The Relationship of Mindfulness and Self-control to the Adaptation to College Life

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

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Relationship of Personality Traits and Gender Role Attitudes: A Comparison of Traditional and non- Traditional Professionals

Journal of Education and Vocational Research ◽

10.22610/jevr.v3i8.78 ◽

2012 ◽

Vol 3 (8) ◽

pp. 271-279

Author(s):

Khaizran Zahra ◽

Rubina Hanif .

Keyword(s):

Gender Role ◽

Personality Traits ◽

Linear Regression Analysis ◽

Gender Role Attitudes ◽

Self Control ◽

Future Research ◽

And Gender ◽

Relationship Of ◽

The Relationship

This study was conducted to examine the relationship of personality traits (i.e., dominance, self-acceptance, self-control, flexibility, sociability, capacity for status and communality) and Gender Role attitudes among professionals of traditional and non-traditional occupations using selected scales from Urdu Version of California Personality Inventory (CPI) and Gender Role Attitudes Scale. A sample of 152 professionals from traditional and non-traditional occupations (criteria of defining traditional and nontraditional professions were based on literature). The findings suggested positive relationship among personality traits and gender role attitudes. The linear Regression analysis showed predicting role of personality traits for gender role attitudes. The significant differences were found on personality traits, gender role attitudes among traditional and non-traditional professionals, and gender as well. In addition, implications and limitations, as well as directions for future research are discussed.

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Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

MUDARRISA Jurnal Kajian Pendidikan Islam ◽

10.18326/mdr.v6i1.61-87 ◽

2015 ◽

Vol 6 (1) ◽

pp. 61

Author(s):

Anisatul Masruroh

Keyword(s):

Emotional Intelligence ◽

Social Skills ◽

Social Relations ◽

Self Control ◽

Islamic Education ◽

Self Awareness ◽

Relative Term ◽

And Control ◽

Relationship Of ◽

The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

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Relationship of personal factors and hardiness in students

Perspectives of science and education ◽

10.32744/pse.2021.6.25 ◽

2021 ◽

Vol 54 (6) ◽

pp. 374-388

Author(s):

Sergey B. Pashkin ◽

◽

Elena P. Korablina ◽

Natalia B. Lisovskaya ◽

Eugenia I. Brazhnik ◽

...

Keyword(s):

Personality Traits ◽

Psychological Health ◽

Emotional Stability ◽

Self Control ◽

Personality Questionnaire ◽

Personal Factors ◽

Emotional Instability ◽

Factor C ◽

Relationship Of ◽

The Relationship

Problem and purpose. The issue of resilience is very urgent today. Rapid social, economic, political changes in society, the speed of technical and technological changes affect the psychological health of a person, provoking stress, neuroses, inappropriate behavior, depressive states. The study of the relationship of resilience and its components with personality traits will serve as the basis for creating programs for the development of resilience, through the formation of personal characteristics of students necessary for harmonious development and professional self-realization in society. The purpose of the article is to identify and describe the relationship between personality traits and resilience in students. Materials and methods. The study involved 50 students between the ages of 20 and 25 of The Herzen State Pedagogical University of Russia. The study was conducted from October to December 2020 (during the COVID-19 Pandemic) and was carried out remotely. using a Google form. The following methods were used in the study: Hardiness Survey (Hardiness Survey, S. Maddy), 5PFQ personality questionnaire, Multifactorial personality questionnaire 16PF R. Cattell, T.V. Kornilova New questionnaire uncertainty tolerance. To process the data obtained, methods of quantitative and qualitative analysis were used; descriptive statistics methods, r-Spearman rank correlation coefficient. Results. The results of a theoretical and empirical study of hardiness and its relationship with personal factors in students of a pedagogical university are presented. Statistical data are presented, on the basis of which the relationship of hardiness and its components with communicative, intellectual, emotional and regulatory properties of a person is revealed. The study revealed a statistically significant positive relationship between the scale "Resilience" and such indicators of the Multifactorial Personality Questionnaire 16PF as factor A: "isolation-sociability" (r = 0.28; p≤0.05), factor C: "emotional instability-emotional stability "(r = 0.64; p≤0.05), and etc. Conclusion. It was found that hardiness and its components are positively associated with communicative factors (sociability, courage, that is, the activity of social communication, gullibility, plasticity and dominance in social contacts), intellectual factors (plasticity, radicalism, curiosity, that is, flexibility and efficiency of thinking), emotional factors (emotional stability, restraint, calmness and relaxation, expressiveness, that is, expressiveness, sensitivity) and regulatory factors (self-control, responsibility). The solution to the research problem is proposed in the form of creating and implementing a practice-oriented program for the development of hardiness in students.

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