scholarly journals Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies

2022 ◽  
Author(s):  
Victor W. Harris ◽  
Jonathan Anderson ◽  
Brian Visconti
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Emotional Regulation ◽  
Social Intelligence ◽  
Social Emotional ◽  
Sociocultural Learning ◽  
Skill Levels ◽  
Simplified Approach ◽  
Emotional Ability ◽  
The Individual

AbstractSocial emotional abilities (i.e., specific skills), defined as the set of cognitive abilities, emotion-based knowledge, and behavioral competencies (i.e., skill levels) that facilitate adaptively employing prosocial processes and behaviors (i.e., “actions”), such as emotional regulation and sympathetic and empathetic response behaviors, is contemporarily modeled and measured as emotional intelligence. This conceptualization can be problematic, however, as the two concepts are not the same and traditional methods of measuring emotional intelligence can have limited practical utility. The social emotional ability development (SEAD) theoretical model introduced in this treatise represents a pragmatic and simplified approach to the development of social emotional ability and competency as abstracted from constructs of emotional intelligence, social intelligence, and sociocultural learning theory. Further, the SEAD model reaches beyond the individual as the unit of analysis to explore, conceptualize, differentiate, investigate, and define the hierarchal, bi-directional, and contextual nature of the dimensions of social emotional ability within close relationships. Implications for how the SEAD model can be used by researchers, practitioners, educators, individuals, families, and couples across a broad spectrum of domains and interventions are discussed.

scholarly journals How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal

2020 ◽  
Vol 29 (1) ◽  
pp. 17-41
Author(s):  
José M. Mestre
Keyword(s):  
Emotional Intelligence ◽  
Information Processing ◽  
Cognitive Abilities ◽  
Emotional Regulation ◽  
Compulsory Education ◽  
Educational Activity ◽  
School Life ◽  
Social Sciences And Humanities ◽  
Ability Emotional Intelligence ◽  
Theoretical Proposal

Since emotional intelligence (EI) was developed in 1990, the field of Education took advantage of the possibilities of EI. Indeed, EI-specific programs proliferated and developed as socio-emotional learning programs (SEL). However, there is an alternative to realize non-specifically and longer and viability way for improving the implicit abilities of EI (AEI). The article claims to work a theoretical proposal to develop the AEI in compulsory education through the subjects. This proposal is based on the Cattell-Horn-Carroll theory of cognitive abilities (CHC). CHC abilities are stimulated by most of the mandatory subjects of both Primary and Secondary Schools. The second stratum of CHC model is composed of similar cognitive abilities as 1997-Ability Emotional Intelligence Model (perception, using, understanding, and managing emotions), which is different from trait EI approaches - that consider EI has personality traits as well. It has pointed out that the capacities of the CHC-model second stratum are connected to the capabilities of AEI. Therefore, any educational activity that optimizes perception, understanding, attentional control or planning is affecting the development of AEI. Promoting AEI involves hot information processing. It is convenient to use transversely hot information processing - this means that this information has special meaning for the people. Connecting hot information to mandatory subjects teaching would develop the abilities of EI. Both Sciences and Natural Sciences pedagogic devices can improve emotional perception. However, Social Sciences and Humanities foster both emotional understanding and knowledge. Finally, the different contingencies that occur in school life scenarios are suitable for training of emotional regulation.

scholarly journals Comparison of emotional and social intelligence assessment of students in state and private school during the pandemic

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Akif Khilmiyah
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
Elementary Schools ◽  
Elementary School Students ◽  
Private School ◽  
Social Intelligence ◽  
Social Emotional ◽  
School Students ◽  
Public And Private ◽  
Intelligence Assessment

This study aims to determine differences in emotional and social intelligence assessment between public and private school students using Android-based PKES (Penilaian Kecerdasan Emosional-Sosial or Social-Emotional Intelligence Assessment) application in strengthening student character during the pandemic. This survey study with a quantitative approach was analyzed using a comparative model. The subjects were 120 parents and students of public and private elementary schools in Yogyakarta chosen by purposive sampling. Data were collected through interviews, observations, and Likert scale tests with the PKES application and analyzed by t-test. It reveals that state elementary school students' emotional and social intelligence emphasizes the psychomotor aspect or good behavior with the habituation method. Meanwhile, private elementary school students emphasize the cognitive aspect of character knowledge through the lecture method. The affective aspect of social-emotional intelligence in public and private elementary schools is still low. Students have not been trained to feel the good character impact with various methods, so good behavior will not last until they are old because it has not been embedded in their hearts. Different tests with t-test obtained 0.378>0.05, so the difference is insignificant. The emotional and social intelligence of public and private elementary school children during the pandemic is not much different. Because students study at home during the pandemic, their character is more influenced by parents than teachers. It implies that parents and teachers should more often train students to feel happy doing good deeds, so good character is embedded in the heart and lasts for a long time.

