Dynamics of Self-Understanding and Self-Knowledge: Acquisition, Advantages, and Relation to Emotional Intelligence

2000 ◽  
Vol 38 (4) ◽  
pp. 230-242 ◽  
Author(s):  
Don Hamachek
Keyword(s):  
Emotional Intelligence ◽  
Knowledge Acquisition ◽  
Self Knowledge

scholarly journals ESTILOS DE APRENDIZAJE ÉTICO - SOSTENIBLE DEL CONTADOR PÚBLICO

2018 ◽  
Vol 9 ◽  
pp. 13-41
Author(s):  
FEIBERT GUZMAN ◽  
◽  
LINA MAYA ◽  
LUIS PEREZ ◽  
MARIO FLOREZ
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Iso 26000 ◽  
Teacher Student ◽  
Self Knowledge ◽  
Object Of Study ◽  
Teaching Learning ◽  
Corporate Social ◽  
And Behavior ◽  
The Impact

This paper, show the impact that the use of the Ethical-Sustainable reference framework (emphasis on Corporate Social Responsibility- ISO 26000) and behavior with social and ethical responsibility of the population has on the teaching-learning process, object of study. Methodologically and with the support of the multivariable statistical method, teacher-student learning styles are validated in terms of emotional intelligence, developing critical thinking that potentializes autonomous and collaborative learning, with the aim of transcending knowledge under the framework of integration of sustainability and ethics in professional practice. Finally, the measurement indicators are obtained through empirical evidence with several structured questionnaires that measure the factors of the learning styles, based on the emotional intelligence, which are reflected in the self-knowledge and behavior of the students, under a framework of ethical- sustainable reference.

scholarly journals The enneagram model for nursing competencies development-An exploratory qualitative study

2020 ◽  
Vol 10 (8) ◽  
pp. 1
Author(s):  
Michèle Desmarais ◽  
Ondina Galiano ◽  
Valerie Gazemar ◽  
Julie Fréchette
Keyword(s):  
Mental Health ◽  
Emotional Intelligence ◽  
Qualitative Study ◽  
Advanced Practice Nurses ◽  
Advanced Practice ◽  
Nursing Educators ◽  
Practice Nurses ◽  
Self Knowledge ◽  
Nursing Competencies ◽  
Model Training

Background and objective: Nursing competencies can be enhanced by the development of emotional intelligence, which promotes self-knowledge. Personality models, such as the Enneagram model, have been used to develop self-knowledge, and thus may contribute to increasing emotional intelligence. However, few studies have examined perceptions of the use of the Enneagram model on nursing competencies. This qualitative study aims to explore the perceptions of nursing educators and advanced practice nurses about the impact of Enneagram model training on the development of their professional competencies.Methods: This qualitative study used individual interviews and thematic analysis according to Miles and Huberman’s method. The nine participants were nursing educators and advanced practice nurses. Interviews were conducted between six and eight weeks after the Enneagram model training.Results: Results revealed that the Enneagram model may contribute to developing emotional intelligence. Participants perceived the Enneagram model training as promoting better self-awareness and understanding of others. It could also support the development of nursing competencies: humanistic action, collaboration, clinical leadership and support for learning in practice settings.Conclusions: The use of the Enneagram model could help nurses develop their emotional intelligence and optimize their practice while preserving their mental health. Implications for Nursing Administration: These findings are important for managers responsible for supporting nurses’ competencies and mental health through complex care situations in a context of change.

scholarly journals Dynamics in rural entrepreneurship – the role of knowledge acquisition, entrepreneurial orientation, and emotional intelligence in network reliance and performance relationship

2019 ◽  
Vol 13 (2) ◽  
pp. 247-262 ◽  
Author(s):  
Thomas Bilaliib Udimal ◽  
Zhuang Jincai ◽  
Isaac Akolgo Gumah
Keyword(s):  
Emotional Intelligence ◽  
Knowledge Acquisition ◽  
Entrepreneurial Orientation ◽  
Extension Education ◽  
Business Network ◽  
Content Type ◽  
The Social ◽  
And Performance ◽  
The Relationship

Purpose Social network and being a part of an established business network helps in the acquisition of resources. The purpose of this study specifically looked at the mechanisms through which network reliance (NR) influences the entrepreneurial performance (PERF) among rural farmer entrepreneurs in China. Design/methodology/approach The paper looks at the economic sociology perspective of social networks. A total of 450 rural farmer entrepreneurs were interviewed for the study. The study introduces emotional intelligence (EI) and entrepreneurial orientation (EO) into the relationship between NR, knowledge acquisition (KA) and entrepreneurial PERF. Findings The result shows that KA partially and positively mediates the relationship between NR and entrepreneurial PERF. EO is shown to moderate the relationship between KA and entrepreneurial PERF apart from its direct effect on entrepreneurial PERF. The EI of rural farmer entrepreneurs has a direct and significant effect on KA but does not moderate the relationship between NR and KA. Originality/value This study provides a new direction for extension education to rural farmer entrepreneurs. Knowledge building capacity programmes for rural farmer entrepreneurs should be an area of priority for extension education. Building the social capital and entrepreneurial capacities of rural farmer should be a new area of focus for policymakers. These measures will go a long to improving the capabilities of rural farmer entrepreneurs, which will, in turn, impact positively on their PERF.

