scholarly journals THE USE OF SOCIO-PSYCHOLOGICAL TRAINING FOR THE DEVELOPMENT OF THE COMMUNICATIVE COMPETENCE OF ADOLESCENTS IN INCLUSIVE CLASSES

2021 ◽  
Vol 7 (6) ◽  
pp. 39-48
Author(s):  
Nataliia Voronska ◽  
Keyword(s):  
Emotional Intelligence ◽  
Communicative Competence ◽  
Effective Interaction ◽  
Group Cohesion ◽  
Nonparametric Test ◽  
General Level ◽  
Control Group ◽  
Psychological Training ◽  
Dependent Samples ◽  
Experimental Group

The article is devoted to the problem of studying social and psychological training as a means of developing the communicative competence of adolescents in inclusive classes. The purpose of the article is to analyze the results of a study of the influence of socio-psychological training on the development of the communicative competence of adolescents. Interpretations of the basic concepts of work as: "competence", "communication", "communication", "adolescence" are provided and their theoretical analysis is carried out. Communicative competence is defined as a complex, comprehensive education that ensures the success of the implementation of the main tasks of communication and self-realization of the individual and is expressed in an adequate perception of a communication partner, effective interaction and correct transfer of information. The development of communicative competence was considered through four indicators that are most important for the development of communicative competence: high emotional intelligence, self-management in communication, group cohesion, and a favorable atmosphere in the classroom. To develop these indicators, a social psychological training program was created. The methods of this research were: "Diagnostics of emotional intelligence" (N. Hall), "Study of the ability to self-government in communication", "Determination of the index of group cohesion of Sishore", "Methodology for assessing the psychological atmosphere in A. Fiedler's team." To test the significance of the effect of the independent variable, a nonparametric test of differences for dependent samples was applied, the Wilcoxon t-test. To compare the results of the experimental group with those of the control group, the Mann-Whitney U-test was used. Comparison of the results in dependent and independent samples before and after the training revealed that the program we developed was effective. In the experimental group, the general level of emotional intelligence rose from low to medium, in self-government in communication, the indicator on the partnership scale increased significantly, the level of group cohesion rose from medium to above average, the indicator of a favorable atmosphere in the classroom rose from neutral to medium. It is concluded that the program of socio-psychological training we have drawn up contributes to the development of emotional intelligence; develops the skills of effective interaction, introspection, self-expression, the ability to coordinate joint actions; reduces negative manifestations that can affect the psychological climate.

scholarly journals Social Competence and Emotional Intelligence of Future Pe Teachers and Their Participation in Psychological Workshops

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Anna Kuk ◽  
Marcin Czechowski ◽  
Joanna Femiak
Keyword(s):  
Emotional Intelligence ◽  
Social Competence ◽  
Control Group ◽  
First Year ◽  
Training Methods ◽  
First Year Students ◽  
Master's Degrees ◽  
Psychological Training ◽  
And Control ◽  
Experimental Group

AbstractPurpose. The aim of the study was to investigate the social competence (SC) and emotional intelligence (EI) of future physical education (PE) teachers after targeted psychological training. Methods. PE university students completing their bachelor’s (28 third-year students) and master’s degrees (31 first-year students) were recruited and divided into an experimental and control group. The participants completed a questionnaire assessing SC and EI. The experimental group then participated in a series of psychological workshops (four 8-hour sessions) that included Video Interaction Training and interpersonal training. The questionnaire was again administered immediately and 6 months after the workshops were completed. Results. The indicators of SC and EI were significantly higher in experimental group in both post-workshop time points. No increases were observed in the control group. Conclusions. The results justify the inclusion of interactive psychological courses in the curricula of future PE teachers.

scholarly journals The Effectiveness of a Computer Program Based on Photoshop in Design and Decoration and Its Impact on Emotional Intelligence Among Children Aged (11-17 Years) At Jazan Region, Kingdom Saudi Arabia

