scholarly journals El cultivo inteligente de las emociones morales en la adolescencia

2021 ◽  
Vol 79 (278) ◽  
Author(s):  
Rafael Bisquerra Alzina ◽  
◽  
Èlia López-Cassà ◽  
Keyword(s):  
Emotional Intelligence ◽  
Secondary Education ◽  
Well Being ◽  
Emotional Awareness ◽  
Moral Emotions ◽  
Educational Process ◽  
Moral Behaviour ◽  
Prosocial Behaviours ◽  
The Relationship ◽  
Emotional Education

This article examines the relationship between emotional intelligence, emotional competence, and emotional education, with special reference to moral emotions applied to secondary education. Emotional education is a continuous and permanent educational process that occurs throughout life with the objective of developing emotional competences. Emotional intelligence in education is the foundation of these competences. There is currently abundant evidence for the benefits for students of emotional education. Its most notable effects include improved ethical and moral behaviour, the development of prosocial behaviours, and improved emotional competences, resulting in improved coexistence and well-being. Emotional education can address a multitude of topics, including emotional awareness and regulation, emotional autonomy, self-esteem, self-motivation, social skills, assertiveness, empathy, life skills, well-being, etc. This work focuses on moral emotions and values as an important aspect of education in adolescence. Adolescence is a developmental stage with significant changes and instability in moods that justifies the need to develop emotional intelligence in the educational field, specifically the education of moral emotions. Therefore, this work offers practical considerations for inclusion in the secondary education stage where the figure of the teacher has a key role as a model and educational reference.

scholarly journals An Investigation on Well-being and Emotional Intelligence among Young Adults

YMER Digital ◽  
2021 ◽  
Vol 20 (12) ◽  
pp. 456-467
Author(s):  
Dr. Sandeep Panchal ◽  
◽  
Dr. Sanjeev Kumari ◽  
Keyword(s):  
Emotional Intelligence ◽  
Young Adults ◽  
Well Being ◽  
Emotional Awareness ◽  
Subjective Well Being ◽  
Psychological Well Being ◽  
Emotional Management ◽  
Age Range ◽  
The Relationship

Subjective well-being is a psychological aspect of life satisfaction. An individual’s psychological well-being affects how a person thinks and feels. There are numerous factors which can influence the subjective well-being of an individual. One of the most important factors is emotional intelligence. Emotional intelligence has been preoccupying a significant place in well-being literature. Goleman (1998) defines it as “emotional awareness and emotional management abilities give the ability to balance emotion and reason in order to maximise long-term enjoyment". It entails recognising one's own and others feelings, managing one's own emotions, and adapting to others emotions. The objective of this study was to examine the nature of the relationship between emotional intelligence and psychological well-being among young adults who are following bachelor degrees from recognized national universities. The sample consists of 200 participants both male and female of age range 19 to 23 years mean age is 21, included in this study. Well-being Inventory and Multidimensional Measures of Emotional Intelligence were administered to measure the subjective well-being and emotional intelligence. Results showed that selfawareness, managing emotions, motivating oneself, handling relations dimension of emotional intelligence evidenced strong positive associations with well-being positive affect, well-being negative affect and well-being total dimensions of well-being. Stepwise regression analysis disclosed two predictors of well-being i.e. managing emotions and motivating oneself. These results have important implications with regard to our current understanding of the relationships between well-being and emotional intelligence.

scholarly journals Analysis of the Relationship between the Psychological Well-Being, Emotional Intelligence, Willpower, and Job-Efficacy of Clinical Nurses: A Structural Model Application

2021 ◽  
Vol 18 (11) ◽  
pp. 5582
Author(s):  
Jin-Hwa Lee ◽  
In-Ok Sim
Keyword(s):  
Emotional Intelligence ◽  
Nursing Students ◽  
Structural Model ◽  
Well Being ◽  
Psychological Well Being ◽  
Clinical Nurses ◽  
Professional Nurses ◽  
Mediating Factor ◽  
Future Work ◽  
The Relationship

The aim of this study to discover the relationship between psychological well-being, emotional intelligence, willpower, and job-efficacy. The data were collected from 26 May to 30 May 2020 by distributing a questionnaire to 317 clinical nurses with six months of experience in a general hospital located in Seoul. Three hundred copies were collected and used for final data analysis. The results of the study verified that the direct factors of psychological well-being, emotional intelligence, and willpower affect the job-efficacy of clinical nurses and confirmed that emotional intelligence is a mediating factor between psychological well-being and job-efficacy. This study is meaningful in that it proves the necessity of establishing various curriculums focusing on these factors so that nursing students can best perform their duties as professional nurses. In particular, it is suggested that an educational program and curriculum be established that can strengthen the psychological well-being and enhance the emotional intelligence of nursing students. It is expected that such training will equip professional clinical nurses to effectively handle future work in their stress-filled field.