scholarly journals DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
Vol 1 (10) ◽  
pp. 106
Author(s):  
Simas Garbenis ◽  
Renata Geleziniene ◽  
Greta Šiaučiulytė
Keyword(s):  
Emotional Intelligence ◽  
Age Differences ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Older Students ◽  
Educational Activities ◽  
Inner Self ◽  
Inclusive Schools ◽  
Self Knowledge ◽  
Intelligence Development

<p>TThe aim of the study is to analyse teachers’ opinion about the development of emotional intelligence in students who have special educational needs in inclusive schools. The method of the questionnaire survey was chosen to achieve the research aim. The study employed two developed questionnaires based on the principle of <em>Likert </em>scale (1-5). The questionnaires were developed for teachers according to the parts of the structure of trait emotional intelligence for students aged 7 to 12 and 13 to 17 years. Questionnaires potentially reveal teachers’ opinion about several aspects of emotional intelligence development: how and how often teachers assess, organize targeted and non-targeted educational activities for individual parts of the structure of students’ emotional intelligence and promote awareness of their importance. After conducting the research, it was found that the development of parts of the structure of emotional intelligence was carried out differently depending on students’ age. Differences were recorded both between the developed parts of the structure and between applied educational activities. Both statistically significant and insignificant research data were obtained and it was found that the development of emotional intelligence for younger students was more oriented to their inner self-knowledge; while for older students, to the aspects of socialization. </p>

scholarly journals Positive education in college students: the effects of the “self-knowledge and soul care” workshop on the emotions and character strengths

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Antonia Barranca Enríquez ◽  
Tania Romo González ◽  
Gloria López Mora ◽  
Maria de Jesús Contreras Miranda ◽  
Diana María Sánchez Silva ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Character Strengths ◽  
Positive Education ◽  
Soul Care ◽  
Health And Wellbeing ◽  
Good Investment ◽  
Negative Affects ◽  
Before And After ◽  
Self Knowledge ◽  
Emotional Balance

Objective: most healthy and unhealthy behaviors are acquired or consolidated during youth, thus a good investment in the future of any nation, should be to promote the development of young people, incorporating them into projects and programs that aspire to increase their subjective wellbeing and personal health. The Psycho-Educational Intervention (PEI) presented here has been shown to have effects on the health and wellbeing of students as well as on their academic performance. However, its effects on strength of character, emotional balance and emotional intelligence are unknown. Materials and methods: in this paper it was shows the effects of this PEI on positive education in a group of 18 students through three questionnaires: VIA-240, PANAS-20 and PIEMO. To estimate the effects of the PEI, a comparison was made between the scores obtained on the three questionnaires before and after the PEI sessions. Results: the results show that not only did character strengths, positive affect and emotional intelligence improve with PEI, but that also the character strengths and the emotional bearings arranged in a network topography changed with intervention. Also, there were some changes in the most connected nodes of the network. Conclusions: these results show that PEI improved the previous reported variables, they also show the way in which the balance of the positive and negative affects, the development of emotional intelligence and the enhancement of character strengths give access to the three pillars of positive psychology.

scholarly journals DEVELOPMENT OF STUDENTS' EMOTIONAL INTELLIGENCE IN THE GEOGRAPHY COMPETENCE LEARNING PROCESS

2021 ◽  
pp. 54-62
Author(s):  
L. VISHNIKINA ◽  
V. SAMOYLENKO ◽  
O. FEDIY ◽  
O. LYSYTSYA
Keyword(s):  
Emotional Intelligence ◽  
Teaching Methods ◽  
Self Regulation ◽  
Necessary Condition ◽  
Geographical Education ◽  
Teachers And Students ◽  
Cognitive Activities ◽  
Self Knowledge ◽  
Pedagogical Literature ◽  
Development Of Students

The article highlights the urgency of the problem of formation and development of emotional intelligence of teachers and students, which solution is related with present-day modernization of geographical education. The authors analyzed the concept of "emotional intelligence" and characterized the transformation of this concept. Based on the study of psychological and pedagogical literature, the authors identified the main elements of emotional intelligence – self-knowledge, self-regulation, empathy and motivation. They proved the need to develop emotional intelligence in geography teachers as a necessary condition under which teachers can form it in students. The paper points out the peculiarities of the formation of subject geographical competence of students "emotional and value attitude to the environment and human activity in it", which is closely related to the formation and development of their emotional intelligence in the process of learning geography. The article analyzes the conditions for the development of emotional intelligence in adolescence, highlights the characteristic of this age emotional properties. The authors substantiate the specific possibilities of developing the emotional intelligence of students in geography lessons through the use of teaching methods, which are a set of emotional and sensory influences on the student's personality in the process of organizing his educational and cognitive activities. Here the methodical methods of formation of emotional intelligence developed by authors are presented, their content and procedure of realization found out, conditions of their application in the course of training of geography are characterized.

scholarly journals Attitude Towards Work and Emotional Intelligence - Relevant Factors for Professional Integration of People With Disabilities

