scholarly journals Positive education in college students: the effects of the “self-knowledge and soul care” workshop on the emotions and character strengths

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Antonia Barranca Enríquez ◽  
Tania Romo González ◽  
Gloria López Mora ◽  
Maria de Jesús Contreras Miranda ◽  
Diana María Sánchez Silva ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Character Strengths ◽  
Positive Education ◽  
Soul Care ◽  
Health And Wellbeing ◽  
Good Investment ◽  
Negative Affects ◽  
Before And After ◽  
Self Knowledge ◽  
Emotional Balance

Objective: most healthy and unhealthy behaviors are acquired or consolidated during youth, thus a good investment in the future of any nation, should be to promote the development of young people, incorporating them into projects and programs that aspire to increase their subjective wellbeing and personal health. The Psycho-Educational Intervention (PEI) presented here has been shown to have effects on the health and wellbeing of students as well as on their academic performance. However, its effects on strength of character, emotional balance and emotional intelligence are unknown. Materials and methods: in this paper it was shows the effects of this PEI on positive education in a group of 18 students through three questionnaires: VIA-240, PANAS-20 and PIEMO. To estimate the effects of the PEI, a comparison was made between the scores obtained on the three questionnaires before and after the PEI sessions. Results: the results show that not only did character strengths, positive affect and emotional intelligence improve with PEI, but that also the character strengths and the emotional bearings arranged in a network topography changed with intervention. Also, there were some changes in the most connected nodes of the network. Conclusions: these results show that PEI improved the previous reported variables, they also show the way in which the balance of the positive and negative affects, the development of emotional intelligence and the enhancement of character strengths give access to the three pillars of positive psychology.

scholarly journals Influence on Forgiveness, Character Strengths and Satisfaction with Life of a Short Mindfulness Intervention via a Spanish Smartphone Application

2021 ◽  
Vol 18 (2) ◽  
pp. 802
Author(s):  
Juan Pablo Pizarro-Ruiz ◽  
Nuria Ordóñez-Camblor ◽  
Mario Del-Líbano ◽  
María-Camino Escolar-LLamazares
Keyword(s):  
Negative Affect ◽  
Satisfaction With Life ◽  
Character Strengths ◽  
Well Being ◽  
Smartphone Application ◽  
Control Group ◽  
Psychological Practice ◽  
Before And After ◽  
Reducing Stress ◽  
Positive Effect

Mindfulness-based interventions (MBI) are a recognized effective psychological practice characterized by attention control, awareness, acceptance, non-reactivity, and non-judgmental thinking obtained through the practice of meditation. They have been shown to be useful in reducing stress and enhancing well-being in different contexts. In this research, the effectiveness of an MBI was evaluated on variables that can promote successful job performance such as mindfulness trait, positive and negative affect, forgiveness, personality strengths and satisfaction with life. The intervention was carried out through a smartphone application called “Aire Fresco” (Fresh Air) during 14 days in the middle of the quarantine produced by the Covid-19 pandemic. The study sample was composed of 164 Spanish people who were distributed in two groups: control group and experimental group, which were evaluated before and after the intervention. The MANCOVA performed showed an overall positive effect of the intervention on the variables evaluated. The different ANCOVAs carried out showed that the intervention was beneficial in increasing mindfulness trait, reducing negative affect or increasing life satisfaction, among others. Our study is, as far as we know, the first to demonstrate the effectiveness of a brief intervention in mindfulness conducted using a smartphone application in Spanish.

Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia

2021 ◽  
Author(s):  
Stephen Bayley ◽  
Darge Wole Meshesha ◽  
Paul Ramchandani ◽  
Pauline Rose ◽  
Tassew Woldehanna ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Strong Relationship ◽  
Academic Learning ◽  
School Closures ◽  
Health And Wellbeing ◽  
Before And After ◽  
Children's Social Skills

This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

scholarly journals An examination of the relationship between emotional intelligence, positive affect and character strengths and virtues.

2017 ◽  
Vol 34 (1) ◽  
pp. 63 ◽  
Author(s):  
Agnès Ros-Morente ◽  
Carles Alsinet Mora ◽  
Cristina Torrelles Nadal ◽  
Ana Blasco Belled ◽  
Norma Jordana Berenguer
Keyword(s):  
Emotional Intelligence ◽  
Positive Affect ◽  
Undergraduate Students ◽  
Character Strengths ◽  
Spanish Version ◽  
Positive And Negative Affect ◽  
Emotional Attention ◽  
Mood Scale ◽  
The Relationship ◽  
Virtues And Character Strengths

<p>The present study had the objective of analysing the relationship between Emotional Intelligence, Positive Affect, VIA's virtues and character strengths. Additionally, it was explored if Emotional Intelligence predicted the virtue's levels of the participants, and if Positive Affect constituted a possible mediator. To that end, different measures were used: 419 undergraduate students completed the Spanish version of the Trait Meta-Mood Scale for emotional intelligence (TMMS, Fernández-Berrocal, Extremera &amp; Ramos, 2004). Character strenghts and virtues were assessed with the Values in Action Inventory of Strengths (VIA-IS; Peterson, Park, &amp; Seligman, 2005), and Positive Affect (PA) was measured with the Spanish version of the Positive and Negative Affect (NA) Schedule (PANAS; Sandín et al., 1999). Our results showed a significant positive correlation between all the VIA strengths and virtues with TMMS scales Emotional Clarity and Emotion Repair. Emotional Attention showed significant correlations for all the virtues except Temperance. Further analyses demonstrated that TMMS scales predicted VIA virtues, and Positive Affect appeared as a possible mediator in the prediction of Temperance and Humanity virtues. These results support the relationship between Emotional Intelligence and strength of character, as well as the importance of Positive Affect in this relationship.<strong></strong></p>

scholarly journals The impact of a teacher-based positive education intervention on student wellbeing literacy

