scholarly journals How Metacognition Supports Giftedness in Leadership

2021 ◽  
Vol 14 (2) ◽  
pp. 4-16
Author(s):  
Eirini Zoi Kontostavlou ◽  
Athanasios Drigas
Keyword(s):  
Leadership Skills ◽  
Self Regulation ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
High Degree

Τhe purpose of this article is to investigate how metacognition supports giftedness in leadership. The concepts of metacognition, giftedness and leadership seem to be interrelated. The article attempts to explore new trends in understanding and development of giftedness. Research has shown that the concept of metacognition is inextricably linked to the concept of giftedness. Metacognition has an important role in the development of individuals, because it helps them to improve their cognitive and metacognitive skills. Metacognitive skills such as monitoring, self-regulation, awareness are higher skills that gifted individuals process to  a high degree and through training can improve them even further. Moreover, the metacognitive skills of monitoring and adaptation can affect leadership skills. The metacognitive skills that are associated with leadership are self-awareness, regulation and monitoring. Therefore, if leadership is based on consciousness and giftedness then we will have higher leadership skills.

Perspectives on Hypo-egoic Phenomena From Social and Personality Psychology

2016 ◽  
Author(s):  
Mark R. Leary ◽  
Kate J. Diebels ◽  
Katrina P. Jongman-Sereno ◽  
Ashley Hawkins
Keyword(s):  
Self Regulation ◽  
Present Situation ◽  
Self Awareness ◽  
Social Psychological ◽  
Personality Psychology ◽  
Psychological Phenomena ◽  
Self And Identity ◽  
And Behavior ◽  
High Degree ◽  
People’S Perceptions

Topics related to self and identity have been of considerable interest to social and personality psychologists because people’s self-relevant thoughts play an important role in their cognitions, motives, emotions, and behavior. Most work in the area of self and identity has focused on phenomena that involve a high degree of self-awareness, egocentrism, and egoism. Phenomena characterized by a low level (or even absence) of these egoic characteristics have received comparatively less attention. People who are in a hypo-egoic state focus primarily on the present situation; introspect minimally on their thoughts, motives, and feelings; think about and evaluate themselves primarily in concrete, as opposed to abstract, ways; and pay relatively little attention to other people’s perceptions and evaluations of them. This chapter examines the nature of hypo-egoic mindsets, with a focus on six exemplars of social psychological phenomena that involve hypo-egoic processing: mindfulness, flow, hypo-egoic self-regulation, humility, altruism, and allo-inclusive identity.

Emotional Competence of Women Administrators

2021 ◽  
Author(s):  
Mary Grace B. Lubguban
Keyword(s):  
Women Administrators ◽  
Emotional Competence ◽  
School Administrators ◽  
Self Regulation ◽  
Self Awareness ◽  
Social Mechanism ◽  
Public And Private ◽  
School Year ◽  
High Degree ◽  
School Heads

Leadership is a social mechanism where action toward a common goal is affected by any person or community. The organization is in trouble without effective leadership, it has been said. Any educational institution’s success hinges greatly on how competent the leaders are. The research’s main objective is to assess the emotional competencies of women school administrators at public and private schools in Siquijor, Central Visayas, Philippines. The study focuses on the five (5) dimensions of emotional competence which are self-awareness, self-regulation, motivation, empathy and social skills. The study was conducted to fifty-seven (57) school heads or administrators during School Year 2016–2017. The study revealed that the women administrators are all experienced and possess a high degree of emotional competence relative to their performance as leaders and administrators.

scholarly journals STEAM education- metacognition – Specific Learning Disabilities

2021 ◽  
Vol 14 (10) ◽  
Author(s):  
Niki Lytra ◽  
Athanasios Drigas
Keyword(s):  
Learning Disabilities ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Cognitive Disorders ◽  
Specific Learning Disabilities ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
Self Monitoring ◽  
And Mathematics ◽  
Specific Learning

Students with Specific Learning Disabilities, tend to have low academic performance because of the cognitive disorders and deficits of their working memory, as well as executing fuctions like these of processing - organizing and recalling information. Development of the Metacognitive skills, like those that presented by Drigas & Mitsea (2020), as 8 pillars of Metacognition, such as self-Awareness, self-Monitoring and Self-Regulation, helping these students recognize their weaknesses and introduce strategies and tactics will assist them to compensate their cognitive deficits, by becoming more flexible and adapt to any changes coming up, better. STEAM (Science, Technology, Engineering, Art, and Mathematics) education involves students in the education process, via a multifaceted and multi-sensory approach of to develop Meta-cognitive Skills, control the way they learn while building up the necessary knowledge, in order to secure equal academic and career opportunities. As a result, their independence and self-esteem being boosted preparing them to come up against 21st century challenges.