2020 ◽  
Vol 25 (0) ◽  
pp. 11-24
Author(s):  
Georgiana CORCACI ◽  
◽  
Oana Lucia MOCANU ◽  
Keyword(s):  
Emotional Intelligence ◽  
Employment Status ◽  
People With Disabilities ◽  
Professional Life ◽  
Professional Integration ◽  
Equal Chance ◽  
Dependent Variables ◽  
Two Factors ◽  
Self Knowledge ◽  
Relevant Factors

This article presents the synthesis of a research aimed to identify the relevance of emotional intelligence and attitude towards work in relation to the professional integration of people with disabilities. We analyzed the employment status in the labor market and the education level in order to diagnose the extent to which these two factors can increase the degree of insertion. As a result of the statistical analysis, both in terms of emotional intelligence and attitude towards work, we found that there are no significant differences between the dependent variables. In this context, we believe that all people with disabilities have an equal chance at a professional life and to integrate into society. Education for self-knowledge, the development of professional and social skills, as well as the realization of individualized programs of professional integration are a necessity for people with disabilities.

scholarly journals PENGARUH KECERDASAN EMOSIONAL TERHADAP KINERJA GURU PADA SD YANG TERLETAK DI WILAYAH TEGALTIRTO

2011 ◽  
Vol 1 (1) ◽  
pp. 57
Author(s):  
Diyan Ratnasari ◽  
Ani Muttaqiyathun
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Primary Schools ◽  
Teacher Performance ◽  
Self Control ◽  
Educational Institutions ◽  
Emotional Skills ◽  
Control Motivation ◽  
Working Together ◽  
Self Knowledge

The teacher is someone who has a job as a facilitator for students to learn and/or develop the basic potentials and capabilities through both secaraoptimal school educational institutions established by governments or private. Teacher performance is influenced by many factors and one of them is emotional intelligence. The task of teachers is to form graduates who are competent to use optimally their feelings in order to identify itself and its environment.Problems examined in this study were: (1) Is self-knowledge, self-control, motivation, empathy and social skills have a partial effect on the performance of teachers. (2) Is self-knowledge, self-control, motivation, empathy and social skills simultaneously affect the performance of teachers. The population in this study are teachers who teach in primary schools in the region Tegaltirto.The results showed that some self-knowledge, self-control, motivation, empathy no significant impact on teacher performance, whereas social skills affect teacher performance. The results showed that the variables simultaneously self-knowledge, self-control, motivation, empathy and social skills have a significant effect on the performance of teachers. Working together self-knowledge, self-control, motivation, empathy and social skills to contribute 31.8% of teacher performance. The result is expected to be useful to teachers and schools. The teachers are expected to continue to improve emotional, because with a good emotional skills will be able to improve its performance as a teacher.

scholarly journals What has Transparency to do with Husserlian Phenomenology?

2019 ◽  
Vol 36 ◽  
pp. 221-242
Author(s):  
Chad Kidd ◽  
Keyword(s):  
Knowledge Acquisition ◽  
Vantage Point ◽  
Phenomenological Reduction ◽  
Husserlian Phenomenology ◽  
Phenomenological Method ◽  
Conscious Mind ◽  
First Order ◽  
Self Knowledge

This paper critically evaluates Amie Thomasson’s (2003; 2005; 2006) view of the conscious mind and the interpretation of Husserl’s phenomenological reduction that it adopts. In Thomasson’s view, the phenomenological method is not an introspectionist method, but rather a “transparent” or “extrospectionist” method for acquiring epistemically privileged self-knowledge. I argue that Thomasson’s reading of Husserl’s phenomenological reduction is correct. But the view of consciousness that she pairs with it—a view of consciousness as “transparent” in the sense that first-order, world-oriented experience is in no way given to itself—is not compatible with it. Rather, Thomasson’s view is, from a Husserlian vantage point, self-undermining in the same way that any genuinely skeptical view is self-undermining: it undermines the conditions of its own possibility. This is one of the motives Husserl has for developing a same-order view of self-consciousness as the complement to his transparent method for self-knowledge acquisition.

The Influence of Leadership Based on Emotional Intelligence Concerning the Climate of an Organisation

2020 ◽  
Vol 6 (5) ◽  
pp. 38-43
Author(s):  
Ionela Gabriela Solomon
Keyword(s):  
Decision Making ◽  
Emotional Intelligence ◽  
Organizational Climate ◽  
Information Management ◽  
Middle Management ◽  
Self Management ◽  
Four Dimensions ◽  
Public Company ◽  
Self Knowledge ◽  
Social Competences

The article aims to define a behavioral matrix regarding the style of leadership applied to management in a public company. The dimensions include communication and persuasion, ethics, empathy, knowledge and information management, the desire to learn, the objective’s achievement, adaptability, innovation, and decision making. The behavioral competencies correlate with the four dimensions of emotional intelligence related to personal abilities such as self-knowledge and self-management, but also social competences, such as awareness and the management of relationships with others. The article analyses the extent to which the emotional intelligence among the personnel that makes up the middle management influences organizational climate at the company level.

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