2021 ◽  
Vol 2 (1) ◽  
pp. 22-43
Author(s):  
Lea Waters ◽  
Matthew Charles Higgins
Keyword(s):  
Mental Health ◽  
Education Intervention ◽  
Positive Education ◽  
Post Intervention ◽  
Emotional Management ◽  
Strength Based ◽  
Before And After ◽  
Education Interventions ◽  
Written Descriptions ◽  
The Impact

Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

scholarly journals ESTILOS DE APRENDIZAJE ÉTICO - SOSTENIBLE DEL CONTADOR PÚBLICO

2018 ◽  
Vol 9 ◽  
pp. 13-41
Author(s):  
FEIBERT GUZMAN ◽  
◽  
LINA MAYA ◽  
LUIS PEREZ ◽  
MARIO FLOREZ
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Iso 26000 ◽  
Teacher Student ◽  
Self Knowledge ◽  
Object Of Study ◽  
Teaching Learning ◽  
Corporate Social ◽  
And Behavior ◽  
The Impact

This paper, show the impact that the use of the Ethical-Sustainable reference framework (emphasis on Corporate Social Responsibility- ISO 26000) and behavior with social and ethical responsibility of the population has on the teaching-learning process, object of study. Methodologically and with the support of the multivariable statistical method, teacher-student learning styles are validated in terms of emotional intelligence, developing critical thinking that potentializes autonomous and collaborative learning, with the aim of transcending knowledge under the framework of integration of sustainability and ethics in professional practice. Finally, the measurement indicators are obtained through empirical evidence with several structured questionnaires that measure the factors of the learning styles, based on the emotional intelligence, which are reflected in the self-knowledge and behavior of the students, under a framework of ethical- sustainable reference.

scholarly journals Methodical and practical aspects of estimation and improving of emotional intelligence of manager

2020 ◽  
Vol 82 (2) ◽  
pp. 169-173
Author(s):  
I. V. Somina ◽  
V. L. Kondakov ◽  
M. V. Kondakov
Keyword(s):  
Emotional Intelligence ◽  
Experimental Studies ◽  
Self Esteem ◽  
Tolerance Test ◽  
Managerial Competencies ◽  
Formative Experiment ◽  
Leadership Formation ◽  
Before And After ◽  
Student’S T

Emotional intelligence is the sum of a person's skills and abilities to recognize emotions, to understand the intentions, motivations and desires of other people and their own, as well as the ability to manage their emotions and the emotions of other people in order to solve practical problems. The purpose of the study is to develop and test a methodology for the development of emotional intelligence as a fundamental quality of leadership formation in conjunction with managerial competencies. The study involved 576 students. The following complex of methods was used in the work: theoretical analysis and generalization of scientific and special literature data; conceptual-terminological and systemic-structural analysis; testing: a questionnaire of general empathic tendencies; communicative tolerance; tolerance test; test for assertion; diagnostics of self-esteem and level of aspirations; factorial personality questionnaire by R. Cattell; diagnostics of emotional intelligence N. Hall; pedagogical experiment; analysis and generalization of the results of experimental studies; methods of mathematical statistics. Summing up the results of our research, it should be noted that all thirteen studied parameters showed positive dynamics of their development. Eight of them have significant differences in the results before and after the experiment according to the Student's t-criterion (P ? 0.01): empathy, tolerance, tact, the significance of empathy, the significance of tolerance, the significance of tact, the level of self-esteem and aspirations. It is important to note that for three of them: the significance of empathy, the level of self-esteem and aspirations - the reliability according to the Student's t-criterion is P ? 0.05. Upon completion, N. Hall's emotional intelligence was diagnosed. Of the 70.14% of students with a low level of development of emotional intelligence, at the end of the formative experiment, only 5.90% remained in this group. The proposed methodology includes structural diagnostics of the level of development of emotional intelligence, generalization of the results in order to identify problem areas and the development of recommendations that contribute to the development of emotional intelligence.

scholarly journals The enneagram model for nursing competencies development-An exploratory qualitative study

2020 ◽  
Vol 10 (8) ◽  
pp. 1
Author(s):  
Michèle Desmarais ◽  
Ondina Galiano ◽  
Valerie Gazemar ◽  
Julie Fréchette
Keyword(s):  
Mental Health ◽  
Emotional Intelligence ◽  
Qualitative Study ◽  
Advanced Practice Nurses ◽  
Advanced Practice ◽  
Nursing Educators ◽  
Practice Nurses ◽  
Self Knowledge ◽  
Nursing Competencies ◽  
Model Training

Background and objective: Nursing competencies can be enhanced by the development of emotional intelligence, which promotes self-knowledge. Personality models, such as the Enneagram model, have been used to develop self-knowledge, and thus may contribute to increasing emotional intelligence. However, few studies have examined perceptions of the use of the Enneagram model on nursing competencies. This qualitative study aims to explore the perceptions of nursing educators and advanced practice nurses about the impact of Enneagram model training on the development of their professional competencies.Methods: This qualitative study used individual interviews and thematic analysis according to Miles and Huberman’s method. The nine participants were nursing educators and advanced practice nurses. Interviews were conducted between six and eight weeks after the Enneagram model training.Results: Results revealed that the Enneagram model may contribute to developing emotional intelligence. Participants perceived the Enneagram model training as promoting better self-awareness and understanding of others. It could also support the development of nursing competencies: humanistic action, collaboration, clinical leadership and support for learning in practice settings.Conclusions: The use of the Enneagram model could help nurses develop their emotional intelligence and optimize their practice while preserving their mental health. Implications for Nursing Administration: These findings are important for managers responsible for supporting nurses’ competencies and mental health through complex care situations in a context of change.

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