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Why Emotional Capital Matters in Education and in Labour? Toward an Optimal Exploitation of Human Capital and Knowledge Management
TL;DR: In this paper, the authors discuss the assertion in the perspective of an optimal constitution and exploitation of Human Capital, and show that emotional capital, more than an additional capital, is a booster capital potentializing, which energizes or empowers the human, social and cultural capitals.
Abstract: From the perspective of the Chicago school, there is no behaviour that can not be interpreted as economic. In this paper, through our conceptual framework named “Emotional Capital” (EC), I discuss the assertion in the perspective of an optimal constitution and exploitation of Human Capital. In reference to emotional intelligence, I show that emotional capital, more than an additional capital, is a booster capital potentializing, which energizes or empowers the human, social and cultural capitals. EC is critical to enable human capital formation, accumulation and its optimal exploitation for individuals. Also, it is crucial in knowledge management in the today's increasingly complex and competitive global workplace for companies and organisations. Our conceptual model enables to understand student academic success or failure on the one hand, the different occupational and jobs choices and career prospect between men and women, and organisations or companies successes as well, on the other hand.
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TL;DR: This paper explore existing conceptualisations of emotional capital in educational research, and undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers' and students' emotional practices, drawing from Bourdieu's work, and offer a theoretical discussion of how emotional capital as a conceptual tool suggests a historically situated analysis of the often unrecognised mechanisms and emotion norms serving to maintain certain "affective economies".
Abstract: This article seeks to explore existing conceptualisations of emotional capital in educational research, and to undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers’ and students’ emotional practices. Drawing from Bourdieu's work, I offer a theoretical discussion of how emotional capital as a conceptual tool suggests a historically situated analysis of the often unrecognised mechanisms and emotion norms serving to maintain certain ‘affective economies’. This point is made in reference to a brief discussion of my ongoing ethnographic work over the last ten years. I conclude the article with outlining some new possibilities of theorising the potentiality and usefulness of the concept of emotional capital in the field of educational research.
170 citations
Cites background from "Why Emotional Capital Matters in Ed..."
...Gendron (2004) refers particularly to the importance of emotional capital as a set of resources (emotional competencies) that are useful for an individual’s cognitive, personal, social and economic development....
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111 citations
TL;DR: The authors argue that emotional capital is neither gender-neutral nor exclusively feminine, and argue that men bring primary emotional capital, developed during primary socialization, to the nursing profession while also developing secondary capital through occupational socialization centered on empathy and compassion.
Abstract: Theorizing a sociology of emotion that links micro-level resources to macro-level forces, this article extends previous work on emotional capital in relation to emotional experiences and management. Emerging from Bourdieu’s theory of social practice, emotional capital is a form of cultural capital that includes the emotion-specific, trans-situational resources that individuals activate and embody in distinct fields. Contrary to prior conceptualizations, I argue that emotional capital is neither wholly gender-neutral nor exclusively feminine. Men may lay claim to emotional capital as a valued resource within particular fields. The concept of emotional capital should be seen as distinct from emotion management and felt emotional experience and distinctions between primary and secondary sources of capital clarify the simultaneously durable and evolving nature of capital and the habitus. To illustrate these conceptual refinements, I use interview and diary data from male nurses. Men bring primary emotional capital, developed during primary socialization, to the nursing profession while also developing secondary capital through occupational socialization centered on empathy and compassion. The construct of emotional capital is refined as a structured yet dynamic resource developed through primary and secondary socialization and activated and embodied in everyday emotion practice.
93 citations
Cites result from "Why Emotional Capital Matters in Ed..."
...In contrast to other conceptions of emotionbased resources such as Bemotional intelligence^ (Goleman 1995; Salovey and Mayer 1990) and Bemotional competencies^ (Gendron 2004), emotional capital posits a direct relationship between macro-structures and micro-resources....
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TL;DR: An integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment is presented and findings are reported from microanalyses of enactive, vicarious, and emotive mode of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes.
Abstract: The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more dependable the experiential sources, the greater are the changes in perceived selfefficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. Possible directions for further research are discussed.
38,007 citations
"Why Emotional Capital Matters in Ed..." refers background in this paper
...This selfperception and evaluation has to be related to personal self-efficacy on behavioral change which differs from boys to girls (Bandura, 1977, Betz and al., 1981, 2000, Vouillot, 2004; approaches that I will not develop here)....
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TL;DR: In this paper, it is argued that the degree of overlap of two individuals' friendship networks varies directly with the strength of their tie to one another, and the impact of this principle on diffusion of influence and information, mobility opportunity, and community organization is explored.
Abstract: Analysis of social networks is suggested as a tool for linking micro and macro levels of sociological theory. The procedure is illustrated by elaboration of the macro implications of one aspect of small-scale interaction: the strength of dyadic ties. It is argued that the degree of overlap of two individuals' friendship networks varies directly with the strength of their tie to one another. The impact of this principle on diffusion of influence and information, mobility opportunity, and community organization is explored. Stress is laid on the cohesive power of weak ties. Most network models deal, implicitly, with strong ties, thus confining their applicability to small, well-defined groups. Emphasis on weak ties lends itself to discussion of relations between groups and to analysis of segments of social structure not easily defined in terms of primary groups.
37,560 citations
TL;DR: In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...
Abstract: In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...
31,693 citations
Additional excerpts
...If there are many subtle aspects to defining social capital, the term social capital was rendered popular by the contributions of Coleman (1988, 1990), Putnam (1993a and 1995b), Bourdieu (1997), Fukuyama (2000) and by now the World Bank (2002)....
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Book•
01 Jan 1990
TL;DR: In this article, a new approach to describing both stability and change in social systems by linking the behavior of individuals to organizational behavior is proposed. But the approach is not suitable for large-scale systems.
Abstract: Suggests a new approach to describing both stability and change in social systems by linking the behavior of individuals to organizational behavior.
16,017 citations
TL;DR: The ten-year edition of the 10th anniversary edition as mentioned in this paper is devoted to the theory of multiple intelligences and its application in the socialization of human intelligence through Symbols Implications And Applications.
Abstract: * Introduction to the Tenth Anniversary Edition Background * The Idea of Multiple Intelligences * Intelligence: Earlier Views * Biological Foundations of Intelligence * What Is an Intelligence? The Theory * Linguistic Intelligence * Musical Intelligence * Logical-Mathematical Intelligence * Spatial Intelligence * Bodily-Kinesthetic Intelligence * The Personal Intelligences * A Critique of the Theory of Multiple Intelligences * The Socialization of Human Intelligences through Symbols Implications And Applications * The Education of Intelligences * The Application of Intelligences
11,512 citations