2021 ◽  
pp. 670-690
Author(s):  
Mahasin Gad Alla Mohamed ◽  
Khalida Mohammed Mahmoud ◽  
Abeer Amir Bashir
Keyword(s):  
Emotional Intelligence ◽  
Univariate Analysis ◽  
Control Group ◽  
Age Group ◽  
Intelligence Scale ◽  
Average Performance ◽  
Stratification Method ◽  
Quasi Experimental ◽  
Computer Based ◽  
Experimental Group

The aim of the research was to investigate the effectiveness of a computer based on photoshop in design and decoration and its impact on emotional intelligence among children in the age group (11-17 years). To achieve the research objectives, the researchers chose the quasi-experimental design with equal groups, the control group and the experimental group. The sample size was (44) students, (14) males and (30) females, who were chosen by random stratification method from the middle and high school levels in Jazan region in the age group (11-17). They were distributed into two equal groups (22) students for each of the control and experimental group. The researchers used the Bar-On scale for emotional intelligence in addition to the training program. The Statistical Package for Social Sciences (SPSS) program was used for analyzing data. The two-tailed T-Test was chosen to detect the differences between the binary groups and the univariate analysis. Variation: to detect differences between the interaction groups and the post-LSD test to determine the direction of the differences between groups of variable interaction (group x application). The research reached the following results: there are statistically significant differences in the average scores of children of age (11-17 years) on the emotional intelligence scale pre and post the application of the program, and there are statistically significant differences in the average performance of the experimental group on the emotional intelligence scale due to gender, and there are significant differences statistical differences in the average performance of the experimental group on the emotional intelligence scale due to age, and there are statistically significant differences in the average scores of 11-17 year old children on the emotional intelligence scale between the groups of variables of program application and type of education.

scholarly journals Improving Upper-intermediate EFL Learners’ Communicative Competence through Authentic Materials

2019 ◽  
Vol 9 (8) ◽  
pp. 956
Author(s):  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Placement Test ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Course Content ◽  
Foreign Language Learners ◽  
Post Test ◽  
Experimental Group

The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.

scholarly journals Contribution of mental training to the improvement of sports performance

2016 ◽  
Author(s):  
Grosu Vlad Teodor ◽  
Moraru Cristina Elena ◽  
Grosu Emilia Florina ◽  
Preja Carmen Aneta
Keyword(s):  
Control Group ◽  
Mental Training ◽  
Manual Response ◽  
Sports Clubs ◽  
Training Techniques ◽  
School Sports ◽  
Hand Eye Coordination ◽  
Dependent Samples ◽  
Imagery Techniques ◽  
Experimental Group

The aim of this study was to assess the influence of mental training on the increase in attention and manual response in certain athletes (skiers). The subjects within are samples are aged 12±5 and 16±1. The athletes who participated in this study are part of ski groups within School sports clubs. The experimental group comprises athletes from Gheorgheni, Baia-Sprie, while the control group includes of athletes from Topliţa, Sibiu, Predeal and Sinaia. We applied the ACRM (focused attention with manual response) test, because it provides information on the ability of remaining focused during activities with imposed pace and with dynamic field of observations. We conducted these tests after applying certain mental training techniques in the experimental group and after comparing the scores with those obtained by the control group. For the analysis, we used the SPSS 15.0 software. For the comparison of means between the groups of subjects, we applied ANOVA for the VP, EP and EX posttest measurements. The purpose was to determine whether the two groups have similar scores before the intervention. We applied mental imagery techniques on certain components of alpine skiing technique, based on hand-eye coordination. We also calculated a t test for dependent samples for VP, EP and EX, in posttest, to the end of establishing whether the intervention led to any alterations. The means and standard deviation for VP are as follows: for the control group 10.00±6.04 and for the experimental group 4.04±3.85; for EP test, the values for control group are 18.54±9.12 and for the experimental group 9.83±4.40; EX – the values obtained for the control group 0.86±0.07 and for the experimental group 0.92±0.05. The values for (t) Student Test were the following: for VP t=4.074, p<0.000; EP t=4.203, p<0.000; EX t=3.279, p<0.002. Considering both the comparative analysis of scores to the tests.Keywords: attention, skiing, mental training, manual response

scholarly journals Efectividad de la intervención formativa sobre la competencia comunicativa en futuros maestros

