Nursing Student' Emotional Intelligence and Their Self-Determination in Faculty of Nursing at Port Said University

2021 ◽  
Vol 8 (3) ◽  
pp. 46-67
Author(s):  
Sahar Gaballah ◽  
Safaa Zahran ◽  
Abeer Berma ◽  
Noura Aldiasty
Keyword(s):  
Emotional Intelligence ◽  
Nursing Student ◽  
Self Determination ◽  
Port Said

scholarly journals Emotional Intelligence and Leadership Styles of Head Nurses at Governmental Hospitals in Port-Said

2016 ◽  
Vol 3 (2) ◽  
pp. 80-101
Author(s):  
Abeer Wassif Shenouda ◽  
Samia Mohammed Adam ◽  
Fathya Abd ELRazek Afify
Keyword(s):  
Emotional Intelligence ◽  
Leadership Styles ◽  
Port Said

scholarly journals Relación entre motivación e inteligencia emocional en Educación Física: una revisión sistemática (Relation between motivation and emotional intelligence in Physical Education: A systematic review)

Retos ◽  
2019 ◽  
pp. 584-589
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Social Factors ◽  
Web Of Science ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Revisión Sistemática

El objetivo de este trabajo fue realizar una revisión sistemática para conocer el estado actual del estudio de las relaciones entre los factores sociales de la teoría de metas de logro y la teoría de la autodeterminación, las necesidades psicológicas básicas y las regulaciones motivacionales, sobre la inteligencia emocional. La búsqueda se realizó en las bases de datos Web of Science, Scopus y SportDiscus. De los 62 resultados iniciales, se seleccionaron 6 artículos que cumplían los criterios de elegibilidad establecidos con anterioridad. Los resultados mostraron que la orientación de meta de aproximación-tarea, el clima tarea, la satisfacción de las necesidades psicológicas básicas y los tipos de motivación más autodeterminados se asocian de forma positiva con la inteligencia emocional. De forma opuesta, la regulación motivacional externa y la desmotivación se relacionan de forma negativa con la inteligencia emocional. Asimismo, dentro de la secuencia propuesta por la teoría de la autodeterminación, la inteligencia emocional parece comportarte como un mediador entre los antecedentes sociales y la satisfacción de los mediadores psicológicos, al mismo tiempo que parece tener un efecto directo como predictor de los diferentes tipos de regulaciones motivacionales. No obstante, son necesarios más estudios que muestren causalidad entre estas variables.Abstract. The aim of this paper was to carry out a systematic review to show the current state of research on the relationship between the social factors from the Achievement Goal Theory and the Self-Determination Theory, the basic psychological needs and motivational regulations, and emotional intelligence. The search was made in the Web of Science, Scopus, and SportDiscus databases. From the 62 initial items, we selected 6 articles that met the eligibility criteria previously established. Our findings showed that goal orientation of approach-task, task climate, satisfaction of basic psychological needs, and the most self-determined types of motivation are associated with emotional intelligence in a positive way. Conversely, external motivational regulation and amotivation are negatively related to emotional intelligence. Also, based on the sequence proposed by the Self-Determination Theory, emotional intelligence seems to behave as a mediator between social factors and satisfaction of the basic psychological needs. Furthermore, emotional intelligence seems to have a direct effect as a predictor of different types of motivational regulations. However, more studies are necessary to show causality among these variables.

scholarly journals Internalizing emotions: Self-determination as an antecedent of emotional intelligence

2014 ◽  
Vol 64 ◽  
pp. 1-6 ◽  
Author(s):  
Dominique Perreault ◽  
Lisa Mask ◽  
Melinda Morgan ◽  
Céline M. Blanchard
Keyword(s):  
Emotional Intelligence ◽  
Self Determination

scholarly journals Metacognition and Self-determination, Impulsivity and Emotional intelligence, and its relation with wellbeing and health indicators in young adults

2021 ◽  
Author(s):  
John Alexander Castro Muñoz ◽  
María del Rocío Hernández-Pozo ◽  
Igor Barahona Torres
Keyword(s):  
Emotional Intelligence ◽  
Discriminant Validity ◽  
Health Indicators ◽  
Well Being ◽  
Structural Equations ◽  
Self Determination ◽  
Path Modeling ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Healthy Habits

