scholarly journals Die middel-adolessent se wiskundeprestasie: Die rol van emosionele intelligensie en studie-oriëntasie

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Petro Erasmus
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Mathematics Achievement ◽  
Classroom Management ◽  
Mathematics Anxiety ◽  
Study Habits ◽  
Personality Factors ◽  
Study Orientation ◽  
Behaviour Study

This study (quantitative-qualitative) focused especially on the extent to which (a combination of facets of) emotional intelligence (EI) and study orientation predict(s) the mathematics achievement of middle-adolescents, and also compared the performance of the different gender and grade groups (represented in this study). Altogether 435 learners in Grade 9 and Grade 11 from the three English medium high schools in the Mafikeng region took part in the study. The quantitative component of the study comprised the implementation of two standardised questionnaires: an EI questionnaire, the Bar-On EQ-i:YVTM, and the study orientation questionnaire in mathematics (SOM). The qualitative technique implemented in the study was focus group interviews. The results indicated that a combination of the facets of emotional intelligence and the dimensions of study orientation could be considered potential predictors of the middle adolescent’s mathematics achievement. The following EI components also emerged from the results as predictors of mathematics achievement: general mood, adaptability and intrapersonal behaviour. The following SOM dimensions were predictors of mathematics achievement: problem-solving behaviour, study habits, information processing and mathematics anxiety. Themes that emerged from the qualitative aspect of this study as potential contributors to learners’ inadequate mathematics achievement refer specifically to challenges in South Africa at the macro level: mainly the input of the national government (and by default the Department of Education); on meso level: mainly factors related to the school and family; and on micro level: personality factors of the learner The following themes manifested in both the qualitative and quantitative results during the process of triangulation: gender, study habits, role of emotions, the relationship between problem-solving, discipline and classroom management; and the role of stress and maths anxiety in the maths achievement of the middle adolescent.

scholarly journals The role of the teacher’s emotional intelligence for efficacy and classroom management

2020 ◽  
Vol 13 (2) ◽  
pp. 18-31 ◽  
Author(s):  
Sabina Valente ◽  
◽  
Abílio Afonso Lourenço ◽  
Paulo Alves ◽  
Sergio Dominguez-Lara ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Classroom Management

PERAN KETERAMPILAN KONSELOR (COUNSELOR SKILL) SEBAGAI PROBLEM SOLVING PADA PERMASALAHAN REMAJA (STUDI LITERATUR)

AL-TAZKIAH ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 17-28
Author(s):  
HERLINA FITRIANA
Keyword(s):  
Problem Solving ◽  
Drug Use ◽  
Literature Review ◽  
Personality Factors ◽  
Emotional Instability ◽  
Counseling Process ◽  
Internal Conflicts ◽  
Behavioral Dynamics ◽  
Emotional Balance

Abstract: Adolescence is a period of transition and period of searching for identity. In these times a person will experience an emotional instability. Sometimes to get emotional balance, there will be an internal conflicts. Conflicts in adolescence have various forms, ranging from mild delinquency to overreaching and even in the category of crime such as free sex, drug use, alcohol and many more. The role of the counselor in helping to cope with these problems is very necessary. The counselor's success in the counseling process is inseparable from the personality and skills possessed by the counselor. The counselor's personality is a balancing fulcrum between the knowledge of behavioral dynamics and therapeutic skills. If the fulcrum is strong, the knowledge and the skills will work in balance. In addition to personality factors, the skills possessed by the counselor are also very important in supporting the success of the counseling process. The purpose of writing this article is to examine the literature review related to counselor skills as a problem solving in cope with adolescent problems. The results of the study provide an illustration to us that basically all approaches in the counseling process are not the most right or the wrong one. All approaches have their advantages and weaknesses. Not all approaches to counseling can be used in a case, there are some cases that only require one or two approaches depending on the problems that faced by the client.

Personality and Psychological Well-Being of Adolescents: The Moderating Role of Emotional Intelligence

2011 ◽  
Vol 39 (6) ◽  
pp. 785-794 ◽  
Author(s):  
Samuel O. Salami
Keyword(s):  
Emotional Intelligence ◽  
Well Being ◽  
Future Research ◽  
Personality Factors ◽  
Big Five Personality ◽  
Southwestern Nigeria ◽  
Psychological Well Being ◽  
The Relationship ◽  
Moderating Role

The purpose in this study was to examine the relationship between the Big Five personality factors and psychological well-being of adolescents and the moderating role of emotional intelligence in that relationship. Adolescents (N = 400) randomly selected from secondary schools in southwestern Nigeria completed the NEO Five-Factor Inventory (Costa & McCrae, 1992), and emotional intelligence (Law, Wong, & Song, 2004), and psychological well-being (Ruff & Keyes, 1995) scales. It was found that personality factors and emotional intelligence had significant correlations with psychological well-being. Emotional intelligence moderated the relationship between neuroticism, extraversion, and psychological well-being. Implications for counseling adolescents and directions for future research are suggested.

