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    Wyświetlanie 1-13 z 13
    Tytuł:
    Teachers’ Emotional Intelligence and Moral Character as Predictors of Secondary School Students’ Moral Character in Ilorin South, Nigeria
    Autorzy:
    Bello, M.B.
    Yusuf, A.
    Amali, I.O.O.
    Powiązania:
    https://bibliotekanauki.pl/articles/1998306.pdf
    Data publikacji:
    2017-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    moral character
    functionalist theory
    Opis:
    This study examines secondary school teachers’ level of emotional intelligence and their moral character as predictors of moral character among secondary school students in Ilorin South LGA, Kwara State. 106 teachers and 318 students from 20 secondary schools were purposively sampled for the study. Data collected were analysed using mean-scores, standard-deviation and multiple-regression. The study revealed that secondary school teachers’ emotional intelligence predicts secondary school students’ moral character. It was recommended that there is a need for teaching emotional intelligence as a foundation course at all the teacher training institutions in Nigeria.
    Źródło:
    The New Educational Review; 2017, 47; 211-222
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotional intelligence and burnout in the teaching profession
    Autorzy:
    Przybylska, Irena
    Powiązania:
    https://bibliotekanauki.pl/articles/2005069.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teaching
    emotional intelligence
    emotional labour
    job satisfaction
    burnout
    Opis:
    The presented study employed an emotional intelligence framework as a means of explicitly examining the emotional competences and experiencing job satisfaction or burnout. Emotional intelligence is hypothesized to have a positive relationship with higher job satisfaction and negative with burnout. Firstly, the variables are discussed on the basis of existing concepts and research. The second part presents my own research: methodology outline, main data and discussion. Results showed that emotional intelligence was a negative significant predictor (r=0.54, p<0.05) of burnout symptoms, and a positive significant predictor of job satisfaction (r=0.37, p<0.05). The paper concludes with a discussion of the pedagogical implications, teaching professionalization and recommendations for future research.
    Źródło:
    The New Educational Review; 2016, 43; 41-52
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotional Intelligence as a Predisposition to Pursue the Teaching Profession
    Autorzy:
    Romanowska-Tołłoczko, Anna
    Lewandowska, Bianka
    Powiązania:
    https://bibliotekanauki.pl/articles/2032585.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    professional predisposition
    teacher
    student
    Opis:
    One of the significant predispositions of the teacher is the ability to cope with emotions, which is recognized as emotional intelligence. The study was conducted among the students of the Academy of Physical Education in Wroclaw (263 individuals). In a group of students some were selected who declared their intention to work as teachers (95 people); the remaining students were the control group. According to the collected data, emotional intelligence of most of the students is average, and the belief concerning the level of this competence is overestimated in many cases. This result is particularly unsatisfactory for those associating their future with the teaching profession, for they are expected to have better interpersonal skills.
    Źródło:
    The New Educational Review; 2014, 38; 166-175
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ability vs. Self-Perception in Emotional Intelligence: Do We Measure the Same Thing?
    Autorzy:
    Gutiérrez-Moret, Margarita
    Aguilar-Moya, Remedios
    Ibáñez-Martínez, Raquel
    Vidal-Infer, Antonio
    Powiązania:
    https://bibliotekanauki.pl/articles/1998239.pdf
    Data publikacji:
    2017-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    ability
    self-perception
    MSCEIT
    TMMS
    Opis:
    TMMS and MSCEIT are the most frequently used tools to assess emotional intelligence. TMMS is a questionnaire to self-evaluate emotional skills, and MSCEIT is a test to measure emotional intelligence. Given that both are used equally, we examined the relationship between their dimensions. A sample of 252 adults was selected from higher education institutions. MSCEIT and TMMS-24 were administered and ANOVA and Pearson correlation analyses were conducted. The MSCEIT Managing Emotions branch was the only area that discriminates among participants. A new combined tool to assess EI is proposed in this study.