Background: From the evidence, it is inferred the influence of cognitive or motivational variables over the emotional ones and from these on the perception and self-reported wellbeing and health, with direct implications for health promotion and prevention. Method: a quantitative approach, descriptive, correlational cross-sectional with statistical explanatory analysis investigation was conducted, analyzing the data through path modeling of the partial least squares approach of the structural equations model, by using the Smart PLS software 3.3.2 version, analyzing consequently the convergent and discriminant validity of the model. A total 223 undergraduate university young adult students was evaluated, 41 men (18,4%) and 182 women (81,6%) with ages between 18 and 30 years old (µ= 24,26 y σ=±3,30), from Bogotá Colombia participated. Results: The results allowed to significant relations between the self – determination with the impulsivity and emotional intelligence, and from these with the psychological well-being and healthy habits. There were not identified significant relations between the metacognition and the impulsivity, although there are between metacognition and emotional intelligence. Conclusions: The proposed model about the significant relations between metacognition and self-determination with impulsivity and emotional intelligence and between these and the psychological well-being and healthy habits was confirmed. The specific result related to the absence of significant relations between metacognition and the impulsivity suggest for futures research, to emphasize on the metacognitive process implicated on the emotional components. The results are discussed, its implications and the necessity to be considered more determinants for the promotion of health.

scholarly journals Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction

2020 ◽  
Vol 210 ◽  
pp. 20004
Author(s):  
Asya Berberyan
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
School Teachers ◽  
Creative Development ◽  
University Teachers ◽  
The Relationship

The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.

scholarly journals Self-determination about the future profession of young children with different kinds of gifted gift

2020 ◽  
pp. 54-59
Author(s):  
Myroslava Sadova
Keyword(s):  
Emotional Intelligence ◽  
Young Children ◽  
Student Development ◽  
Divergent Thinking ◽  
Intellectual Ability ◽  
Self Determination ◽  
Theory Of Intelligence ◽  
Different Types ◽  
The Future ◽  
Professional Self

The article analyzes the problem of self-determination regarding the future profession of young children with different types of talents (academic, creative, intellectual). Self-determination regarding the future profession is the main prerogative of student development. If we consider the category of gifted students, their self-determination may not be easy, because teachers, psychologists, social workers will deal with "special" children who belong to the group "at risk". We call gifted children "special" because their psychological qualities can be extremely unstable to external stimuli. Such children have difficulty adapting, are often hated by others, do not understand peers because they are gifted. Theoretical and methodological analysis of self-determination regarding the future profession of young children with different types of talents (academic, intellectual, creative) allows to record several theories and approaches, namely: the concept of "productive" thinking M. Galchenko, typology of professional self-determination E. Klimov, the concept of psychology B. Tsukanov, the concept of professional development of future psychologists J. Verna, the theory of intelligence A. Binet, the concept of gifted famous dynasties F. Galton, the concept of self-realization A. Maslow, the theory of intelligence J. Guilford, the concept of emotional intelligence O. Chebykin, the concept of intelligence D Wexler, J. Holland's concept of professional self-determination and no. The definition of physical, social and emotional intelligence is given. Physical intelligence - innate, from the standpoint of inclinations is argued as generally introduced into science. Emotional intelligence, from our point of view, is a type of intellectual ability that allows a person to control their emotions, where to restrain them, to tolerate them in verbal color in order to interest the interlocutor. Social intelligence is due to the fact that a person in social contacts with people finds different ways out of difficult situations. Differential differences between the following concepts are given: abilities, inclinations, intellect, convergent and divergent thinking, giftedness, genius.

scholarly journals The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education

2019 ◽  
Vol 16 (22) ◽  
pp. 4444 ◽  
Author(s):  
Trigueros ◽  
Aguilar-Parra ◽  
López-Liria ◽  
Rocamora
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Young People ◽  
Teaching Style ◽  
Cognitive Strategies ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Dark Side

Amongst the main objectives of physical education (PE) classes is the consolidation of healthy lifestyle habits in young people and adolescents. Nonetheless, these classes can also provide the basis from which adverse experiences are generated which affect students’ perceptions of these classes. Previously conducted studies have focused on motivational processes and not on emotional processes, nor on the way in which students learn. The objective of the present study was to explore the dark side of the self-determination theory, its influence on emotional intelligence and the meta-cognitive strategies of students. Methodology: A total of 1602 young people undertaking secondary education participated, with self-reported ages between 13 and 19 years. The following questionnaires were utilized: Controlling Coach Behaviors Scale, Frustration of Psychological Needs in PE classes Scale, Emotional Intelligence in PE Scale and Motivated Strategies for Learning Questionnaire. A structural equation model was developed which explained causal associations between the study variables. Results: Psychological control positively predicted each one of the sub-factors of frustration of psychological needs. Frustration of psychological needs negatively predicted emotional intelligence. Finally, emotional intelligence positively predicted meta-cognitive thinking. Conclusions: The influence and importance of the teaching style adopted by teachers is indicated, in addition to the effect of students’ psychological experiences on emotions and learning strategies.

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