Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we ...demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss concrete and accessible tools that can be used to support both educators' own skill development and that of their students. We demonstrate how educators can integrate the teaching of emotion regulation through direct instruction, its integration into existing curricula, and daily practices and routines. The examples we provide are part of RULER, an evidence-based, whole school approach to social and emotional learning (SEL) that was developed at the Yale Center for Emotional Intelligence. RULER is grounded in the theory of emotional intelligence, which emphasizes the critical role of emotion regulation in healthy development.
COVID-19 originally known as Corona VIrus Disease of 2019, has been declared as a pandemic by World Health Organization (WHO) on 11th March 2020. Unprecedented pressures have mounted on each country ...to make compelling requisites for controlling the population by assessing the cases and properly utilizing available resources. The rapid number of exponential cases globally has become the apprehension of panic, fear and anxiety among people. The mental and physical health of the global population is found to be directly proportional to this pandemic disease. The current situation has reported more than twenty four million people being tested positive worldwide as of 27th August, 2020. Therefore, it is the need of the hour to implement different measures to safeguard the countries by demystifying the pertinent facts and information. This paper aims to bring out the fact that tweets containing all handles related to COVID-19 and WHO have been unsuccessful in guiding people around this pandemic outbreak appositely. This study analyzes two types of tweets gathered during the pandemic times. In one case, around twenty three thousand most re-tweeted tweets within the time span from 1st Jan 2019 to 23rd March 2020 have been analyzed and observation says that the maximum number of the tweets portrays neutral or negative sentiments. On the other hand, a dataset containing 226,668 tweets collected within the time span between December 2019 and May 2020 have been analyzed which contrastingly show that there were a maximum number of positive and neutral tweets tweeted by netizens. The research demonstrates that though people have tweeted mostly positive regarding COVID-19, yet netizens were busy engrossed in re-tweeting the negative tweets and that no useful words could be found in WordCloud or computations using word frequency in tweets. The claims have been validated through a proposed model using deep learning classifiers with admissible accuracy up to 81%. Apart from these the authors have proposed the implementation of a Gaussian membership function based fuzzy rule base to correctly identify sentiments from tweets. The accuracy for the said model yields up to a permissible rate of 79%.
•This paper reveals that related tweets failed to guide people on COVID-19 pandemic.•This study analyzes two types of tweets gathered during the pandemic times.•The research demonstrates that no useful words are found in WordCloud or word frequency in tweets.•Claims are validated by a proposed deep learning classifier model yielding accuracy up to 81%.•A designed Gaussian membership based fuzzy rule base correctly identifies sentiments from tweets.
BackgroundThis project is performed with the aim of studying the relationships between children’s emotional intelligence and self-efficacy. Regarding the importance of Emotional intelligence on ...children the question that arises that; what is the effect of children’s emotional intelligence on self-efficacy? This study aims to find the answer. In India, most of the earlier studies are not comprehensive enough to understand the relationship between emotional intelligence and self efficacy among adolescents .This study focuses on the effects of emotional intelligence and self efficacy among school going adolescents and explores how these both affect child’s academic performance and their overall social personal and cognitive development. AimTo examine the relationship between the emotional intelligence and self efficacy of adolescents who are attending schools. MethodThis study is cross- sectional, school based, single contact, time bound study. Stratified Random sampling technique was used to select the samples of the study. Total sample size will be 84 school going adolescents of class XI and XII. At first GHQ-60 was applied on selected students and who scored less than or equal to 12 included for further assessment. After that, Socio demographic data, Mangal Emotional Intelligence Inventory and Generalized Self Efficacy Scale were applied on the all participants. ResultsThe results obtained indicated that there is significant relationship between emotional intelligence and self efficacy found. It is also found that there is significant difference in the total score of emotional intelligence of students in which males scored higher than females.
BackgroundThis project is performed with the aim of studying the relationships between children’s emotional intelligence and self-efficacy. Regarding the importance of Emotional intelligence on ...children the question that arises that; what is the effect of children’s emotional intelligence on self-efficacy? This study aims to find the answer. In India, most of the earlier studies are not comprehensive enough to understand the relationship between emotional intelligence and self efficacy among adolescents .This study focuses on the effects of emotional intelligence and self efficacy among school going adolescents and explores how these both affect child’s academic performance and their overall social personal and cognitive development. AimTo examine the relationship between the emotional intelligence and self efficacy of adolescents who are attending schools. MethodThis study is cross- sectional, school based, single contact, time bound study. Stratified Random sampling technique was used to select the samples of the study. Total sample size will be 84 school going adolescents of class XI and XII. At first GHQ-60 was applied on selected students and who scored less than or equal to 12 included for further assessment. After that, Socio demographic data, Mangal Emotional Intelligence Inventory and Generalized Self Efficacy Scale were applied on the all participants. ResultsThe results obtained indicated that there is significant relationship between emotional intelligence and self efficacy found. It is also found that there is significant difference in the total score of emotional intelligence of students in which males scored higher than females.