2020 ◽  
Vol 38 (3 Nov-Feb) ◽  
pp. 151-174
Author(s):  
Rocío Quijano López ◽  
Marcela Hernández González ◽  
Inmaculada García Martínez
Keyword(s):  
Primary Education ◽  
New Technologies ◽  
Communicative Competence ◽  
Teaching Profession ◽  
Control Group ◽  
Online Program ◽  
Education Teacher ◽  
E Learning ◽  
Educación Primaria ◽  
Experimental Group

La sociedad nos invita a mejorar constantemente nuestra forma de interaccionar con ella y la mejora en los procesos de comunicación, factor esencial en el desarrollo de la profesión del docente, ello nos obliga a reflexionar sobre los componentes de la competencia comunicativa y el dominio de la misma. El presente trabajo forma parte de una amplia investigación que analiza la formación sobre nuevas tecnologías que posee el alumnado del Grado de Maestro de Educación Primaria en tres universidades españolas (Granada, Jaén y Oviedo).  El estudio se centra en una muestra de 380 estudiantes del Grado de Maestro en Educación Primaria (en las universidades citadas). Se realiza un estudio descriptivo y cuasi-experimental, pretest-postest con grupo control no equivalente. Se evidencian deficiencias iniciales en los grupos control y experimental en situación pretest en la formación del estudiante en los niveles previos a los estudios universitarios con respecto a la competencia comunicativa, que mejoran con la aplicación del programa “Affective e-Learning+” al grupo experimental. Los estudiantes del grupo experimental manifiestan que el programa ha mejorado su interacción con los estudiantes de la otra universidad; que han compartido experiencias y el programa en línea les ha facilitado el aprendizaje de temas importantes para su formación, pudiendo utilizar tiempos y espacios que no han interrumpido su ritmo de estudio, tras la aplicación del programa en línea “Affective e-learning+” en los diferentes criterios de las subcompetencias Sociolingüística, Morfosintáctica, Pragmática y Ortográfica y registro lingüístico, que integran la competencia comunicativa The society encourages a constant improvement in how we interact with it as well as in the improvement of communication processes, a key factor in the development of the teaching profession. As a result, we have to think about the components of communicative competence and its knowledge. This research is part of an extensive research project that analyzes the training on new technologies that the Primary Education Teacher Degree students have at three Spanish universities (Granada, Jaén and Oviedo). The study focuses on a sample of 380 students of the Primary Education Teacher Degree (in the universities involved in the study). A descriptive and quasi-experimental, pretest-postest study is carried out with a non-equivalent control group. Initial deficiencies are evident in the control and experimental groups in pre-test situation in the student's pre-university training levels with respect to communicative competence, which improve through the application of the “Affective e-Learning+" programme in the experimental group. The students of the experimental group state that the program has improved their interaction with other university students; they have shared experiences and the online program has facilitated the learning of important subjects for their training, using times and spaces that have not interrupted their learning process. After the application of the online program "Affective e-learning+" in different criteria of Sociolinguistics, Morphosyntactics, Pragmatics and Orthographic sub-competences and Linguistic Registry, which integrate the communicative competence.

scholarly journals Pengaruh Pelatihan Emotional Intelligence Terhadap Burnout Pada Petugas Kepolisian

2020 ◽  
Vol 2 (1) ◽  
pp. 13-24
Author(s):  
Akhmad Kunaefi Muarif ◽  
Maria Goretti Adiyanti
Keyword(s):  
Emotional Intelligence ◽  
Service Sector ◽  
Life Quality ◽  
T Test ◽  
Control Group ◽  
Gain Score ◽  
Significant Difference ◽  
Emotional Intelligence Training ◽  
And Control ◽  
Experimental Group

