Leaders' Quest programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20505.
Повний текст джерелаNguyen, Linh M. "The Effects of Emotional Intelligence and Cultural Orientations on Job Satisfaction: A Comparison of Vietnamese and the U.S. Manufacturing Workers." Wittenberg University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1469110755.
Повний текст джерелаLewis, Alicia Hunter. "Developing Global Citizens: Perceptions Regarding Educational Leadership in an International Expatriate School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1901.
Повний текст джерелаHohlbein, Patricia J. "The power of play in developing emotional intelligence impacting leadership success| A study of the leadership team in a midwest private, liberal arts university." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712428.
Повний текст джерелаHigher education leaders have a unique position of power and influence that can span generations (Clawson, 2009). Previous research discovered emotional intelligence to be the single biggest predictor of performance in the workplace and strongest driver of leadership and personal excellence (Bar-On, 1997; Brown, 2009; Goleman & Boyatzis, 2008; Zeidner, Matthews, & Roberts, 2012). Play develops sensing capabilities for teamwork, self-awareness, empathy, trust, and compassion, which inform development of emotional intelligence. Exploring the influence of play in developing emotional intelligence fills a void in existing research. This explanatory sequential mixed methods study sought to discover the power of play in developing emotional intelligence in higher education leaders and the resulting impact on their ability to develop and lead emotionally intelligent teams in creating a high-performing organization. Research questions focused on assessing individual emotional intelligence, team emotional and social intelligence, the meaning of the power of play and its impact in developing emotional intelligence, personal play history descriptions, power of play in developing emotional intelligence (individual and team), and describing emotional intelligence skill level and its impact on personal leadership success. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), Team Emotional and Social Intelligence (TESI), and personal play history narratives (gathered with five researcher-designed questions) were the instruments used. The study was conducted with the eight members of the University Cabinet of a private, Liberal Arts university in the Midwest. All eight members fully participated in the research, with honest and oftentimes personal responses, providing rich data for examination. Participants expressed a high level of awareness of the value of play over a lifetime to maintain good physical and psychological health. They also were able to make direct linkages to their play experiences in developing their individual and team emotional intelligence skills. Finally, a common desire was expressed to grow emotional intelligence skills, integrate play more into the work environment, and build the high performing, playful, and healthy organizational culture they desire. The contribution this study makes is important to allow future researchers to gather and examine additional evidence to support the relationship between play, emotional intelligence skill development, and leadership success.
Poutanen, H. (Hilkka). "Developing the role of human resource information systems for the activities of good leadership." Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514261725.
Повний текст джерелаPope, Sharon A. "Strategies for Developing Interpersonal Communication Skills for Business Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1916.
Повний текст джерелаMiller, Stephen P. "Developing Next-Generation Leadership Talent in Family Businesses: The Family Effect." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1427837349.
Повний текст джерелаBandelli, Adam C. "Facilitating Communication and Effective Interpersonal Relationships at Work: A Theoretical Model of Socio-Affective Competence." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002500.
Повний текст джерелаTRAM, TRUONG THI THUY, and TRUONG THI THUY TRAM. "Self-initiated Expatriate Job Satisfaction in Vietnam: The Influence of Cultural Intelligence, Emotional Intelligence and Cross Cultural Adjustment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2k59ef.
Повний текст джерела國立雲林科技大學
企業管理系
107
The significant increasing in global mobility over the past two decades has driven the growth in expatriate assignments. The academic literature has focused on the “organizational expatriates” while there is emerging knowledge of self-initiated expatriate phenomenon in an organizational context. Regarding to the recent trends in testing the psychological aspects of employees, this study is the first attempt to examine the influence of both emotional intelligence and cultural intelligence in facilitating self- initiated expatriate job satisfaction through mediating role of cross cultural adjustment. The survey results from 204 self-initiated expatriates working in Vietnam are analyzed by Structural Equation Modeling. This finding contributes to explore the under-researched aspect of self-initiated expatriates by providing empirical evidence that cultural intelligence, emotional intelligence and cross cultural adjustment positively impact job satisfaction. Moreover, cross cultural adjustment fully mediates the linkage between cultural intelligence with self-initiated expatriate job satisfaction. Finally, recommendations and limitations are provided along with future directions.
Rosslee, Garrath James. "Defining and developing a theory of sport intelligence." Diss., 2014. http://hdl.handle.net/10500/18508.
Повний текст джерелаPsychology
D. Litt. et Phil. (Consulting Psychology)
Chang, Ya-Ling, and 陳雅玲. "Developing Job Emotional Intelligence Inventory of Kindergarten Teacher in Taiwan:Psychometric Analysis and Norm Establishing." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/22041612858679578514.
Повний текст джерела國立東華大學
幼兒教育學系
99
Teaching is a highly stressful occupation and, as many studies have pointed out, a teacher’s emotional intelligence (EI) immensely influences the teaching quality as well as his/her performance as a professional educator. Among all teachers, the EI level demonstrated by those working at kindergartens is a substantial concern because they assume the enormous responsibility of early-childhood enlightenment/education. Taiwan's lack of effort to develop an EI scale for kindergarten teachers, nevertheless, calls for improvement in this regard. Therefore this paper created a scale to measure kindergarten teachers’ Job EI using the following steps: First, 37 survey questions were compiled based on a literature review, and the measured variables were classified through an exploratory factor analysis of the 746 valid samples collected. After a confirmatory factor analysis (CFA) and an examination of competing models, the most parsimonious model was selected and then verified for its reliability and validity. To be specific, the chosen model was scrutinized for individual item reliability, composite reliability, convergent validity and discriminant validity. Also, “job burnout” was discussed to assess the model’s construct validity. Such a scrutiny procedure ensures that the scale created in this paper provides an ideal measuring tool. The research results indicate that the kindergarten teachers’ Job EI scale is based on a multi-dimensional, hierarchical concept that consists of five factors, namely the teachers/caregivers’ ability to be aware of, express, and adapt to their emotions, and to develop compassion and people skills. Not only is the structure formed by these inter-relating factors best described in an oblique 5-factor model, the second-order factor analysis also proves that EI can be considered a comprehensive concept. According to the CFA results, the goodness-of-fit and residue of both the multi-factor oblique model and second-order factor model have reached a satisfactory level. Likewise, the scale turned out to be satisfying in terms of composite reliability, convergent validity, discriminant validity, construct validity, and the quality of internal measurements. Furthermore, a score conversion chart was constructed for kindergarten teachers’ Job EI norm, which implies the EI distribution among kindergarten teachers and consequently serves as a foundation for counseling and assistance measures in this regard. Finally, this paper presented conclusions and suggestions according to research outcomes for the reference of teachers, education authorities and future researchers.
"Harnessing Emotions: The Impact of Developing Ability Emotional Intelligence Skills on Perceptions of Collaborative Teamwork in a Project-Based Learning Class." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.55503.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019
Rázková, Tereza. "Význam rozvíjení emoční inteligence na 1. stupni základních škol." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-337523.
Повний текст джерела