scholarly journals Correlation of Gender, GPA and Multicultural to Emotional Intelligence Skill in STAD Cooperative Learning Multicultural Based

2020 ◽  
Author(s):  
Ivan Thorstein Weismann ◽  
Hengki Wijaya ◽  
Helaluddin Helaluddin
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Cooperative Learning ◽  
Statistical Test ◽  
Self Control ◽  
Learning Problems ◽  
Control Motivation ◽  
The Relationship

This study aims to explore whether there is arelationship between gender, GPA, and multiculturalstudents towards emotional intelligence in STADcooperative learning in class. In this research, emotionalintelligence indicators include self-introducing,self-control, motivation, empathy, and social skills. Toachieve the objectives of the study, the researchers chose aquantitative approach using Statistical Package for theSocial Sciences (SPSS) assistance. The participants were70 students (26 male & 44 female) from the Jaffray Schoolof Theology in Makassar, Indonesia, who had diverseethnic backgrounds. To analyze the data, researchers usedthe ANOVA statistical test. The results of data analysisshow that gender differences do not determine: (1)emotional intelligence, (2) GP does not learn the increasein emotional intelligence, and (3) the relationship betweenethnic backgrounds consisting of eleven tribes does notdiffer on emotional intelligence. Except for one indicator,namely, self-control is different among the eleven tribes.Gender differences and student GPA did not affectemotional intelligence. Student self-control differs from astudent's response to diversity in the classroom andovercoming learning problems. This differs from theresearch on intellectual intelligence, which is influenced byGPA, gender, and multiculturalism

scholarly journals Meningkatkan Prestasi Belajar di Perguruan Tinggi dengan Mengembangkan Kecerdasan Emosional

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 1093
Author(s):  
Nikodemus Thomas Martoredjo
Keyword(s):  
Student Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Technical Skills ◽  
Academic Ability ◽  
Self Control ◽  
Self Awareness ◽  
Control Motivation ◽  
Systematic Development

To be successful in a particular field, someone does not only rely on academic ability or technical skills. There is another ability that has big contribution to determine the success, which is the ability to manage emotions well or emotional intelligence. It was found many cases which people have failed not because they lack of the potential for mastery of academic or technical skills but they lack of the skills to manage their emotions. Speaking about emotional intelligence, there are five things to consider: self-awareness, self control, motivation, empathy, and social skills. These five things work together in developing emotional intelligence. If emotional intelligence can be realized and well developed, it can be a benefit for students who are studying in universities. The hope is the systematic development of emotional intelligence will best promote student achievement in learning.  

scholarly journals Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

2015 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Anisatul Masruroh
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Relations ◽  
Self Control ◽  
Islamic Education ◽  
Self Awareness ◽  
Relative Term ◽  
And Control ◽  
Relationship Of ◽  
The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

scholarly journals Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

2015 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Anisatul Masruroh
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Relations ◽  
Self Control ◽  
Islamic Education ◽  
Self Awareness ◽  
Relative Term ◽  
And Control ◽  
Relationship Of ◽  
The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

scholarly journals PENGARUH KECERDASAN EMOSIONAL TERHADAP KINERJA GURU PADA SD YANG TERLETAK DI WILAYAH TEGALTIRTO

2011 ◽  
Vol 1 (1) ◽  
pp. 57
Author(s):  
Diyan Ratnasari ◽  
Ani Muttaqiyathun
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Primary Schools ◽  
Teacher Performance ◽  
Self Control ◽  
Educational Institutions ◽  
Emotional Skills ◽  
Control Motivation ◽  
Working Together ◽  
Self Knowledge

The teacher is someone who has a job as a facilitator for students to learn and/or develop the basic potentials and capabilities through both secaraoptimal school educational institutions established by governments or private. Teacher performance is influenced by many factors and one of them is emotional intelligence. The task of teachers is to form graduates who are competent to use optimally their feelings in order to identify itself and its environment.Problems examined in this study were: (1) Is self-knowledge, self-control, motivation, empathy and social skills have a partial effect on the performance of teachers. (2) Is self-knowledge, self-control, motivation, empathy and social skills simultaneously affect the performance of teachers. The population in this study are teachers who teach in primary schools in the region Tegaltirto.The results showed that some self-knowledge, self-control, motivation, empathy no significant impact on teacher performance, whereas social skills affect teacher performance. The results showed that the variables simultaneously self-knowledge, self-control, motivation, empathy and social skills have a significant effect on the performance of teachers. Working together self-knowledge, self-control, motivation, empathy and social skills to contribute 31.8% of teacher performance. The result is expected to be useful to teachers and schools. The teachers are expected to continue to improve emotional, because with a good emotional skills will be able to improve its performance as a teacher.