Burnout merupakan suatu sindrom psikologis yang menyebabkan gangguan psikologis dan fisiologis yang lebih banyak diderita oleh pekerja sektor pelayanan. Salah satu gangguan yang terjadi adalah munculnya kelelahan emosional. Jika kondisi ini terjadi pada individu dalam jangka waktu yang lama dan terus menerus, maka akan berdampak pada penurunan kualitas hidup penderitanya sehingga berimplikasi pada penurunan kualitas pelayanan dan menghambat produktifitas organisasi. Diperlukan suatu intervensi yang efektif untuk mereduksinya. Tujuan penelitian ini untuk mengetahui pengaruh pelatihan emotional intelligence dalam mereduksi burnout. Metode penelitian menggunakan eksperimen dengan desain Untreatedpretest-postest control group. Subyek penelitian ini anggota polisi di Polda Banten berjumlah 28 orang (14 orang kelompok eksperien dan 14 orang kelompok kontrol). Analisis data menggunakan metode Independent sample t-test gain score, untuk melihat pengaruh pelatihan terhadap kelompok eksperimen dan kelompok kontrol anatara sebelum dan sesudah perlakuan. Hasil uji hipotesis penelitian ini berdasarkan hasil Independent sample t-test gain score,(t =-2.281;p 0.036), (p kurang dari 0.05) terdapat perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol. Abstract: Burnout is a psychological syndrome that leads to both psychological and physiological disturbance which is most likely suffered by the workers in the service sector. One of the example, which appeared is emotional exhaustion. If the condition occurred on individuals for a long time and continuously, it will affect the reduction of sufferer life quality and in consequence, results in the digression of service quality and organization productivity. The purpose of this research was to know the influence of emotional intelligence training in reducing burnout. The method of this research was by conducting an experiment by the design of the untreated pretest-postest control group. The subjects of the research were members of policemen at Banten Regional Police as much as 28 people (14 people in the experimental group and 14 people in the control group). Data analysis was using independent sample t-test gain score methods, to know the influence of the training towards both experimental group and control group, before and after it applied. The results of the hypothesis testing of the study showed the value of independent sample t-test gain score resulted (t= -2.281; p 0.036), (p less than 0.05) means there is a significant difference between the experimental group and control group.

scholarly journals The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

2021 ◽  
Vol 14 (33) ◽  
pp. e16854
Author(s):  
Nisanur Can ◽  
Mehmet Turan
Keyword(s):  
Structured Interview ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Education Model ◽  
The Impact ◽  
Dependent Samples ◽  
Experimental Group

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

scholarly journals Effectiveness of Milieu Therapy in reducing conflicts and containment rates among schizophrenia patients

2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Sandhya Bhat ◽  
Sreevani Rentala ◽  
Raveesh Bevinahalli Nanjegowda ◽  
Xavier Belsiyal Chellappan
Keyword(s):  
Effective Interaction ◽  
General Rule ◽  
Conflict Behavior ◽  
Hospital Treatment ◽  
Control Group ◽  
Milieu Therapy ◽  
Quasi Experimental ◽  
Acute Psychiatric Wards ◽  
Equivalent Control ◽  
Experimental Group

