scholarly journals أثر برنامج تدریبی بالوسائط المتعددة لتنمیة بعض مهارات الذکاء الوجدانی لدى عینة من ذوى الإعاقة السمعیة وأثــر ذلـک علـى تقـــدیـر الـــذات لـــدیهـــم The impact of a multimedia training program on developing some emotional intelligence skills among a sample of students with hard of hearing and their impact on self esteem

2017 ◽  
Vol 6 (3) ◽  
pp. 1-39
Author(s):  
رزق عبد الحمید محمد فتوح
Keyword(s):  
Emotional Intelligence ◽  
Training Program ◽  
Hard Of Hearing ◽  
Self Esteem ◽  
The Impact

scholarly journals The Impact of Training Using the Concept Planning Strategy to Develop University Concepts and Language Skills of Deaf and Hard of Hearing Students at King Saud University

2019 ◽  
pp. 182-207
Keyword(s):  
Training Program ◽  
Hard Of Hearing ◽  
Language Skills ◽  
King Saud University ◽  
Planning Strategy ◽  
Concept Planning ◽  
The University ◽  
The Impact

The study aimed at exploring the impact of training using the concept planning strategy to develop the university concepts and language skills of deaf and hard of hearing students at King Saud University. The study sample consisted of 30 deaf and hard of hearing students enrolled in the deaf and hard of hearing project at King Saud University Second semester (2018, 1439). The proposed training program, using the concept planning strategy, greatly influenced the development of the cognitive aspects of deaf and hard of hearing students. The concept planning strategy also helped deaf and weak students organize and express their ideas.

scholarly journals Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

2020 ◽  
Vol 15 (3) ◽  
pp. 492-501
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Chinyere G. Asomugha
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
The Self ◽  
Factors Affecting ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Impact

In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.     Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem; 

scholarly journals Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

2021 ◽  
Vol 18 (3) ◽  
pp. 1006
Author(s):  
Ana María Casino-García ◽  
María José Llopis-Bueno ◽  
Lucía Inmaculada Llinares-Insa
Keyword(s):  
Emotional Intelligence ◽  
Gifted Students ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Three Dimensions ◽  
Self Concept ◽  
Key Factor ◽  
Mood Scale ◽  
The Impact

The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students’ self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student’s emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

scholarly journals The effectiveness of a training program in the development of emotional intelligence of science and mathematics teachers of in the Sultanate of Oman: فاعلية برنامج تدريبي في تنمية الذكاء الوجداني لدى معلمي العلوم والرياضيات والمجال الثاني بسلطنة عُمان

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Hamed Hamood AL Ghafri, Said Sulaiman Aldhafri, Hussain Ali
Keyword(s):  
Emotional Intelligence ◽  
Training Program ◽  
Science Teachers ◽  
Sultanate Of Oman ◽  
Post Test ◽  
Independent Variable ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
The Impact ◽  
Level 2

The study aimed at preparing a training program using Daniel Goleman's theory, and evaluating its effectiveness in improving the emotional intelligence of 21 level 2 math and science teachers in Oman by measuring their reaction towards the program and their learning (knowledge, skills, confidence in applying the acquired skills). The study also aims at recognizing the program's effectiveness in developing the emotional intelligence in the targeted group through pre and post tests on emotional intelligence developed by Schutt et. al (1998) which was used as a semi- experimental, an experimental design of one group. The program is designed to be offered in 10 days, with a total of 50 hours, 5 hours daily, and includes 10 training indicating units. Study findings reveal a positive reaction with the study sample towards the program by an average of 4.44. There was also an improvement in the learning level after the program, as knowledge and skills improved from an average of 1,90 to 2,95. Besides, trust in acquiring the skills developed from 2,10 to 2,86. Furthermore, results reveal statistical differences of the emotional intelligence measurement at (,001) among the averages of the study sample of (3,85) pre-test and (4,16) post-test, which proves the effectiveness of the program in developing emotional intelligence. Finally, the study resulted on a high impact of (1,123) using Cohen's formula standards in calculating the impact of the program as an Independent Variable in the emotional intelligence as a Dependent. Variable.

scholarly journals The Impact of a Play-Based Training Program on Reducing the Negative Effects of Students Abuse and Improving Their Self-Esteem

2019 ◽  
Vol 12 (8) ◽  
pp. 94
Author(s):  
Hisham Ali Aldmour
Keyword(s):  
Training Program ◽  
Self Esteem ◽  
Control Group ◽  
Negative Effects ◽  
Control Groups ◽  
Self Assessment ◽  
Level Of Significance ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The aim of this study was to investigate the effect of a play-based program on reducing the effects of student’s abuse and to improving their self-esteem. To achieve this goal, a sample was selected and composed of 60 male and female abused students. They were divided into two groups: control group and experimental group which both consisted of 30 students. The experimental group was divided into two groups: the first consisted of 15 male students, while the second consisted of 15 female students. The measure of exposure to abuse and the self-assessment scale were applied as an anterior and posterior test of both experimental and control groups. The experimental group was only exposed to training through the training program. After completing the data collection, the means and standard deviations of the performance of the experimental and control groups were calculated on the study scales. The multivariate variance analysis was also conducted to identify the impact of the training program on gender. The results of this study showed statistically significant differences at the mean level (α ≤ 0.05) between the performance mean of experimental and control groups. These differences were in favor of the experimental group that improved their level of self-esteem and decreased the level of exposure to abuse. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) between the female and male performance means.

Sign in / Sign up

Export Citation Format

Share Document