scholarly journals The Triangle of Spiritual Intelligence, Metacognition and Consciousness

2020 ◽  
Vol 8 (1) ◽  
pp. 4
Author(s):  
Athanasios Drigas ◽  
Eleni Mitsea
Keyword(s):  
Self Regulation ◽  
Hierarchical Organization ◽  
Spiritual Intelligence ◽  
Human Intelligence ◽  
Self Awareness ◽  
True Self ◽  
Fundamental Factor ◽  
Psychotherapy Education ◽  
Self Knowledge ◽  
Emotional Ability

In the most challenging era in human history, the scientific community recognizes spirituality as a fundamental factor of human intelligence. Researchers from different fields such as Psychology, Medicine, Educational sciences, Economy and Business embrace the notion of Spiritual Intelligence. Nevertheless, it is considered as one of the most controversial and highly debated notions. The first section of this study gives a brief overview of the essential theoretical framework including definitions and theories related to Spiritual Intelligence. In the second section, we present a layered approach of Spiritual Intelligence based on the corresponding layered models of Knowledge-Intelligence-Consciousness. The results of this study showed that Spiritual Intelligence constitutes the backbone of every subsystem of human intelligence as it integrates, matures and transforms every physical, intellectual, and emotional ability and leads to the highest forms of self-awareness, self-knowledge and consciousness. The realization of our true Self, of our hidden and highest potentialities is tied inseparably with the hierarchical organization of knowledge through metacognition and executive functions. Specifically, higher order forms of self-observation, self-regulation through attentional, emotional and impulse control, problem solving, mental flexibility and adaptation could reveal our true and eternal identity. Spiritual intelligence is essential to be incorporated mainly into the dialogue of business ethics, leadership, mental health and psychotherapy, education especially in the case of learning disabilities and gifted education

scholarly journals THE SPECIFIC FEATURES OF THE SPIRITUAL INTELLIGENCE DEVELOPMENT AMONG THE FUTURE EDUCATORS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Eduard Pomytkin ◽  
◽  
Daria Bohdanova ◽  
Keyword(s):  
Self Regulation ◽  
Individual Characteristics ◽  
Spiritual Intelligence ◽  
Theoretical Research ◽  
Professional Activity ◽  
Success Factor ◽  
Self Awareness ◽  
The Individual ◽  
High Level ◽  
Intelligence Development

The results of theoretical research identify the following specific features of spiritual intelligence development among future educators: awareness of self-realization, ability to forecast, professionalism, and capability of the person to self-regulation. Spiritual intelligence is represented as the highest form of intelligence of the teacher’s personality, which determines the structure of one’s values, is used for self-expression (which is the primary goal of pedagogical activity), and is a determining success factor in the process of forming a model of understanding the meaning of life by the followers. The spiritual intelligence of a teacher guides one’s ability for self-improvement and self-motivation for effective, humanistic-oriented pedagogical activity, and is the main mean of finding teacher's own “Me” within the framework of the professional activity. The core traits of the highly-developed spiritual intelligence of the teacher are seen in one’s ability to inspire others, to a deep self-awareness, to flexibility in making pedagogical decisions, as well as in one's capability of representing compassion and openness in relation to the learners. Spiritual and intellectual abilities and skills may have significant differences among people, depending on the individual characteristics of the individual, one’s spiritual beliefs, religious preconditions for one’s formation and development. The spiritual intelligence of the individual can be advanced throughout life, and this tendency may be referred to as the necessary prerequisite for the professional development of teachers and their achievement of a high level of pedagogical mastery.

scholarly journals THE DEVELOPMENT OF LIFE-LONG LEARNING COMPETENCIES: POSITIONING STUDENTS FOR SELF-REGULATION

2015 ◽  
Author(s):  
Richard J. Aleong ◽  
David S. Strong
Keyword(s):  
Engineering Students ◽  
Sense Of Self ◽  
Self Regulation ◽  
Self Awareness ◽  
Self Reflection ◽  
Reflective Process ◽  
Life Long Learning ◽  
Self Knowledge ◽  
Learning Competencies ◽  
Insight Into

Within the engineering attribute of life-long learning is the ability for self-regulation, described as the process in which students plan, monitor, control, and adjust their behaviour to meet specific goals. To be self-regulating requires a degree of self-awareness and self-reflection to build knowledge about the self. This self-knowledge contributes to one’s values, personal identity, and motivational beliefs that may direct academic behaviour. In this paper, we present insight into the implementation of a workshop program designed to engage undergraduate engineering students in a facilitated self-reflective process. The workshop program challenged participants to think about how they see themselves in their engineering education and how they envision the person they wish to become in their future career. The research aims to offer educators with pedagogical insight into students’ sense of self, self-regulating processes, and new ways to promote the skills of life-long learning.