scholarly journals Metacognition, Mindfulness and Robots for Autism Inclusion

2020 ◽  
Vol 8 (2) ◽  
pp. 4
Author(s):  
Eleni Mitsea ◽  
Niki Lytra ◽  
Antigoni Akrivopoulou ◽  
Athanasios Drigas
Keyword(s):  
Environmental Changes ◽  
Neurodevelopmental Disorder ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
Autistic Children ◽  
Memory Mechanism ◽  
Self Evaluation ◽  
The Impact

<p class="0abstract">Autism is a neurodevelopmental disorder with multi factorial causes, characterized by major cognitive deficits in communication, socialization and emotion recognition and management. Children with autism face a memory mechanism malfunction, difficulty in the control processes (i.e attentional regulation and / or organizing their knowledge in order to make the appropriate decisions solving problems), making it difficult for them, adapt to various environmental changes. Many researchers have shown the effectiveness of robots in developing metacognitive skills to autistic children, as well as in improving social skills, emotion awareness and communication. This article highlights the detailed research took place between 2010 - present, while examining the impact of robots on autistic children through their interaction, use of art, programming, cooperative games and mindfulness training. The outcome of this review emphasizes to the ability of children, to manage and develop mechanisms such as self-control, self-reflection, visualization, focus attention, self-evaluation, self-regulation among others, necessary for their self-awareness. These results to helping children develop the higher mental abilities needed, so that decision-making and problem-solving achieved in their daily life.  </p>

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

PENGARUH KECERDASAN EMOSIONAL TERHADAP TINGKAT PEMAHAMAN AKUNTANSI, KEPERCAYAAN DIRI SEBAGAI VARIABEL PEMODERASI: DITINJAU DARI PERSPEKTIF GENDER

2009 ◽  
Author(s):  
Poppy Nurmayanti
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Self Regulation ◽  
Point Of View ◽  
Self Awareness ◽  
Measuring Instrument ◽  
Simple Linear Regression ◽  
Moderator Variable ◽  
Self Confidence ◽  
Emotional Intellegence

This research aim to test do emotional intellegence consisting of five component that is recognition self awareness, self regulation, motivation, empathy, and social skills have an effect on to storey level understanding of accountancy point of view from gender perspective. This research also aim to know the existence of role self confidence as moderating variable to emotional intellegence influence to storey level understanding of accounting. Besides also this research aim to see the existence of difference emotional intellegence between student owning self confidence of strong with student which is self confidence of weak. Measuring instrument to measure storey level understanding of accountancy is average point of accountancy that is PA1, PA2, AKM1, AKM2, AKL1, AKL2, AU1, AU2, and TA. The data analysis used is simple linear regression, Moderating Regression Analysis (MRA), and independent sample t-test. The results show that recognition self awareness, self regulation, motivation, social skill and empathy do not have an effect on by significance and only empatht  has  role as quasi moderator variable. There is no difference between emotional intellegence woman and man. But, weak self confidence and strong self confidence differ for all of emotional intellegence (recognition self awareness, self regulation, motivation, empathy, and social skills). Many factors which influence storey level understanding of accountancy like mental stress factor, and so on. Result of this research can give contribution to university in order to compiling curricullum and give input to student in order to develop and manage their emotional intellegence and self confidence.

Relationships Between Cognitive and Driving Self-Awareness in Older Drivers

2020 ◽  
Author(s):  
Laurence Paire-Ficout ◽  
Sylviane Lafont ◽  
Marion Hay ◽  
Amandine Coquillat ◽  
Colette Fabrigoule ◽  
...  
Keyword(s):  
Experimental Study ◽  
Cohort Study ◽  
Cognitive Ability ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Older Drivers ◽  
Driving Ability ◽  
Digit Symbol Substitution Test ◽  
Self Awareness ◽  
Subjective Data

Abstract Objectives Many older drivers incorrectly estimate their driving ability. The present study aimed to determine whether, and if so, to what extent unawareness of cognitive abilities affects self-awareness of driving ability. Methods Two successive studies were conducted. A cohort study investigated cognitive self-awareness and an experimental study examined driving self-awareness in older drivers. In each one, self-awareness was assessed by cross-analyzing objective (respectively Trail-Making Tests A & B and the Digit Symbol Substitution Test and driving performance of on-road assessment) and subjective data (responses about everyday cognitive skills and driving ability). Older drivers were then classified as being over-, correct or underestimators. The three cognitive and driving self-awareness profiles were then cross-analyzed. Results In the cohort study, 1,190 drivers aged 70 years or older were included. The results showed that 42.7% of older drivers overestimated their cognitive ability, 42.2% estimated it correctly, and 15.1% underestimated it. The experimental study included 145 participants from the cohort. The results showed that 34% of participants overestimated, 45% correctly estimated, and 21 % underestimated their driving ability. There was a significant relationship between cognitive and driving self-awareness profiles (p=0,02). This overlap was more marked in overestimators. Discussion Significant overlap between cognitive and driving self-awareness provides useful and new knowledge about driving in the aging population. Misestimation of cognitive ability could hamper self-awareness of driving ability, and consequently self-regulation of driving. It is now crucial to develop measures that promote self-awareness of ability.