scholarly journals The Contribution of Emotional Intelligence to Career Success: Beyond Personality Traits

2019 ◽  
Vol 16 (23) ◽  
pp. 4809 ◽  
Author(s):  
Urquijo ◽  
Extremera ◽  
Azanza
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Career Success ◽  
Strong Predictor ◽  
Preliminary Evidence ◽  
Demographic Variables ◽  
Proactive Personality ◽  
Personality Factors ◽  
Career Stage

This study sought to investigate the role of emotional intelligence in both extrinsic and intrinsic career success in early and later career stages. Specifically, we examined the predictive and incremental validity of emotional intelligence in career success after controlling for personality factors in a sample of 271 graduates. When analyzing extrinsic career success, regression analyses revealed that demographic variables, such as gender, age, area of study and career stage, and the variable of proactive personality, were related to salary. When the dependent variable was job satisfaction, emotional intelligence acted as a strong predictor, even when personality traits and proactive personality were controlled. These findings provide preliminary evidence that emotional intelligence is a relevant addition to guide the achievement of career success. Finally, limitations of the results and implications of these findings are discussed.

Elderly customers’ reactions to service failures: the role of future time perspective, wisdom and emotional intelligence

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Walid Chaouali ◽  
Nizar Souiden ◽  
Christian M. Ringle
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Time Perspective ◽  
Service Failure ◽  
Future Time Perspective ◽  
Future Time ◽  
Content Type ◽  
Service Failures ◽  
Failure Experience

Purpose Considering the scant scholarly research on elderly customers’ behaviors, this study aims to investigate elderly customers’ reactions to service failure. Additionally, it takes into account customers’ emotions and abilities to cope with stressful situations and achieve successful problem-solving complaining. In particular, future time perspective, wisdom and emotional intelligence were examined to delineate their impacts on the elderly’s responses to service failures. Design/methodology/approach Data were collected in a French city through mall-intercept interviewing. In total, 240 respondents participated, based on their retrospective service failure experience. PLS-SEM was used to analyze the data. Findings Both wisdom and emotional intelligence were found to directly and positively impact problem-solving complaining. Future time perspective, however, only had an indirect effect on problem-solving complaining through wisdom and emotional intelligence. Originality/value To the best of the authors’ knowledge, this is the first study to shed some light on how elderly customers constructively react to service failures. To this end, it uses future time perspective, wisdom and emotional intelligence, as well as their interrelationships, to explain elderly customers’ problem-solving complaining.

scholarly journals The Relationship between the Emotional Intelligence of Iranian EFL Learners and Their Performance on the Listening Section of IELTS

2019 ◽  
Vol 10 (3) ◽  
pp. 469 ◽  
Author(s):  
Ali Akbar Khomeijani Farahani ◽  
Hassti Gholam-Shahbazi
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Significant Relationship ◽  
Standardized Test ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Advanced Learners ◽  
Efl Learners ◽  
High Level

This study was an attempt to explore the role of emotional intelligence on the whole and its components particularly problem solving in EFL learners’ listening comprehension performance in the IELTS tests. For this purpose, a total of 39 advanced learners homogenized according to Oxford Placement Test took part in this study. Participants completed the IELTS listening tests and were asked to fill out the Bar-On emotional intelligence questionnaire. The obtained quantitative data were analyzed using Pearson correlation coefficients. Results indicated a non-significant correlation between the whole EI scores and listening performance of learners. There were, however, a significant relationship between problem solving and EI. The social responsibility component of EI was also found to have a significant relationship with listening. The findings are discussed with regard to the role of the IELTS test as a standardized test and the high level of learners. Implications and suggestions for further research are presented.

scholarly journals A Study on Students Academic Achievement in Relation to Emotional Intelligence and Spiritual Intelligence of M.Ed Students

2019 ◽  
Vol 7 (2) ◽  
pp. 24-38
Author(s):  
S Rajeswari ◽  
S K Panneer Selvam
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
Individual Differences ◽  
Problem Solving ◽  
Education System ◽  
Modern Society ◽  
Spiritual Intelligence ◽  
Spiritual Ability

UNESCO has identified various tensions and crisis of modern society and suggested 4 pillars to be constructed for strengthening the education system. These pillars are: “Learning to Know, Learning to Do, Learning to live together and Learning to be.”The importance of education has been realized by everyone and by every nation. It is quite evident that the strength of the country depends on the strength of education, which in turn depends on the strength efficiency of teachers and the process of teaching. According to Tagore, “The widest road leading to the solution of all our problems is education.” Intelligence is one of the main characteristics that results in individual differences among peoples. This has been attended by humans from many years ago (Bakhtiarpor, 2009). Although study about intelligence has focused on its cognitive aspects such as memory, problem-solving, emotional, social, and spiritual ability have been attended by authors. The role of intelligence tests in predicting academic performance that the effective psychosocial and mental sources has an important role in predicting academic achievement especially in the higher academic levels (Furnham, Chamorro, and Premuzic, 2004).

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