scholarly journals Relationship of Emotional Intelligence, Workplace Spirituality and Performance

2019 ◽  
Vol 8 (4S3) ◽  
pp. 359-362
Keyword(s):  
Emotional Intelligence ◽  
Sample Size ◽  
Latent Variables ◽  
Self Regulation ◽  
Workplace Spirituality ◽  
Spiritual Intelligence ◽  
Work Place ◽  
Self Awareness ◽  
It Employees ◽  
Chennai City

The main objective of this research is to examine the influence of emotional and spiritual intelligence on the performance of selected IT employees working in Chennai city. Spiritual intelligence also makes every individual more concerned with other and the accepted surroundings. Self-Awareness, Self-Regulation and Self-Competence are the construct under Emotional Intelligence. The study population comprised the employee of IT sector at Chennai region. The required sample size was initially arrived by conduction pilot survey. From the pilot study the sample size estimated was 381 and which was collected through stratified random sampling method. The Analysis of Confirmatory Factor was conducted to acquire a measurement model for the research and also to confirm the factor structure identified in the EFA analysis in view to simplify the relationship between observed measures and latent variables. The result indicated that there is no effect between the self-regulatory and self-competence and workplace spirituality and self-awareness on work performance. The results of the study indicate that the spiritual intelligence in IT employees affect the increase or decrease in the job performance of their work place.

scholarly journals Profile of emotional intelligence and spiritual intelligence of adolescents from divorced families

2018 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Ahmad Bunayya Irsandef ◽  
Taufik Taufik ◽  
Netrawati Netrawati
Keyword(s):  
Emotional Intelligence ◽  
Self Regulation ◽  
Conscious State ◽  
Spiritual Intelligence ◽  
Personal Meaning ◽  
Self Awareness ◽  
Divorced Families ◽  
State Expansion ◽  
Meaning Production ◽  
Research Findings

<p>This research aims to reveal the emotional intelligence of adolescents from divorced families in terms of self-awareness, self-regulation, self-motivation, empathy, and social skills, and spiritual intelligence seen from the aspects of critical existential thinking, personal meaning production, trancendental awareness, and conscious state expansion. This research is descriptive, with research subjects being adolescents from divorced families in the Padang City, amounting to 30 people. The instrument used was a questionnaire with a Likert scale model. The data obtained were analyzed using percentage techniques. The research findings regarding emotional intelligence show that most adolescents from divorced families in Padang City have moderate emotional intelligence. Based on the aspects of emotional intelligence it was found that most of them had moderate self-awareness, self-regulation, self-motivation, empathy, and social skills. The research findings regarding spiritual intelligence show that most adolescents from divorced families in Padang City have moderate spiritual intelligence. Based on the aspect of spiritual intelligence it was found that most of them had moderate critical existential thinking, personal meaning production, transcendental awareness, and conscious state expansion.</p>

scholarly journals Professional Self-Awareness as a Factor of Personal and Professional Self-Development of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 454-464
Author(s):  
Zhanna G. Garanina ◽  
Natalia V. Andronova
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge ◽  
High Level ◽  
Development Of Students

Introduction. The article analyzes the problem of professional self-awareness, and the influence of this phenomenon on the process of personal and professional self-development of students. A theoretical study of this problem has shown that professional self-awareness is one of the most important prerequisites for the self-development and self-improvement of university students. Materials and Methods. The article presents the results of an empirical study of the characteristics of self-awareness and self-development of students of the Mordovian State University. A set of methods was used: questionnaire “Ability for self-development” I. V. Zvereva, methodology “Readiness for self-knowledge and self-development” T. A. Ratanova, N. F. Shlyakhta, test “Determination of the level of development of reflexivity” by A. V. Karpov, “Questionnaire of self-attitude” by V. V. Stolin, S. R. Pantileev, methods of researching self-assessment by S. A. Budassi, test “Assessment of self-control in communication” by M. Snyder, questionnaire “The style of self-regulation of students’ behavior” by V. I. Morosanova. Results. Statistically significant correlations between the reflexive, affective and regulatory components of students’ self-awareness and the level of their personal and professional self-development were revealed. It has been found that a high level of development of students’ reflective qualities is associated with their desire for self-knowledge. The connection between self-regulation and readiness for self-knowledge and self-development determines the ability of students to carry out systematic and purposeful work on themselves. It is shown that students with high and above average levels of self-development are aware of the changes taking place in the structure of their personality in the process of vocational training. These students are characterized by higher indicators of reflexivity, self-attitude and self-esteem compared to students with low and below average levels of self-development. Discussion and Conclusion. The results obtained confirm the assumption that personal and professional self-development is conditioned by the students’ ability to reflect and realize their personal and professional qualities.

