Download or read book The Relationship Between Trait Emotional Intelligence Academic Performance in Two Greek Upper Secondary Schools in Athens written by Olga K. Kontou and published by . This book was released on 2004 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book NAVIGATING IN EDUCATIONAL CONTEXTS written by Anneli Lauriala and published by Springer Science & Business Media. This book was released on 2011-10-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Navigating in Educational Contexts: Identities and Cultures in Dialogue includes selected papers from the 2009 Biennial Conference of the International Study Association on Teachers and Teaching (ISATT), held at the University of Lapland in Finland. This volume contains keynote addresses and papers based on the thematic presentations held at the conference: Identity, context and marginality, Professional development and learning, Context and teaching, and ICT in teaching and learning. The articles open perspectives to the challenges in. education and point to the need for dialogue between different racial, cultural, social and gender groups. The articles benefit educators, teacher educators and policy makers aiming to enhance equity and equality. Insights into teachers’ professional and personal knowledge are combined with wider social, cultural and global issues, and through experiences of learning both in Real Life and Second Life. There are many inspiring and promising ideas and approaches of how to promote quality teaching and learning. Under network-based education the topics of ICT skills and experiences, models of ICT integration, virtual reality and a simulation-based learning and online tutoring are being described and assessed. The book is rooted in the studies, practises and arguments of researchers, teachers, educators and students navigating in diverse educational contexts. It will fascinate all those involved and interested in challenging educational practises and thinking.

Download or read book Trait Emotional Intelligence and Academic Engagement written by Heather Alice Dora Drummond and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Emotional Intelligence And Academic Achievement Among Intermediate Students written by Ramana Koppula and published by Archers & Elevators Publishing House. This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Promoting Trait Emotional Intelligence in Leadership and Education written by Roy, Shelly R. and published by IGI Global. This book was released on 2015-03-31 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: Humans have the capacity to detect and experience a wide spectrum of emotions in everyday life. However, the ability to identify and interpret those emotions is not a skill commonly held by all individuals, despite the significance of this skill. Promoting Trait Emotional Intelligence in Leadership and Education provides the latest information on enabling educators and leaders across industries to monitor the emotions of others as well as their own in order to interact effectively with others. Focusing on best practices and methods for training those in education and leadership positions, this publication is essential to the research needs of education administrators, professors, managers, and professionals in various disciplines.

Download or read book Relationship Between Emotional Intelligence and Students Academic Achievement written by Roula Zaarour Haddad and published by . This book was released on 2014 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The following research investigated the relation between Emotional Intelligence and academic achievement in sixth graders. The participants were selected from an Anglophone Catholic school having around 3000 students in the Metn area, Lebanon. The participants were divided into two groups based on a convenience sample selection. The convenience sample of sixty six students, male and female, age grouped between eleven and twelve was selected from a population of two hundred sixth graders. The two groups were selected based on their academic results, 6A high achievers and 6D low achievers. The second sample was five key administrators in the participating school. In order to measure Emotional Intelligence (EI) of the two participating groups, the 30-item Furnham Short Form Teaching Emotional Intelligence Questionnaire (TEIque) was administrated; it measured five EI factors: 1- Emotionality, 2- Well-being, 3- Sociability, 4- Self-Control, and 5- General Traits. An 11- item questionnaire was developed to study key administrators awareness of EI. The third instrument was the report card of the two participating sections; the average of all grades collected over two terms, three months each. The data collected were studied quantitatively for two participating sections and qualitatively for the participating key administrators. The correlation between EI and academic scores was calculated using the Pearson r. The correlation between EI and academic scores for the 6A participating section, high achievers was r=0.4, and 6D low achievers r=0.1. A positive correlation was revealed. The purpose of the study was served, and showed the need for teaching Emotional intelligence in schools to improve the quality of academic performance.