Objective. To evaluate effectiveness of Milieu Therapy in reduction of conflict and containment rates among schizophrenia patients.Methods. This study utilized quasi experimental non-equivalent control group pre-post design. One hundred schizophrenia patients admitted in acute psychiatric wards were non-randomly assigned to either of the experimental (n=50) or control group (n=50). The experimental group received both milieu therapy and routine hospital treatment. The Milieu Therapy intervention Included environmental modification and structuring ward activities, establishing effective interaction with patient, and teaching caregivers on managing conflict behavior of patient. The control group received only routine treatment in the hospital. Outcome measures on conflict and containment rates were evaluated for both the groups at baseline and at 2nd, 3rd and 15th day. The Patient–Staff Conflict Checklist Shift Report (PCC-SR) was used to collect information about rates of conflict and containment.Results. Compared with control group, the experimental group participants showed decrease in aggressive behavior, self-harm behavior and general rule breaking behavior at baseline and 2nd, 3rd and 15th day (F=4.61, p<0.004, η2=0.04; F=11.92, p<0.001, η2=0.11; F=6.94, p<0.001, η2=0.06) over seven days interval.Conclusion. The present study findings provided evidence for the effectiveness of integrating Milieu Therapy in psychiatric acute wards in reducing conflict behaviors among schizophrenia patients. Milieu therapy should be considered as an integral part of psychiatric care settings in these patients. How to cite this article: Bhat S, Rentala S, BN Raveesh, Chellappan XB. Effectiveness of Milieu Therapy in reducing conflicts and containment rates among schizophrenia patients. Invest. Educ. Enferm. 2020; 38(1):e06.

Pengaruh Model Pembelajaran dan Kemampuan Gerak Tari Terhadap Kecerdasan Emosional Anak Usia Dini

Panggung ◽  
2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Elindra - Yetti
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Learning Model ◽  
Control Group ◽  
Treatment Variable ◽  
Dance Movement ◽  
Student Center ◽  
Teacher Center ◽  
And Control ◽  
Experimental Group

ABSTRACT The objectives and targets in this study was to determine the effect of learning models and the ability dance movement toward early childhood emotional intelligence. Emotional intelligence is the ability to recognize emotions, managing emotions, motivating oneself, recognizing emotions of others (empathy) and the ability to build relationships (cooperation) with other people. The research method used in this study is the experimental method. In the experiment, there are two groups of subjects namely experimental group and control group. Because the research hypothesis is the hypothesis of interaction, then the most appropriate design is factorial desig;n, factorial design used was 2 x 2 fac- torial design. Treatment variable is the learning model, are considered to be a model student center and a teacher center, while the variable attribute is the ability to dance, dance movement capabilities are classified into high and low dance movement. The results showed that there are significant learn- ing model and the ability to dance on the emotional intelligence of young children. The implications obtained in this study that the experience of dance movement with a model of student learning center is an important cornerstone in the development of emotional intelligence since early childhood. Based on the best learning implications Art Culture and Skills should give students experience in dance movement. With that in mind, the potential students will be able to develop optimally. Kata Kunci: Learning model, dance movement, and  emotional  intelligence 

Improving learners’ oral fluency through computer-mediated emotional intelligence activities

ReCALL ◽  
2016 ◽  
Vol 29 (1) ◽  
pp. 80-98 ◽  
Author(s):  
Parisa Abdolrezapour
Keyword(s):  
Emotional Intelligence ◽  
Work Performance ◽  
Emotional Content ◽  
Control Group ◽  
Life Outcomes ◽  
Oral Fluency ◽  
Efl Learners ◽  
Computer Mediated ◽  
Mental And Physical Health ◽  
Experimental Group

AbstractPrevious studies have shown that emotional intelligence (henceforth, EI) has a significant impact on important life outcomes (e.g., mental and physical health, academic achievement, work performance, and social relationships). This study aimed to see whether there is any relationship between EI and English as a foreign language (EFL) learners’ oral fluency and investigated the possibility of enhancing EI through computer-mediated emotional activities. The participants were 63 students on the Interchange 2 course in a language center in Iran. Participants in the experimental group received EI training using movies with highly emotional content, with the express purpose of inducing them to talk about their emotions and raising their emotional intelligence. Movies shown to the control group did not place any emphasis on emotional content. The results showed a significant increase in EI scores in the experimental group, but no significant change was observed in the control group’s EI scores. Moreover, emotional intelligence correlated positively with the students’ levels of oral fluency.

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