Two relatively independent research traditions have developed that address emotion management. The first is the emotion regulation (ER) tradition, which focuses on the processes which permit ...individuals to influence which emotions they have, when they have them, and how they experience and express these emotions. The second is the emotional intelligence (EI) tradition, which focuses-among other things-on individual differences in ER. To integrate these two traditions, we employed the process model of ER (Gross, 1998b) to review the literature on EI. Two key findings emerged. First, high EI individuals shape their emotions from the earliest possible point in the emotion trajectory and have many strategies at their disposal. Second, high EI individuals regulate their emotions successfully when necessary but they do so flexibly, thereby leaving room for emotions to emerge. We argue that ER and EI traditions stand to benefit substantially from greater integration.
Estudio exploratorio de carácter cuantitativo en el que se analizan prejuicios, competencia emocional y estrategias de afrontamiento del alumnado de Educación Social de tres universidades ...(Universidad de Barcelona, Universidad de Valencia y Universidad de Granada) a fin de mejorar la formación inicial y su desarrollo profesional, destacando las potencialidades y los retos de nuestros estudiantes. La recogida de datos se realiza mediante un cuestionario de autopercepción compuesto por cuatro componentes: a) Datos sociodemográficos y de identificación, b) Escala de prejuicios hacia colectivos minorizados, c) Escala de desarrollo emocional en adultos y d) Escala de afrontamiento de conflictos en contexto de diversidad y aplicado a una muestra es de 135 estudiantes universitarios. Los resultados muestran que no hay diferencias significativas entre géneros, si bien las mujeres tienen menos prejuicios. Se constata que las personas que tienen más desarrollada su competencia emocional afrontan mejor sus conflictos y que las personas más jóvenes tienen mejor competencia emocional y mejores estrategias de afrontamiento. Sigue llamando la atención el antisemitismo, anticristianismo y anti LGTBI en el colectivo de estudiantes. Por tanto, una educación transformadora desde la universidad es necesaria para poder llevar a cabo futuras acciones educativas y profesionales que impacten de forma global.
Some meta-analyses have demonstrated the association between emotional intelligence (EI) and different health indicators. With the increase of suicide cases in the world, more and more professionals ...have been interested in the link between both variables.
To study all the available evidence on the association between EI and suicidal behavior.
We systematically reviewed all available literature (in English or Spanish) on the relationship between both variables through the main databases.
Twenty-five articles were included. EI and suicidal behavior correlated inversely in almost all the articles that the Emotional Quotient Inventory (EQ-i), The Emotional Intelligence Test (EIT), The Spanish Wong and Law Emotional Intelligence Scale (WLEIS), and The Schutte Emotional Intelligence Scale (EIS/SSEIT), Barchard's Emotional Intelligence Scale, were used, that is, the higher suicidal behavior level the lower the EI score. The same results were found in two out of four investigations that used the Trait Meta-Mood Scale (TMMS-24) between clarity (emotional understanding) and emotional repair (emotional regulation) and suicidal behavior. Two out of three studies that used the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) found that only the Strategic component of EI (emotional understanding and regulation) was a protective factor.
The results appear to indicate that a high level of EI plays an important role in protecting against suicidal behavior, and should thus be integrated into suicide prevention programs.
This compilation of five papers provides commentary from researchers devoted to the study of a variety of components that contribute to the broader domain of social and emotional development in early ...childhood. These components include social competence, emotional competence, behavior problems, self-regulation, and executive function. Each section provides a general definition of the construct, highlighting how it fits in a broader model of social and emotional development, and summarizing its relationship with a range of developmental outcomes. The papers then address developmental and contextual issues that are essential to consider when selecting a measurement tool for social and emotional development in early childhood, and discuss the field of extant measures available for each area of development. Presented intentionally as a part of a single paper, these contributions together provide a comprehensive response to the review, methods, and recommendations presented by Halle and Darling-Churchill (in this issue).
•Summarizes conceptualizations of social and emotional development in early childhood•Provides researchers’ expert recommendations on measurement considerations and tools•Reviews social competence, emotional competence, behavior problems, and self-regulation•Includes considerations related to measuring executive function•Critiques review, methods, and recommendations presented by Halle and Darling-Churchill (2016-in this issue)
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
•We tested a model of social-emotional learning in 9–12-year-olds to explore.•The direct effect of social-emotional competence on academic attainment.•The indirect effects through school ...connectedness and mental health difficulties.•We found that social-emotional competence did not predict academic attainment.•Mental health difficulties was the only statistically significant mediator.