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

scholarly journals Exploring the relationship of emotional intelligence with mental health status in polish unemployed persons – differences between men and women

2016 ◽  
Vol 47 (4) ◽  
pp. 436-444 ◽  
Author(s):  
Katarzyna A. Knopp
Keyword(s):  
Mental Health ◽  
Gender Differences ◽  
Emotional Intelligence ◽  
Health Status ◽  
Mental Health Disorders ◽  
The State ◽  
Men And Women ◽  
Health Disorders ◽  
Relationship Of ◽  
The Relationship

Abstract This study investigates the relationship between EI and the state of mental health of unemployed persons. Gender differences were also identified in terms of mental health and its correlation with EI. A sample of 160 Polish unemployed persons aged 35 to 45 years filled in self-descriptive measures of EI and mental health. Significant gender differences were found - unemployed women were characterised by a greater intensity of mental health disorders than unemployed men. EI was negatively correlated with mental health disorders, but the correlations were few and weaker than expected. However, when unemployed persons with a low, average and high EI were compared, it turned out that participants with a low EI were characterised by a significantly worse condition of mental health than participants with a average or high EI.

scholarly journals Trait Self–Esteem Moderates Decreases in Self–Control following Rejection: An Information–Processing Account

2012 ◽  
Vol 26 (2) ◽  
pp. 123-132 ◽  
Author(s):  
Michelle vanDellen ◽  
Megan L. Knowles ◽  
Elizabeth Krusemark ◽  
Raha F. Sabet ◽  
W. Keith Campbell ◽  
...  
Keyword(s):  
Information Processing ◽  
Social Skills ◽  
Self Esteem ◽  
Social Rejection ◽  
Social Value ◽  
Self Control ◽  
Current Paper ◽  
Control Task ◽  
Motivational Influences ◽  
The Relationship

In the current paper, the authors posit that trait self–esteem moderates the relationship between social rejection and decrements in self–control, propose an information–processing account of trait self–esteem's moderating influence and discuss three tests of this theory. The authors measured trait self–esteem, experimentally manipulated social rejection and assessed subsequent self–control in Studies 1 and 2. Additionally, Study 3 framed a self–control task as diagnostic of social skills to examine motivational influences. Together, the results reveal that rejection impairs self–control, but only among low self–esteem individuals. Moreover, this decrement in self–control only emerged when the task had no social implications—suggesting that low self–esteem individuals exert effort on tasks of social value and are otherwise preoccupied with belonging needs when completing nonsocial tasks. Copyright © 2012 John Wiley & Sons, Ltd.

scholarly journals Emotional intelligence and its influence on the adaptive skills of children with hearing disabilities

Educatia 21 ◽  
2020 ◽  
pp. 84-92
Author(s):  
Cristina Bălaș-Baconschi ◽  
Lucreția-Delia Dobrican
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Adaptive Behavior ◽  
Hearing Aids ◽  
School Setting ◽  
The Other ◽  
Adaptive Skills ◽  
The Social ◽  
The Relationship ◽  
Social Area

As several studies reveal there are strong relationships between emotional intelligence and the academic competences and on the other side, between emotional intelligence and adaptive behavior. The present study aims to demonstrate the relationship between emotional intelligence and adaptive skills, mainly in the social area in children with hearing disabilities. On the other hand, we focused on the relationships that could be established between the type of the disability, the hearing aids and the adaptive skills. Our findings showed that there is no significant correlation between emotional intelligence and adaptive skills and between the adaptive skills in the school setting and the degree of hearing disabilities, as well as the type of prosthesis. These results are there to confirm other findings which emphasize the fact that children with hearing disabilities have about the same social skills as the typically developed and in the same time they have no significant delays regarding the level of socio-emotional adaptability.

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