Showing papers on "Emotional intelligence published in 1970"

Resiliencia e inteligencia emocional: conceptos complementarios para empoderar al estudiante

Abstract: This article presents the results of the hermeneutic phase of the state of the art corresponding to the doctoral research “Emotional intelligence to enhance resilience from higher education”, focused on the analysis of two psychological concepts apparently independent, but closely related. On the one hand, the study of resilience has allowed to discover the characteristics of the individual, their context and psychosocial processes that facilitate a successful management of adverse or stressful situations. Applied to the educational sphere, from its two perspectives –structural and procedural– this line glimpses the essence of socio-emotional change in educational actors, although its methodological proposals tend to be limited to leading by example and showing affection to students. On the other hand, emotional intelligence research that also studies successful people from their character traits or emotional rationalization capabilities offers a methodological complement based on the cognitive processes that structure a possible education action to enhance, among others, the qualities advocated by resilience researchers. The linking of these perspectives offers a frame of reference for the diagnosis and educational intervention that promotes greater empowerment of the university student from the classroom.

Inteligencia emocional: las emociones son útiles

Abstract: Over centuries, emotions were not considered useful due to the triumph of reason as the main knowledge. Emotions were viewed as primitive and instinctive responses, which are not associated with cognitive functions. However, we are witnessing emotion resurgence. Most people consider emotion as a useful and necessary process thanks to concepts such as emotional intelligence. Functionality of emotions as a key element for survival is related to its adaptive value. In the body of research, we explore their neuroanatomical, bases and pointed out the high relevance of their role in the decision-making process and daily behavior. Emotions are functional as interpersonal, intrapersonal level, and mobilize action and communicate information. Due to the relevance of emotions as a source of knowledge, it is essential to learn how to manage them in order to adapt to the environment and improve our wellbeing and quality of life.

The Relationship between Emotional Intelligence and Leadership Style

Abstract: Background and Purpose: The emotional intelligence (EQ) includes understanding and control of emotions. The purpose of the present study was investigating the relationship between emotional intelligence and leadership styles (transformation and transaction) in the coaches of sports teams of Region 9 of the Islamic Azad University. Methods and Materials: This study is a cross-sectional descriptive analytical research. The study population included male coaches of the sports teams of the Islamic Azad University Region 9، from among who 240 participants were randomly selected. Data collection was done through emotional intelligence questionnaire (Shoot، validity 0.84)، leadership style questionnaire (Varner Bourk، validity 0.79) and a demographic questionnaire. The obtained data were statistically analyzed in SPSS 13 using descriptive statistics (frequency، mean and standard deviation) and Pearson Correlation coefficient. Results: Mean emotional intelligence of the participants was 116.25±20.21; mean transformation and transaction leadership styles scores were 50.60±5.41 and 24.42±5.41، respectively. There was a positive significant correlation between emotional intelligence and transformation leadership style (p=0.001، r=0.404). Also، there was a significant negative correlation between emotional intelligence and transactional leadership style (p=0.001، r=-0.404). Investigating the effect of age، experience and educational major on the relationship between emotional intelligence and leadership style showed that older age and experience of the coach highlights this relationship (r=0.475، p=0.000). However، this correlation was significant only in coaches with non-physical-training education (p=0.000، r=0.559). Conclusion: According to the results، it can be stated the higher the emotional intelligence in coaches، the stronger their willingness to transformation leadership style will be.

Prinsip melatih kecerdasan emosi anak

Abstract: Children are God's surrogate. He was born to parents nurtured and raised with love and sincerity. But to realize the noble task requires both knowledge and skills so as to direct the emotions of vulnerable children so as not to lead to violence. There are several principles in the child's emotional intelligence training includes: First, the principle of precedence, Second, the principle of good parenting, Third, interactional patterns of communication. Fourth, apply supportive communication patterns, Fifth, accept the reality realistically

The Impact of Learning Skills Instruction on Emotional Intelligence and Self-Esteem of Female High School Students

Abstract: Objective: The purpose of this research was to investigate the impact of social emotional learning skills program on the emotional intelligence and self-esteem of female high school students. Method: 64 students of Behshar Schools were randomly chosen from female first year high school students of Behshar city, and were placed in experimental and control groups. Before administering skill training to the experimental group, the EQ-I (Emotional Intelligence Questionnaire Sybryashryng: 30 items) & (Rosenberg self esteem scale: 10 items) was administered to both groups as pre-test. Then the social-emotional skills programs, was administered to the experimental group in 9 sessions. After finishing the instructions, the EQ–I & selfesteem scale was administered to both groups again as a post–test. Data analysis was achieved through the t-test statistical test and showed that social-emotional skills training had been effective in increasing emotional intelligence & self-esteem of students in the experimental group. Result: The results revealed that teaching socialemotional skills had a significant effect on increasing the experimental group students' emotional intelligence and self esteem. Conclusion: It can be said that supporting teenagers' abilities through social skill educational programs enhances close interaction and training self-esteem. Increasing self esteem and emotional intelligence in a person will lead to revitalizing his sense of ability and value and occurring changes such as having self confidence and enjoying interaction and cooperation with others.