There is general agreement about the benefits of school-based social and emotional learning (SEL) interventions in relation to children and young people’s social-emotional competence, mental health, and academic achievement. However, we know little about the theorized mechanisms through which SEL leads to improved academic outcomes. The current study is the first to present an integrative model (derived from the SEL logic model) using a 3-wave (annual assessment, T1, T2, T3) longitudinal sample of 1626 (51% boys, n = 832) 9–12-year-old students (M = 9.17, SD = .31 at baseline) attending 45 elementary schools in England, drawn from a major randomized trial of a universal SEL intervention (the Promoting Alternative Thinking Strategies curriculum; PATHS). Using structural equation modeling that accounted for within-time covariance, data clustering, gender and prior academic attainment, we examined the temporal relations between social-emotional competence (T1), school connectedness (T2), mental health difficulties (T2), and academic attainment (T3). It was hypothesized that social-emotional competence would directly and indirectly influence academic attainment through school connectedness and mental health difficulties. Our analyses also examined whether these hypothesized relations varied as a function of intervention exposure (PATHS versus usual provision). The theorized model was partially supported. Social-emotional competence at T1 exerted a significant influence on school connectedness and mental health difficulties at T2. However, the latter was the only significant predictor and mediator of academic attainment at T3 after controlling for gender and prior academic performance. Students with greater social-emotional competence at T1 were reported to experience fewer mental health difficulties at T2, and this in turn predicted higher academic attainment at T3. Intervention exposure did not markedly influence the magnitude or statistical significance of these identified pathways. Collectively, these findings indicate some possible revisions to our current understanding regarding the role of social-emotional competence in promoting academic attainment, as its contribution appears to lay primarily in buffering the adverse effects of mental health difficulties.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The purpose of present study is to find out the effectiveness of Yoga on Emotional Competence of Secondary Students. The design of this study is experimental with pre-test – post-test control and ...experimental group. So the investigator followed a quasi-experimental study. Thirty five students were considered in the experimental group and another 35 students were in the control group. Before the experiment, the investigator administered a pre-test for measuring Emotional Competence, which was measured through emotional competency test using EC-Scale (Dr. Harish Sharma and Dr. Rajeev Lochan Bharadwaj, Department of Psychology, D.S. College, Aligarh). And the same test was administered as post-test. The effectiveness was measured through EC-Scale. In order to equalise and compare two groups, namely Control and Experimental group, the statistical technique used was Analysis of Covariance (ANCOVA). The main finding of this study is Yoga is a discipline to improve or develop one's inherent power in a balanced manner. It offers the means to attain complete self-realization. So this study reveals that yoga will help the students’ emotional competence at great extent. So the schools of Kerala should practise yoga. Through yoga the students have increased their emotional competence.
Moral Emotions – Pedagogical Perspective Przybylska, Irena Barbara; Nieduziak, Edyta
Journal of Vasyl Stefanyk Precarpathian National University,
09/2023, Volume:
10, Issue:
3
Journal Article
Peer reviewed
Open access
The aim of the article is to identify the status of emotions in the processes of passing judgements and taking moral decisions as well as to indicate the importance of emotional competence in moral ...development. In the first part of the text, we review the concept of morality, with particular reference to the emotivism of Alfred J. Ayer, Alan Gibbard’s emotivism, and trends in the ethics of care by Nel Noddings as viewpoints that emphasize the affective factor. In the second part, using the concept of social, related to self-awareness and moral emotions, we argue for the role of emotions in the processes possessing moral significance. On that basis, we cautiously assume that people who have developed high emotional competence are also more morally competent. The last part is the search for pedagogical implications and justification of the thesis about the meaningful and functional relationship of emotional and moral development in the processes of upbringing. Since ethics concerns how we should live and since these areas are so much concerned with how we live, moral education ought to focus on developing moral skills (virtues), thanks to which moral feelings will guide children and adolescents.