Download or read book Emotional Intelligence Academic Intelligence and Speed of Mind The Case of Emotion Perception written by Arnold Ackerer and published by GRIN Verlag. This book was released on 2004-02-09 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Doctoral Thesis / Dissertation from the year 2003 in the subject Psychology - Personality Psychology, grade: very good, University of Graz (Psychology; Personality Psychology), language: English, abstract: The EI construct, which developed mainly during the last decade, has been split into an ability-EI and a trait-EI. Originally EI was proposed as an intelligence, needed because emotional information is processed differently from non-emotional information. However, due to the lack of adequate objective measures for ability-EI, trait-EI became popular. In this study, an innovative approach building on the use of mental speed (MS) measures was theoretically justified and applied to emotional information processing in order to tackle the criterion problem for emotional test items and to investigate the relationship between mental speed and intelligence. Emotional and non-emotional tests following a simple reaction time (RT) and the Posner paradigm were constructed and administered along with Raven’s APM to a sample of 121 college and university students at Hiroshima University, Japan. Approximately half of these students were Japanese nationals, while the other half were international students, coming from countries all over the world. The APM score correlated low but significantly with both RT tests, but neither with the emotional nor the non-emotional long term memory (LTM) access times. In varimax factor analyses (FA) the emotional MS tests grouped together to one factor, while IQ and non-emotional MS tests formed two more factors. Additionally, an AMOS (Analysis of Moment Structures; an SPSS compatible program for structural equation modelling distributed by Smallwaters Company) model confirmed the existence of two factors, one for the emotional and one for the non-emotional testscores. This general picture did also not change substantially, when the data were analysed separately for the two groups (Japanese, international students). Although there were some changes in the size of single correlations among MS testscores, the results of the FA as well as the AMOS model was supported in the separated group data.

Download or read book The relationship between emotional intelligence locus of control self esteem test anxiety and academic achievement of Bahir Dar university students written by Moges Gebresellassie and published by GRIN Verlag. This book was released on 2020-01-23 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2014 in the subject Psychology - Cognition, grade: good or B+, Bahir Dar University (Faculty of education and behavioral science), course: Educational psychology, language: English, abstract: The purpose of this study was to investigate the relationship between Emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement among Bahir Dar university students. A total of 89 3rd year Educational and Behavioral science students were selected using convenience sampling method. To collect data four questionnaires (EI, LC, SE and TA) and document analysis for AA were employed. One sample t-test, Pearson correlation, independent t-test and multiple regressions were used to analyze the data. The result of one sample t-test shows that students have better level of EI. The level of students LC is slightly internal as a group. Students had significantly high level of self-esteem and students have low test anxiety level. The study revealed that positive and significant relationship between EI and AA, EI and SE, EI and ILC, in contrast EI and ELC, EI and TA shows negative relationship. All EI dimensions show a positive significant relationship with AA. The independent sample t-test revealed that there was significance difference between male and female students in EI. Meaning males have higher score than females. There was statistically significant mean difference between male and female students. Female students have high level test anxiety than male students. Females are more external in locus of control than males. There is no mean difference between male students in AA and SE. regression analysis shows that LC, SE and TA predict academic achievement. On the other hand, the effects of emotional intelligence on academic achievement were found not statistically significant. Furthermore, the effect of LC and TA on AA found to be negative.

Download or read book Emotional Intelligence and Cognitive Abilities written by Pablo Fernández-Berrocal and published by Frontiers Media SA. This book was released on 2016-09-07 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nowadays, not only psychologists are interested in the study of Emotional Intelligence (EI). Teachers, educator, managers, employers, and people, in general, pay attention to EI. For example, teachers would like to know how EI could affect student’s academic results, and managers are concerned about how EI influences their employees’ performance. The concept of EI has been widely used in recent years to the extent that people start to applying it in daily life. EI is broadly defined as the capacity to process and use emotional information. More specifically, according to Mayer and Salovey, EI is the ability to: “1) accurate perception, appraise, and expression of emotion; 2) access and/or generation of feelings when they facilitate thought; 3) understand emotions and emotional knowledge; and 4) regulate emotions to promote emotional and intellectual growth” (Mayer and Salovey 1997, p. 10). When new information arises into one specific area of knowledge, the work of the scientists is to investigate the relation between this new information and other established concepts. In this sense, EI could be considered as a new framework to explain human behaviour. As a young concept in Psychology, EI could be used to elucidate the performance in the activities of everyday life. Over the past two decades, studies of EI have tried to delimitate how EI is linked to other competences. A vast number of studies have reported a relation between EI and a large list of competences such as academic and work success, life satisfaction, attendee to emotions, assertiveness, emotional expression, emotional-based decision making, impulsive control, stress management, among others. Moreover, recent researches have shown that EI plays an important role in the prediction of behaviour besides personality and cognitive factors. However, it is not until quite recently, that studies on EI have considered the importance of individual differences in EI and their interaction with cognitive abilities. The general issue of this Research Topic was to expose the role of individual differences on EI in the development of a large number of competencies that support a more efficient performance in people’s everyday life. The present Research Topic provide an extensive review that may give light to the better understanding of how individual differences in EI affect human behaviour. We have considered studies that analyse: 1) how EI contributes to emotional, cognitive and social process beyond the well-known contribution of IQ and personality traits, as well as the brain system that supports the EI; 2) how EI contributes to relationships among emotions and health and well-being, 3) the roles of EI during early development and the evaluation in different populations, 4) how implicit beliefs about emotions and EI influence emotional abilities.