Fostering self-regulated learners in a community of quality assessment practices

CADMO ◽  
2011 ◽  
pp. 7-20
Author(s):  
Hopfenbeck Therese Nerheim
Keyword(s):  
Quality Assessment ◽  
Learning Outcomes ◽  
Educational Research ◽  
Empirical Research ◽  
Self Regulation ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Developing Communities ◽  
Important Field

Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students' learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.

Factor analysis approach to investigate the prevalence of stress among Indian students during COVID 19 pandemic

2021 ◽  
Vol 08 (01) ◽  
Author(s):  
Anita P Bobade ◽  
◽  
Kasturi R Naik ◽  
Keyword(s):  
Factor Analysis ◽  
Health Workers ◽  
Self Regulation ◽  
Internet Survey ◽  
Self Awareness ◽  
Emotional Resilience ◽  
Post Graduate ◽  
Student Stress ◽  
Analysis Technique ◽  
Indian Students

Objective: Since December 2019, the COVID-19 pandemic has posed a considerable threat with its associated high mortality, infection, and hazard of physical, mental, emotional, financial, and spiritual stress (WHO, 2020). A large number of students are affected due to a chronic break from classroom academic activities, the pressure of being hired for an internship or final placement and staying at home. The main focus of this learning is to know the stressors of graduate and post-graduate Indian students and their major hurdles during the COVID-19 lockdown. Further, the study aims to facilitate a proposed model of training, by combining 7 psychosocial variables of emotional resilience which might empower the students to cater to stressors and improve personal, academic, and professional effectiveness (Chen et.al, 2020; Horesh et.al, 2020) Methods: Using a convenience method, an internet survey of the 6-item COVID-19 Student Stress Questionnaire (CSSQ) (modified version Zurlo et.al, 2020) was conducted on students across India. together with their demographic details, the participants also reported their study patterns and challenges during their confinement period. The statistical scores for the responses were calculated and also the demographic variables were analyzed using the factor analysis technique. (Ahorsu et. al,2020) Findings, Discussion, and implications: The findings suggest that self-awareness, self-regulation, mental agility, optimism, self-efficacy, sense of belonging, and psychological safety may be the important emotional resilience to be developed among the Indian students to cope with physical, mental, emotional, financial, and spiritual stressors confronted by them during COVID 19 pandemic to increase personal and professional effectiveness (Maria et.al, 2020, Zurlo et.al. 2017) Conclusion: The study has several practical implications for counselling psychologists, academicians, parents, life coaches handling youth and mental health workers related to the graduate and post-graduate education sector (Taylor et.al, 2020; Sahu et.al, 2020).

scholarly journals An investigation of the prevalence of stress among graduate and post-graduate Indian students during COVID 19 pandemic by means of factor analysis

2021 ◽  
Vol 12 (01) ◽  
Author(s):  
Anita P Bobade ◽  
◽  
Kasturi R Naik ◽  
Keyword(s):  
Factor Analysis ◽  
Health Workers ◽  
Self Regulation ◽  
Internet Survey ◽  
Self Awareness ◽  
Emotional Resilience ◽  
Post Graduate ◽  
Student Stress ◽  
Analysis Technique ◽  
Indian Students

Objective: Since December 2019, the COVID-19 pandemic has posed a considerable threat with its associated high mortality, infection, and hazard of physical, mental, emotional, financial, and spiritual stress (WHO, 2020). A large number of students are affected due to a chronic break from classroom academic activities, the pressure of being hired for an internship or final placement and staying at home. The main focus of this learning is to know the stressors of graduate and post-graduate Indian students and their major hurdles during the COVID-19 lockdown. Further, the study aims to facilitate a proposed model of training, by combining 7 psychosocial variables of emotional resilience which might empower the students to cater to stressors and improve personal, academic, and professional effectiveness (Chen et.al, 2020; Horesh et.al, 2020) Methods: Using a convenience method, an internet survey of the 6-item COVID-19 Student Stress Questionnaire (CSSQ) (modified version Zurlo et.al, 2020) was conducted on students across India. together with their demographic details, the participants also reported their study patterns and challenges during their confinement period. The statistical scores for the responses were calculated and also the demographic variables analyzed using the factor analysis technique. (Ahorsu et.al,2020) Findings, discussion, and implications: The findings suggest that self-awareness, self-regulation, mental agility, optimism, self-efficacy, sense of belonging and psychological safety may be the important emotional resilience to be developed among the Indian students to cope with physical, mental, emotional, financial, and spiritual stressors confronted by them during COVID 19 pandemic to increase personal and professional effectiveness (Maria et.al, 2020, Zurlo et.al. 2017) Conclusion: The study has several practical implications for counseling psychologists, academicians, parents, life coaches handling youth and mental health workers related to the graduate and post-graduate education sector (Taylor et.al, 2020; Sahu et.al, 2020).

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