MODEL OF PSYCHOLOGICAL CORRECTION OF CRISIS OF ADOLESCENCE

1970 ◽  
Vol 7 (1) ◽  
pp. 24-33
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Self Regulation ◽  
Self Concept ◽  
Self Awareness ◽  
Individual Subject ◽  
Self Development ◽  
Efficiency And Effectiveness ◽  
Self Knowledge ◽  
Corrective Actions ◽  
The Individual

In the article highlights the main views on the nature of the internal contradictions in adolescence. The necessity of activation of the processes of a personal self-development and strengthening of subjectivity of adolescents as a condition of an overcoming conflicts. Author’s model of a psychological correction of adolescent crisis is given. Objectives, content and features of psychological correction in younger and older teens are highlights. Progressive of correction of self-concept and actualization of the needs for self development in adolescents is grounded. It is postulated the efficiency and effectiveness of a psychological correction determined by the degree of the individual subject activity of the personality. Possibility of a purposeful formation of a self-development subject by teaching teens methods of self-knowledge, self-awareness, self-regulation are analyzed. The conditions of the system corrective actions required for the formation in adolescent capacity for self-correction, transformation correction into a self-correction are considered. У статті висвітлюються основні погляди на природу внутрішніх суперечностей в підлітковому віці. Доводиться необхідність активізації процесів особистісного саморозвитку та посилення суб’єктності підлітків як умов подолання їх конфліктності Подано авторську модель психологічної корекції підліткової кризи. Висвітлюються завдання, зміст і особливості психологічної корекції суперечностей розвитку в молодшому і старшому підлітковому віці. Обґрунтовується прогресивність корекції Я-концепції та актуалізації потреби в саморозвитку у підлітків. Постулюється, що ефективність і результативність психокорекції визначається мірою суб’єктної активності самої особистості. З’ясовуються можливості  цілеспрямованого формування суб’єкта саморозвитку шляхом навчання підлітків методів самопізнання, самоаналізу, саморегуляції. Розглядаються умови організації системи корекційних впливів, необхідних для формування в підлітків здатності до саморозвитку, переведення корекції в самокорекцію.

Authentic leadership development: scrutiny of an apparent paradox

2014 ◽  
Author(s):  
António Calheiros
Keyword(s):  
Leadership Development ◽  
Authentic Leadership ◽  
Organizational Context ◽  
Social Identification ◽  
Self Awareness ◽  
True Self ◽  
Apparent Paradox ◽  
Positive Behaviors ◽  
Individual Self ◽  
Authentic Leadership Development

Leadership has long been a topic of interest for both academics (Hiller, DeChurch, Murase, & Doty, 2011; Sanders & Davey, 2011) and practitioners (Bennis, 2007; George, 2003). Academics have tried to understand the concept and identify its consequences and determinants. Practitioners have focused their efforts in its training and development hoping to reap its promised benefits. Over the last decade, authentic leadership has emerged as the fashionable leadership theory. More than just promising impacts on performance and subordinates’ work satisfaction, authentic leadership addresses management’s long term demand for and ethic and moral commitment (Ghoshal, 2005; Rosenthal et al., 2007). Authentic leadership is “a process that draws from both positive psychological capacities and a highly developed organizational context, which results in both greater self-awareness and self-regulated positive behaviors on the part of leaders and associates, fostering positive self-development” (Luthans and Avolio, 2003). The components of authentic leadership’s self-regulated authentic positive behaviours are balanced (non-prejudice) processing, relational orientation and internalized moral perspetive. One key point of authentic leadership is the authenticity of leaders, which can be defined as “knowing, accepting, and remaining true to one’s self” (Avolio et al., 2004). Recent research (Ford & Harding, 2011) have argued that this demand for one’s true self privileges a collective (organizational) self over an individual self and thereby hampers subjectivity to both leaders and followers, and could lead to destructive dynamics within organizations. This paper discusses the seeming paradox of developing authenticity in leaders, (namely addressing the issues raised by Ford & Harding) and clarifies the aim of authentic leadership development. It also assesses the suitability of traditional leadership development methodologies in meeting the challenges posed by a process-based approach to leadership with a focus on individual and social identification.

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.

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