Social–Emotional Expertise (SEE) Scale: Development and Initial Validation

Assessment ◽  
2018 ◽  
Vol 27 (8) ◽  
pp. 1718-1730 ◽  
Author(s):  
Ashley McBrien ◽  
Marcus Wild ◽  
Jo-Anne Bachorowski
Keyword(s):  
Social Interactions ◽  
Cognitive Abilities ◽  
Self Report ◽  
Social Environments ◽  
Social Emotional ◽  
Self Monitoring ◽  
Two Factors ◽  
Emotional Ability ◽  
Item Scale ◽  
Report Measure

Social–emotional expertise (SEE) represents a synthesis of specific cognitive abilities related to social interactions, and emphasizes the timing and synchrony of behaviors that contribute to overall social–emotional ability. As a step toward SEE construct validation, we conducted three experiments to develop a self-report measure that captured key elements of our conceptualization of SEE. In Experiment 1, we generated and tested 76 items for a measure of SEE. The resultant 25-item scale is reliable, test–retest: r(80) = .82, p < .001, and internally consistent (Cronbach’s α = .90). Experiments 2 and 3 examined the relationships between the SEE Scale and related constructs. Convergent constructs, such as emotional intelligence, r(885) = .62, p < .01, and social anxiety, r(885) = −.59, p < .01, and discriminant constructs, such as social desirability, r(885) = .19, p < .01, and self-monitoring, r(885) = .28, p < .01, were found to be related in the expected directions. Additionally, two factors were statistically identified: Adaptability and Expressivity. The items contributing to each factor describe the ability to successfully navigate social environments and the ability to successfully convey affect and ideas to other people, respectively. These factors correlate with related constructs in distinct and theoretically relevant ways.

scholarly journals Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality

2021 ◽  
Vol 13 (21) ◽  
pp. 12142
Author(s):  
Gissela Lozano-Peña ◽  
Fabiola Sáez-Delgado ◽  
Yaranay López-Angulo ◽  
Javier Mella-Norambuena
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Professional Training ◽  
Emotional Competence ◽  
Theoretical Background ◽  
Educational Quality ◽  
Measurement Instruments ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social Emotional Competence

Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.

scholarly journals INTELIGENCIA EMOCIONAL Y SOCIAL COMO FACTOR DE DESARROLLO INTEGRAL DEL TRABAJADOR EN EL EMPORIO COMERCIAL DE GAMARRA./ EMOTIONAL AND SOCIAL INTELLIGENCE AS A FACTOR OF DEVELOPMENT OF THE WORKER OF GAMARRA

LOGOS ◽  
2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Mg. Segundo Cabanillas Balcazar
Keyword(s):  
Professional Development ◽  
Emotional Intelligence ◽  
Interpersonal Communication ◽  
Social Intelligence ◽  
Emotional State ◽  
Normal People ◽  
The Individual ◽  
Intimate Life

RESUMENLas tensiones de la vida moderna, la competencia en el terreno individual y empresarial, la presión del reloj, la exigencia de un constante perfeccionamiento profesional, son situaciones que tienden a alterar el estado emocional de la mayoría de personas siendo frecuente en las personas que se dedican a gestionar empresas como lo es en el emporio comercial Gamarra ubicado en el Distrito de La Victoria en la ciudad de Lima. El estudio realizado tuvo por objetivo evaluar si los trabajadores en menciónutilizan su inteligencia emocional en las actividades diarias y como afecta esta en su desempeño.El presente trabajo es de tipo descriptivo, se tomó como herramientas,encuestas y test dirigidos a los colaboradores y jefes de pymes los cuales fueron complementados con entrevistas. La población total es de 17,000 empresas, siendo la muestra de 242 empresas.Los resultados más significativos se obtuvieron a partir de las preguntas sobre las capacitaciones conflictos, rotaciones y objetivos alcanzados. Las capacitaciones durante un año resultó cerca del 50%,el numero de rotaciones fue de 20%, el buen rendimiento percibido por los empresarios es del 80% y las personas que alcanzaron los objetivos fueron del 78%.Las conclusionesa la que se llegó fue que la capacidad de rendimiento en equipo, establece una estrecha relación entre el rendimiento y la cohesión del mismo, también que el estado  de ánimo de los trabajadores  condicionala productividad. Así mismo el grado de desarrollo en los trabajadores está en función de las capacitaciones y el desarrollo personal.Palabra clave: inteligencia emocional, gestión de MYPES, emporio comercial de GamarraSUMMARYThe stresses of modernlife, competition at the individual and business ,the pressure of the clock , a constant for professionaldevelopment,etc,Aresituation that tend to alter the emotional state of most normal people, taking them to the edge of own physical and mental limits .the result is often emotional imbalanceThis imbalance not only affects the intimate life of a person, it affects their work and professional development, becauseemotion plays an important role in the workplace. From anger to excitement from frustration to satisfaction, every day we face-our own and of tersemotions. The key is to use emotion intelligently, two work for themselves, so help us control our behavior and our thoughts towards better results, which is known as emotional intelligence.The best way to define emotional intelligence is considered that is the ability to apply awareness and sensitivity to discern the feelings underling interpersonal communication, and to resist the the temptation that leads us to react in an impulsive, thoughtless, instead working with responsiveness with authenticity and sincerity. This is a problem that occurs in all areas, one of which has been more importance to this aspect?The study leads precisely to realize how important emotional intelligence as a development of the worker Peru,mainy in the business empire of Gamarrase,which allows us to have a broader picture of how they apply them, if so the case, emotional intelligence in their places of work and how it affects their performanceKeywords: Emotional inteligencie, managementMYPES, comercial EmporioGamarra

scholarly journals Emotional Intelligence and Development of Human Capital: A Study on Some Selected Private Commercial Banks in Bangladesh