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

Self-Reported Emotional Intelligence, Burnout and Engagement among Staff in Services for People with Intellectual Disabilities

2004 ◽  
Vol 95 (2) ◽  
pp. 386-390 ◽  
Author(s):  
Auxiliadora Durán ◽  
Natalio Extremera ◽  
Lourdes Rey
Keyword(s):  
Emotional Intelligence ◽  
Intellectual Disabilities ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Personal Accomplishment ◽  
Work Related ◽  
Significant Relationships ◽  
People With Intellectual Disabilities ◽  
Mood Scale ◽  
The Relationship

This study examined the relationship among dimensions of self-reported Emotional Intelligence, Engagement and Burnout, using the Trait Meta-Mood Scale, Maslach Burnout Inventory and Utrecht Work Engagement Scale in a sample of Spanish professionals who work at institutions for people with intellectual disabilities. The results showed that Emotional Clarity was significantly associated with Personal Accomplishment ( r = .25) and Dedication ( r = .25). Further, Repair to moods was significantly correlated with all Engagement dimensions (.20 Vigor, .30 Dedication, .36 Absorption) and with Personal Accomplishment (.31). These findings extend previous research with college students in which Clarity and Repair to moods subscales were relevant predictors of well-being indexes and interpersonal functioning and suggest that the Trait Meta-Mood Scale subscales also show significant relationships with emotional functioning and work-related variables in a professional sample.

The Relationship Between Social Justice Issues and Emotional Intelligence (EI)

2018 ◽  
pp. 1202-1220
Author(s):  
Misha Chakraborty ◽  
Dominique T. Chlup
Keyword(s):  
Social Justice ◽  
Emotional Intelligence ◽  
Human Resource Development ◽  
Human Resource ◽  
Well Being ◽  
Review Of The Literature ◽  
Social Oppression ◽  
The Relationship ◽  
Critical Aspects

This chapter discussed issues of injustice as often affecting the emotional, and in some cases, the physical well-being of a person. In recent years, researchers have begun to explore the role of Emotional Intelligence (EI) in creating awareness when it comes to social justice issues related to areas such as racism, sexism, heterosexism, etc. The purpose of this chapter is twofold: First, to concentrate on the area of social justice issues to find out what the literature has explored in terms of the role Emotional Intelligence (EI) might play when it comes to dealing with social oppression, and second, to advocate emotional intelligence traits that can be successfully used to cope with social oppression. We reviewed the literature as a way to deepen our understanding of how to foster “socially conscious” practices within the workplace. The chapter has implications for Human Resource Development (HRD) practitioners to remind them of the responsibility they have to encourage and welcome studies and practices addressing critical aspects such as social justice issues as a way to help ensure a productive and safe workplace. Through this review of the literature, we found that emotional intelligence traits, if practiced responsibly, can make society a better place for everyone to live and work in.

scholarly journals СТВОРЕННЯ НЕДИСКРИМІНАЦІЙНОГО СЕРЕДОВИЩА У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ: ҐЕНДЕРНИЙ ПІДХІД

2021 ◽  
pp. 190-197
Author(s):  
IRYNA SHULHA ◽  
NATALIIA LEVCHYK ◽  
OKSANA KIKINEZHDI
Keyword(s):  
Secondary Education ◽  
School Environment ◽  
Educational Institution ◽  
Teaching Experience ◽  
Educational Process ◽  
Gender Perceptions ◽  
Assertive Behavior ◽  
And Gender ◽  
The Relationship

The article is dedicated to the actuality of the problem of implementing a gender approach as key in creating a non-discriminatory school environment in the conditions of reforming the educational system of Ukraine. The authors’ understanding of the essence of the non-discriminatory environment in an educational institution as safe, healthy, inclusive and gender-equitable is given; the role of a teacher in this process is indicated. The essence of the gender approach and the peculiarities of its implementation in the general secondary education institutions are revealed. The results of the study of the content and prevalence of gender views and stereotypes among teachers of both sexes are presented. It has been found that most educators are heavily influenced by traditional views on the relationship between the genders. The differences in the gender perceptions of female teachers and male teachers depending on age and teaching experience have been revealed. About 20% of teachers implement a gender approach in school practice. It is empirically proved, that pedagogical groups deepen differentiation of social and psychological requirements and expectations regarding pupils and students. Most teachers remain uncertain in their gender orientations, profess the ideology of complementarity of male and female roles. The educational process in secondary education establishments reinforces traditional views on the dichotomy of women and men social roles and to a lesser extent demonstrates the equality and equivalence of both sexes, capable of assertive behavior and the interchangeability of gender roles. Prospects for further research outline a further need to determine ways to develop the egalitarian culture of teachers of general secondary education.

scholarly journals Emotional Intelligence, Social Support and General Well-Being of Working and Non-Working Muslim Women

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Nishat Afroz
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Descriptive Analysis ◽  
Muslim Women ◽  
Well Being ◽  
Teaching Profession ◽  
T Test ◽  
Coefficient Of Correlation ◽  
The Relationship ◽  
The City

The purpose of the study was to identify and compare the emotional intelligence, general well-being and social support of working and non-working Muslim women and to find out the relationship between emotional intelligence, general well-being and social support of Muslim women. Sample of the study comprised of 80 females subjects divided into two groups. One group was consisted of 40 working females from teaching profession and other group was consisted of 40 non-working females i.e., housewives. All subjects were belonged to Muslim religion and were drawn from the city of Varanasi. Data have been analysed by using descriptive analysis, t-test, and coefficient of correlation. Findings indicated that working and non-working Muslim females did not differ on any of the scale i.e., emotional intelligence, general well-being and social-support.

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