Download or read book An Investigation of the Relationship Between Trait Emotional Intelligence and Academic Performance on a Multiethnic Sample of Young Adolescents written by Kakia Chlorakiotou and published by . This book was released on 2005 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Emotional Intelligence and Academic Achievement of High School Students in Kanyakumari District written by A. S. Arul Lawrence and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of the study is to find the significant relationship between emotional intelligence and academic achievement of high school students with reference to the background variables. Survey method was employed. Two tools are used in this study namely self-made Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and the Achievement Test Questions. The significant difference between the means of each pair of group is computed using Standard Deviation, "t" test, ANOVA and Pearson's Co-efficient Correlation. The findings are established and tabulated from the analysed data. The finding shows that there is no significant difference between emotional intelligence and academic achievement of high school students. Finally, Interpretations, Recommendations are given by the investigator based on the findings.

Download or read book Emotional Intelligence and Social Intelligence in Terms of Leadership Behavior and Personal Effectiveness Among 2 Level Students written by Dr. Amarnath Reddy and published by Ashok Yakkaldevi. This book was released on 2021-11-30 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective leadership is essential for an organization‘s success; hence, the ability to identify and define effective leadership is crucial. Technical expertise, superior performance, and established experience are no longer only criterion of effective leadership. Today effective leaders are defined by inspiring and motivating others, promoting a positive work environment, understanding and managing emotions, building bonds, communications, and influence, and so forth. Emotional Intelligence (EI) has an emerging track record of being linked to leadership performance. Emotional intelligence connects a leader‘s cognitive abilities with their emotional state. The ability for leaders to recognize the impact of their own emotions on their decision making is paramount if a leader is to make sound decisions based on the best interests of the organization. A leader must be able to read emotions in his/her peers and employees in order to be as effective as possible. Stodgily originated this notion with linkages of leader personality and control over emotions to employee perception of leader effectiveness. Due to the complexity of organizational change and the role emotions play in changes such as global expansion, job eliminations, leadership changes, as well as stressors of day to day responsibilities, the EI of managers and how they manage their associates is an element that leadership needs to consider while moving their organizations forward. Organizations everywhere need now to realize the benefits of primal leadership by cultivating leaders who generate the emotional resonance that lets people flourish.

Download or read book Emotional Intelligence of Students at Religious Based School and Public School written by Nur Amalina binti Hasan and published by . This book was released on 2016 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aims to identify whether there is a difference between the religious based school students and public school students in terms of their level of emotional intelligence. Apart from that, the objective of this study is also to identify the relationship between gender and emotional intelligence, the level of emotional intelligence among upper secondary students and the relationship between perceived academic performance and emotional intelligence. The research was conducted at two schools in Jeram, Selangor. A total of 300 students were chosen as participants of this study, where half of them are those who are attending the religious based school and the latter half are those who are studying at the public school. Among the five competencies under emotional intelligence, the respondents show strong association with self awareness based on the result of this research. The second result shows that there is significant difference between male and female in terms of their emotional intelligence. While the third result, there is no significant difference between religious based school and public school in terms of their emotional intelligence and the last result shows that there are correlations between emotional intelligence and perceived academic performance.

Download or read book Emotional Intelligence Social Intelligence Locus of Control in Relation to Stress Management in Adolescents written by Dr. Tanveer Habeeb Khan and published by Lulu.com. This book was released on 2017-01-09 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a tide which begins to rise in the veins of youth at the age of eleven or twelve .It is called by the name of adolescence .If that tide can be taken at the flood, and a new voyage begun in the strength and along the flow of its current, we think that it will move on to fortune. (Ross J.S.,1951 p.153).