    Źródło:
    The New Educational Review; 2017, 48; 250-256
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotional Intelligence of Future Physicians Who Tend to Hide Professional Mistakes
    Autorzy:
    Lazurenko, Olena
    Smila, Nataliya
    Powiązania:
    https://bibliotekanauki.pl/articles/1964254.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    physicians
    professional development
    professional mistakes
    Opis:
    The purpose of the article is to present the results of testing the emotional intelligence of the future physicians who tend to hide professional mistakes. The article is based on the study involving 129 students who are studying in the specialties “Medical business”, “Medical psychology”, “Pediatrics”, “Dentistry” at the medical-psychological, dental and medical faculties of the O.O. Bohomolets National Medical University. During the study, the following methods were used: 1) The Error-Oriented Motivation Scale (EOMS) in order to measure a tendency to hide professional mistakes; 2) The Emotional Intelligence Scale in order to determine the level of emotional intelligence. Statistical processing of the study results was performed using 1) descriptive statistics (percentages, arithmetic means, standard deviations); 2) Student’s T-test to compare the emotional intelligence level in the groups of future physicians with different levels of propensity to hide professional mistakes. The study has found that a significant number of future physicians (53.5%) showed a tendency to hide their professional mistakes. The respondents in this group are characterized with low and medium levels of emotional intelligence compared to future physicians who strive to learn from their mistakes. This study has demonstrated that the vast majority of future physicians believe that professional errors should be hidden, which, in turn, does not contribute to their professional development; the future physicians who tend to hide professional mistakes have low levels of emotional awareness, ability to manage one’s emotions, self-motivation, empathy, ability to manage other people’s emotions. The development of emotional intelligence would apparently contribute to a more conscious attitude of future physicians to professional activities as well as more common-sense attitude to mistakes, and this poses new challenges for medical education to form emotional intelligence of future medical professionals.
    Źródło:
    The New Educational Review; 2021, 64; 283-291
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Three types of intelligences and their relationship to students’ school performance
    Autorzy:
    Kaliská, Lada
    Powiązania:
    https://bibliotekanauki.pl/articles/2011803.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    social intelligence
    general intelligence
    academic achievement
    correlation study
    Opis:
    The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).
    Źródło:
    The New Educational Review; 2015, 41; 275-286
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Creative and Emotional Competence of Contemporary Teachers
    Autorzy:
    Dyrda, Beata
    Przybylska, Irena
    Powiązania:
    https://bibliotekanauki.pl/articles/28762914.pdf
    Data publikacji:
    2005-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Professional competence
    creativity
    emotional intelligence
    open-minded teachers
    Opis:
    In the article the authors present the theoretical and practical outline of creative and emotional competence as a main need of teachers. The theoretical part of the article considers the latest research into creativity and emotional intelligence. The authors pay special attention to the importance of these abilities in contemporary school. The diagnostic part concentrates on a results of the questionnaire study, led on the sample of 140 teachers of primary and secondary schools.
    Źródło:
    The New Educational Review; 2005, 6; 69-78
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of emotional intelligence, competence and interpersonal communication on the performance of senior high school teachers through achievement motivation in Makassar, Indonesia
    Autorzy:
    Dewi, Erni Ratna
    Bundu, Patta
    Tahmir, Suradi
    Powiązania:
    https://bibliotekanauki.pl/articles/2004967.pdf
    Data publikacji:
    2016-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    competence
    interpersonal communication
    achievement motivation
    performance
    Opis:
    The presented research aims at analyzing whether the emotional intelligence, competence, and interpersonal communication directly affect teacher performance in senior high schools in Makassar. This research also aims at analyzing whether emotional intelligence, competence, and interpersonal communication indirectly affect teacher performance through achievement motivation in senior high schools in Makassar. The research was a quantitative study. The sample of this research consisted of 130 respondents. The data were analyzed using Structural equation Model AMoS 18. The findings show that emotional intelligence has a positive and significant effect on teacher performance. every teacher’s emotional intelligence proves convenient in teaching. Competence has a positive and significant effect on teacher performance. It is important in supporting the teaching profession. In addition, it allows teachers to conduct the learning process effectively.
    Źródło:
    The New Educational Review; 2016, 44; 176-183
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Potential of Emotional Intelligence in Personality Space
    Autorzy:
    Kaliská, Lada
    Kaliský, Ján
    Powiązania:
    https://bibliotekanauki.pl/articles/2004836.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    trait emotional intelligence construct
    Trait Emotional Intelligence Questionnaire (TEIQue-SF)
    Big Five factors
    positive and negative emotions
    regression analysis
    Opis:
    The study is based on the research analyses of K.V. Petrides’ (2011) trait emotional intelligence construct verified by his Trait Emotional Intelligence Questionnaire-TEIQue. Verification of the EI trait construct by stepwise regression analysis confirmed that it is determined only to a certain extent by the Big Five personality factors theory (14%) (by the TIPI questionnaire, Gosling, 2003) and by perception and experiencing of positive (15%) and negative (13%) mental states (by the SEHW questionnaire, Džuka & Dalbert, 2002). Thus, the emotional intelligence trait as a consistent construct partially captures individual variability of emotional aspects otherwise scattered across personality theories.