2015 ◽  
pp. 46-54
Author(s):  
Md. Zahidul Islam ◽  
Md. Mourtuza Ahamed
Keyword(s):  
Human Capital ◽  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Commercial Banks ◽  
Banking Sector ◽  
Primary Data ◽  
Self Awareness ◽  
Sustainable Competitive Advantage ◽  
Major Factors ◽  
The Individual

Purpose- This study is an attempt to find out the relation between emotional intelligence and development of human capital. Design/methodology/approach – Quantitative method was used for this study. The study is mainly based on the primary data collected through interview by structured questionnaire from 120 employees of different commercial bank in Dhaka city. In this study, the authors considered eight major factors of emotional intelligence which are responsible for developing human capital of private commercial banks in Bangladesh. The data were analyzed by using the multi-variable regression model. Findings- Outcome from this field study and survey recognized These relationships and shakes sound with the presented literature and set up the hypothesis. Practical implications- The study reveals that commitment, optimism and self-awareness are the most significantly correlated to the development of human capital and resilience, emotional regulation, compassion, personal integrity and interpersonal connectivity are also correlated with the development of human capital. Therefore, the authority of banks should give emphasis on commitment, optimism, self-awareness and other factors of the employees through proper counseling for ensuring the development of human capital and also should create learning organizational for gaining sustainable competitive advantage through the existing human resources so that the individual and organizational goals can be attained. Originality/value- This study provides a conceptual model which will be helpful for developing human capital of banking sector in Bangladesh through the changing of emotional intelligence of employees.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Associations Between Higher-Order Values Vary with Age, Education, and Income

2020 ◽  
Author(s):  
Maksim Rudnev
Keyword(s):  
Cognitive Abilities ◽  
Developed Countries ◽  
European Social Survey ◽  
Higher Order ◽  
Group Differences ◽  
Social Survey ◽  
Value Structures ◽  
Younger Age ◽  
The Individual ◽  
Representative Samples

A theory of basic human values relies on the similarity of value structures across countries. It has been well established that the quasi-circumplex value structure as a whole is indeed universal. However, less attention has been paid to the associations between specific values. This study investigated associations between four higher-order values across age, education, and income groups. We analyzed the data from national representative samples collected in 29 countries as part of the fourth round of the European Social Survey with a series of multilevel regressions. Younger age, higher levels of education and income coincided with higher independence of the four adjacent higher-order values, whereas among older, less educated, and less wealthy groups, values tended to merge into a single dimension of Social versus Person Focus. These differences were slightly weaker in more economically developed countries. The group differences in value associations may follow from corresponding differences in the degree of societal and individual empowerment, cognitive abilities, and socialization experiences. Accounting for the individual differences in relations between values may bring deeper understanding and higher predictive power to the studies of links between values and various behaviors or attitudes. , value structure, value interactions, European Social Survey

Individual psychological characteristics of employees of criminal investigation departments in transport due to the risk of professional deformation

2020 ◽  
Vol 2020 (4) ◽  
pp. 220-230
Author(s):  
Yuliya Novikova ◽  
Alexander Shakhmatov ◽  
Maria Salyah
Keyword(s):  
Police Officers ◽  
Social Intelligence ◽  
Federal District ◽  
Psychological Characteristics ◽  
Criminal Investigation ◽  
Professional Burnout ◽  
The North ◽  
The Individual ◽  
North Western ◽  
Learn Behavior

The relevance of the study of individual psychological characteristics of employees of criminal investigation departments in transport in the North-Western Federal district of the Ministry of Internal Affairs of Russia (hereinafter referred to as the NWFD) in relation to indicators of professional deformation is due to the specific features of their official activities. Despite a significant amount of research on the phenomenon of professional deformity of police officers, there are few thoroughly developed and completed works on the prevention of professional deformities of police officers. The purpose of our research was to study the individual psychological characteristics of employees of criminal investigation departments in connection with the risk of professional deformation. The results of the empirical study were processed by correlation and factor analysis (49 parameters). The results of the initial analysis showed that the overall assessment of job satisfaction among employees of the studied departments is average with a downward trend. The results of the study on «professional burnout» revealed that a number of employees surveyed are close to emotional exhaustion. It is established that empathic abilities, social intelligence, and constructive coping strategies play an important role in the structure of individual psychological characteristics of police officers. Low ability of employees to learn behavior determines non-constructive strategies and models for coping with stressful situations, which leads to deformation of relationships with other people, i.e. to professional deformation. The obtained data can be used as the basis for the program of psychoprophylaxis of professional deformation of criminal investigation units in transport in the northwestern Federal district.

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