Zusammenfassung
Fragestellung
Ziel der Studie ist es, den Status quo der emotionalen Kompetenz (EK) von Menschen mit chronifizierten Schmerzen zu erfassen. Wie erleben sich Patient*innen selbst ...hinsichtlich ihrer Fähigkeiten, Emotionen wahrzunehmen, auszudrücken und zu regulieren? Und deckt sich diese Einschätzung mit der Beurteilung der EK durch psychologisches Fachpersonal?
Methoden
Die Studie fand im Rahmen einer tagesklinischen interdisziplinären multimodalen Schmerztherapie an
N
= 184 erwachsenen deutschsprachigen Personen mit nichttumorbedingten, chronifizierten Schmerzen statt. EK wurde zum Therapieende mittels der Selbst- und Fremdbeurteilungsskalen (SB/FB) des Emotionale-Kompetenz-Fragebogens ermittelt. Die Fremdbeurteilung erfolgte durch das psychologische Team. Mithilfe der für den Fragebogen zur Verfügung gestellten Normstichprobe wurden Standardwerte erstellt. Diese wurden deskriptiv und inferenzstatistisch ausgewertet.
Ergebnisse
Die EK wurde von den Patient*innen selbst als durchschnittlich wahrgenommen (
M
SB
_
Gesamt
= 99,31;
SD
= 7,78). Die Psycholog*innen schätzten die EK der Patient*innen überwiegend statistisch signifikant niedriger ein (
M
FB
_
Gesamt
= 94,70;
SD
= 7,81;
F
(1,179) = 35,73;
p
<
0,001;
η
2
= 0,17). Die emotionale Expressivität, als eine Komponente der EK, wurde als unterdurchschnittlich fremdbeurteilt (
M
FB_Expressivität
=
89,14;
SD
= 10,33).
Schlussfolgerung
Die Patient*innen mit chronifizierten Schmerzen bewerten sich selbst als nicht eingeschränkt hinsichtlich ihrer alltäglichen Fähigkeiten zur emotionalen Wahrnehmung, Expression und Regulation. Gleichzeitig schätzt das psychologische Fachpersonal dieselben Menschen als deutlich weniger emotional kompetent ein. Offen bleibt die Frage, inwiefern die divergierenden Einschätzungen mit Beurteilungsverzerrungen erklärt werden können.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
9.
Employee Emotional Competence Delcourt, Cécile; Gremler, Dwayne D.; van Riel, Allard C. R. ...
Journal of service research : JSR,
02/2016, Volume:
19, Issue:
1
Journal Article, Web Resource
Peer reviewed
Open access
Customers often experience intense emotions during service encounters. Their perceptions of how well contact employees demonstrate emotional competence in emotionally charged service encounters can ...affect their service evaluations and loyalty intentions. Previous studies examining employees’ potential to behave in emotionally competent ways (i.e., employee emotional intelligence EEI) have used self- or supervisor-reported scales to predict customer outcomes, presenting EEI as stable and independent of the context. However, service firms should be more concerned with the actual display of emotionally competent behaviors by employees (employee emotional competence EEC), because employee behaviors vary across encounters. Moreover, a customer perspective of EEC is useful, as customer perceptions of employee performance are crucial predictors of satisfaction and loyalty. Therefore, this study proposes a conceptualization and operationalization of EEC in a service encounter context. On the basis of a comprehensive literature review and in-depth interviews, the authors develop a scale to capture customer-perceived EEC, defined as an employee’s competence in perceiving, understanding, and regulating customer emotions during a discrete service encounter. The scale achieves good reliability and validity. Researchers can use it to explore the role of EEC in service contexts, and managers can employ the scale to diagnose EEC and improve the customers’ service encounter experiences.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
This qualitative phenomenological research aims to analyze how teachers incorporate the emotional component, as a soft skill into their teaching practices. The paper presents findings from 40 ...interviews conducted with preschool and elementary school teachers in Marrakesh. The results reveal that while teachers recognize the importance of emotional competency, few have integrated activities to strengthen its acquisition. The study highlights the need for teacher training programs that focus on promoting emotional competence through activities centered around emotional regulation and communication. The paper concludes by initiating a reflection process to establish the fundamentals of a pedagogical design based on emotions, which can contribute to more positive and nurturing learning environments and positively impact students' academic and social outcomes.
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