    Źródło:
    The New Educational Review; 2016, 46; 260-271
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Incidence of Emotional Disorder Symptoms and Emotional Intelligence in Slovak Secondary School Students Before and During the COVID-19 Pandemic
    Autorzy:
    Baláž Ďurechová, Anna
    Kaliská, Lada
    Powiązania:
    https://bibliotekanauki.pl/articles/24964660.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional disorder symptoms
    COVID-19
    global trait emotional intelligence
    adolescence
    replication study
    Opis:
    The study aimed to replicate our research findings of 2019 by comparing the incidence of emotional disorder symptoms and global trait emotional intelligence (EI) and assessing the closeness of relationships of the observed variables in the context of the new COVID-19 pandemic situation. The data were gathered by self-report tests measuring levels of fears (KSAT), anxiety (STAI), depression (CDI) and trait emotional intelligence (TEIQue-ASF) in Slovak adolescents (N 270) aged 18 to 20 years (AM 18.42; SD 0.59) before (N 138) and during (N 132) the COVID-19 pandemic. Results revealed an increased incidence of emotional disorders (situational anxiety, stage fright, fear, and trait anxiety) and also a decreased level of global trait EI in the pandemic of 2019. Strong negative relationships were identified between global trait EI and trait anxiety (r -0.578; p ≤ .001), as well as medium negative relationships with overall fear (r 0.398; p ≤ .01) and stage fright (r 0.398; p ≤ .01). There were weak or no relationships between global trait EI and the other variables. Thus, higher global trait EI is related to a lower incidence of symptoms of specific emotional disorders. Our findings point to the validity of implementing socio-emotional learning elements into secondary school students' education.
    Źródło:
    The New Educational Review; 2023, 74; 21-31
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Parents’ Socio-Emotional Competences and Children Adaptation to Infant School
    Autorzy:
    Przybylska, Irena
    Powiązania:
    https://bibliotekanauki.pl/articles/18104464.pdf
    Data publikacji:
    2013-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    parents’ emotional intelligence
    social adjustment to infant school
    children social functioning
    Opis:
    The presented study was carried out in 3 infant schools in Silesia in 2012 with an objective to find out whether parents’ emotional intelligence modifies their children’s adaptation to infant school. Social adjustment was verified in four aspects: emotional functioning, social relations with peers, relation and responsiveness to a teacher, self-reliance and meeting demands. Parents’ emotional intelligence was estimated with the use of an emotional intelligence questionnaire (KBiE). According to the statistic verification, parents’ socio-emotional competences and children’s adaptation are correlated: children whose parents declared emotionally intelligent behavior adapted to infant school better than those brought up by less emotionally intelligent parents.
    Źródło:
    The New Educational Review; 2013, 33; 39-49
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Replication Study of the Slovak MESI Scale and its Construct Validity in Two Research Samples
    Autorzy:
    Kaliská, Lada
    Salbot, Vladimír
    Heinzová, Zuzana
    Powiązania:
    https://bibliotekanauki.pl/articles/1968716.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    social intelligence
    MESI scale
    TEIQue-SF questionnaire
    replication study
    CFA
    correlation and regression analyses
    Opis:
    The replication study offers research findings from verification of the construct validity of social intelligence by the Slovak MESI scale (Manipulation, Empathy, Social Irritability - MESI, Frankovský, Birknerová, 2014) by means of confirmatory factor analysis, and by convergent/discriminant validity by the trait emotional intelligence questionnaire (Petrides, 2009) in two samples (secondary school students: N = 134, Mage = 17.7 years old /SD = 0.47/, 66% women; university students: N = 138, Mage = 21.52 years old /SD = 1.81/, 77% women). Results of confirmatory factor analysis (CFA) confirm the three-factor solution of the MESI scale (extracted factors of Manipulation, Empathy, Social Irritability) in accordance with the authors’ original solution in both samples. Trait emotional intelligence (EI) and its four factors enter into significant positive relationships with Empathy (convergent validity) and negative relationships with Social Irritability (discriminant validity). The global level of trait EI can be predicted by the factor of Empathy and Social Irritability in both research samples. Our findings confirm substantiation of the MESI scale for assessment of social intelligence, and its possible application in targeted educational interventions in a school environment.
    Źródło:
    The New Educational Review; 2019, 56; 305-316
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social Intelligence of Gifted Pupils
    Autorzy:
    Machů, Eva
    Červinková, Hana
    Powiązania:
    https://bibliotekanauki.pl/articles/2031719.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    gifted children
    social-emotional characteristics of gifted children
    social intelligence
    TSIS – Tromsø social intelligence scale
    Opis:
    The article describes research whose aim was to find differences between the social intelligence structure of gifted children and children with no diagnosed giftedness. The social intelligence was determined by TSIS scale enabling its specification into three parts. Social Information Processing and Social Awareness give evidence about the cognitive aspect and Social Skills about the behavioral aspect of social intelligence. There were no statistically significant differences between gifted children and children with no diagnosed giftedness in Social Information Processing. We registered a higher level of Social Awareness and Social Skills in children with no diagnosed giftedness. The results are discussed due to the theoretical background of this study.
    Źródło:
    The New Educational Review; 2014, 37; 130-139
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-13 z 13

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