Download or read book Emotional intelligence in school written by Juan Moisés De La Serna and published by Tektime. This book was released on 2018-12-07 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: When we talk about emotional intelligence we are actually referring to the development of the person. This topic has been on the rise for a few decades and it has proven to be useful not only on a personal level but also in the workplace. Research on the benefits of a proper development of Emotional Intelligence is on the increase, advising on the training of it as early as possible. Therefore, school is the most suitable environment for young children and even adolescents to get to know and to develop Emotional Intelligence. Translator: Susana Hyder PUBLISHER: TEKTIME

Download or read book The Relationship Between Emotional Intelligence and High Teacher Evaluations in One School District written by Virginia Voight and published by . This book was released on 2002 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined the relationship between elementary (K-6) teachers, who were highly evaluated by their administrators, and their perceived emotional intelligence. Ten teachers employed by a northeastern school district were randomly chosen from 20 teachers who were selected by their respective three principals for this study. The teachers completed an initital survey, the BarOn Emotional Quotient Inventory, and interview questions. In addition, the teachers and their respective principals each chose and ranked the five most important emotional intelligence components they believed were necessary in an elementary teacher. The results indicated the (star) teachers believed the 15 emotional quotient qualities were necessary for a teacher to possess. The total emotional quotient score of the group of teachers was significantly better than average, indicating enhanced skills and well developed emotional capacity. Self-Actualization and Happiness were the two highest group scores. The principals chose most emotional quotient qualities from the IntERpersonal components (Social Responsibility, Empathy, and IntERpersonal Relationships). All principals chose Social Responsibility and Stress Tolerance as one of the five qualities they valued in a teacher. Happiness was chosen by all teachers and not by any principal. The inventory's results, the feedback/interview, and the principals' lists as well as the teachers' lists of most valued emotional intelligence components provided a framework of insights into the distinguishing components of emotional intelligence that contribute to the success of the professional teacher.

Download or read book Emotional Intelligence and Academic Performance written by Nichole L. Miller and published by . This book was released on 2012 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychological researchers are in constant pursuit of individual difference characteristics, such as Emotional Intelligence (EI), that can help explain why some people are successful (in work, love, and/or life) while others are not. Since its introduction, EI has been used throughout educational programs and business organizations for hiring and training efforts. Despite widespread public interest in EI, research in this area has remained controversial. The primary limitations that plagued much of the early EI research are: (1) a lack of clarity between the mixed and ability models of EI, and (2) simplistic research designs focused primarily on zero-order correlations between EI and workplace or educational outcomes. Partially due to the limitations listed above, evidence of the relationship between EI and performance has been mixed. The strength of the relationship varies and is influenced by the type of EI being measured as well as the presence of confounding variables. In recent years, however, an increased emphasis has been placed on evaluating the incremental predictive power of EI beyond that of cognitive ability and personality. Additionally, recent research has suggested that the relationship between EI and performance may moderated by variables such as cognitive ability or emotional labor demands (ELD). The current study attempted to evaluate the construct and criterion-related validity of EI for performance in an academic setting. An overview of the two models of EI (performance-based ability and self-report mixed models) and their respective correlates is presented. Further, an overview of the mixed criterion-related validity evidence for EI is provided and explanations are proposed regarding why the growing body of evidence is not providing a clear picture of EI as a predictor. Specifically, this study evaluated a compensatory model of EI that suggests that cognitive ability moderates the relationship between EI and performance. Emotional labor demands were also evaluated as a moderator in the EI-academic success relationship. The study sample consisted of 60 undergraduate students from a small non-profit, baccalaureate-granting institution in the Southwestern United States. Measures of mixed-model EI, ability EI, Big Five personality factors, and cognitive ability were administered in a computer-based format. In addition, academic major, academic performance data, and demographic information was collected for all participants. Correlations were computed across all predictor and outcome variables, and hierarchical multiple regression and moderated multiple regression analyses were utilized to analyze the hypothesized relationships. Support for several hypotheses relating EI with personality and cognitive ability was found, and, consistent with previous research, the two models of EI had different patterns of relationships with each, providing further evidence that mixed model EI and ability EI are in fact, distinct constructs. Generally, hypotheses relating the Big Five, cognitive ability and EI with academic performance were not supported; however, when branch level scores of ability EI were investigated, the managing emotions branch was related to academic performance. Finally, a relationship between perceived emotional labor demands and academic major was found in the current study. It is important to study this relationship further so that educators and administrators can ensure the emotional labor demands placed on students in post-secondary settings are justified. Overall, the emotional intelligence literature is expanded by the current study by providing further evidence of the nomological network surrounding mixed EI, ability EI, and the ability EI branches.