Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

2017 ◽  
Vol 60 ◽  
pp. 39-46 ◽  
Author(s):  
Carlos Salavera ◽  
Pablo Usán ◽  
Laurane Jarie
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Secondary Education ◽  
Self Efficacy ◽  
Education Students

scholarly journals Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

2021 ◽  
Vol 18 (10) ◽  
pp. 5498
Author(s):  
Sara Vila ◽  
Raquel Gilar-Corbí ◽  
Teresa Pozo-Rico
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Secondary Education ◽  
Secondary Schools ◽  
Training Programme ◽  
Control Group ◽  
Educational Training ◽  
Education Students ◽  
School Students ◽  
Experimental Conditions

In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group (n = 55) participated in the training programme; correspondingly, the second group (control) (n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.

Investigation of the Relationship between Emotional Intelligence and Academic Levels of Secondary Education Students

2019 ◽  
Author(s):  
Sait Akbasli ◽  
Lutfi Uredi ◽  
Pelin Kosece ◽  
Hakan Namli
Keyword(s):  
Emotional Intelligence ◽  
Secondary Education ◽  
Quantitative Research ◽  
Education Students ◽  
Statistical Software ◽  
Quantitative Research Methods ◽  
Screening Model ◽  
Computer Environment ◽  
The Relationship ◽  
Academic Self Efficacy

The main purpose of this study was to investigate the relationship between emotional intelligence and academic self-efficacy levels of secondary education students. <i> </i>Relational screening model from quantitative research methods was used in this study. The data collected were analyzed using SPSS 16.0 for Windows statistical software on the computer environment. <i></i>

scholarly journals Correlation of Gender, GPA and Multicultural to Emotional Intelligence Skill in STAD Cooperative Learning Multicultural Based

2020 ◽  
Author(s):  
Ivan Thorstein Weismann ◽  
Hengki Wijaya ◽  
Helaluddin Helaluddin
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Cooperative Learning ◽  
Statistical Test ◽  
Self Control ◽  
Learning Problems ◽  
Control Motivation ◽  
The Relationship

This study aims to explore whether there is arelationship between gender, GPA, and multiculturalstudents towards emotional intelligence in STADcooperative learning in class. In this research, emotionalintelligence indicators include self-introducing,self-control, motivation, empathy, and social skills. Toachieve the objectives of the study, the researchers chose aquantitative approach using Statistical Package for theSocial Sciences (SPSS) assistance. The participants were70 students (26 male &amp; 44 female) from the Jaffray Schoolof Theology in Makassar, Indonesia, who had diverseethnic backgrounds. To analyze the data, researchers usedthe ANOVA statistical test. The results of data analysisshow that gender differences do not determine: (1)emotional intelligence, (2) GP does not learn the increasein emotional intelligence, and (3) the relationship betweenethnic backgrounds consisting of eleven tribes does notdiffer on emotional intelligence. Except for one indicator,namely, self-control is different among the eleven tribes.Gender differences and student GPA did not affectemotional intelligence. Student self-control differs from astudent's response to diversity in the classroom andovercoming learning problems. This differs from theresearch on intellectual intelligence, which is influenced byGPA, gender, and multiculturalism

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