The influence of (trait) emotional intelligence (TEI) on academic achievement has been documented in literature, while its influence in the specific domain of L2 learning remains underexplored. The ...link between EI and negative emotions especially anxiety has been studied in different contexts including applied linguistics. However, it remains unknown how EI is related to positive emotions in L2 learning. Underpinned by theories and assumptions of Positive Psychology, the present study examined the complex relationships between 1307 Chinese high school students' TEI, Foreign Language Enjoyment (FLE), and English-as-a-foreign-language (EFL) learning achievement. The following findings were obtained: (1) Most Chinese high school EFL students reported moderate to high levels of TEI, while low to moderate levels of FLE; (2) Small to medium correlations were found among students' TEI, FLE, self-perceived English achievement and actual English achievement; (3) TEI was partially mediated by FLE to influence perceived achievement and actual achievement indirectly. The results were discussed in accordance with previous relevant findings as well as their theoretical and practical implications for L2 teaching and learning.
Artificial intelligence (AI) permeates in service organisations as a tool to enhance operational efficiency and improve customer experience. Reports show that most consumers prefer human interactions ...with service employees. Drawing on this observation, the current study examines how customers' service experiences with employees and AI influence customer engagement and loyalty. Customers’ emotional intelligence is proposed as a moderator between service experience and customer engagement. The study was conducted with hotel customers in Australia. The results show that whilst both service experience with employees and AI are significantly related to customer engagement and loyalty, only certain dimensions make significant unique variances in the outcome variables. The findings indicate that customers prefer employee service. These service experiences also have significant partial mediation effects on customer loyalty. Emotional intelligence has a significant moderation effect on customer engagement. Discussion of these findings and implications derived from this study concludes this paper.
Objective
The current study provides a comprehensive analysis of the overlap between trait emotional intelligence (EI) and personality. This overlap was examined using the HEXACO personality ...framework at both the domain and the facet levels, and through varying methods of deriving a general factor of personality (GFP).
Method
A sample of 1,370 Australian adults (51% male, age in years M = 45.5, SD = 11.7, range: 21–71) completed the 200‐item HEXACO Personality Inventory‐Revised and the Modified Assessing Emotions Scale measure of self‐reported Trait EI.
Results
The strongest domain correlations with Total EI emerged for Extraversion (r = .67) followed by Openness (r = .39), Conscientiousness (r = .35), and Agreeableness (r = .26). Large adjusted multiple correlations were obtained when predicting Total EI from HEXACO domains (.74) and facets (.81). The correlations of the GFP and Total EI ranged from .53 to .64 depending on how the GFP was operationalized.
Conclusion
Trait EI is largely captured by the HEXACO personality framework, whereby Extraversion or the GFP provides a rough initial approximation, but composites of domains and facets provide progressively better representations.
This meta-analysis includes studies concerning the relationships between emotional intelligence (EI) and subjective well-being (SWB). A total of 25 studies with 77 effect sizes and a combined sample ...of 8520 participants were found. The results provided evidence of a positive significant relationship between EI and SWB (ȓ = 0.32). This relationship was found to be higher in studies using self-report mixed EI instruments (ȓ = 0.38), than with in studies using self-report ability EI instruments (ȓ = 0.32) and performance-based ability EI instruments (ȓ = 0.22). When examining EI measures, there was a larger association between EI and the cognitive component of SWB (ȓ = 0.35) than with the affective component (ȓ = 0.29). There is a need for further research with other evaluation methods to achieve a better understanding of the relationship between EI and SWB.
This reliability generalization study aimed to calculate the overall alpha values of the total Trait Emotional Intelligence Questionnaire Short Form (TEIQue–SF) and its subscales scores and to ...examine the possible moderator variables that may be effective on the variability in the alpha values of the TEIQue–SF. This RG study was conducted with 472 alpha values from 426 unique studies for total TEIQue–SF. Overall alpha values were found as 0.86, 0.79, 0.68, 0.70, and 0.69 for total TEIQue–SF, wellbeing subscale, self-control subscale, emotionality subscale, and sociability subscale, respectively. Investigation of possible moderator variables showed that sample type (high school students, university students, etc.) and the region of the study (Europe, America, Africa, etc.) are significant moderators on the alpha value of total TEIQue–SF while language (English or non-English), discipline (education, medical, etc.), setting (clinical and non-clinical), and document type (published and non-published) are not significant categorical variables. Administrations with the samples recruited from university students and the general community and in European and American countries tend to produce higher alpha values. Also, the mean and SD of the scores produced by the TEIQue–SF are significant continuous moderators and they are positively related to the alpha values of the TEIQue–SF, while gender (male%), mean age (in years), and ethnicity (Caucasian%) are not significant continuous moderators.
•The TEIQue–SF is a reliable instrument with an overall alpha value of 0.86.•The overall reliability values regarding the subscales of TEIQue–SF are adequate.•The sample type and region of the study are significant categorical variables.•Language, discipline, and setting are not significant categorical variables.•Gender, mean age, and ethnicity are not significant continuous moderators.
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