scholarly journals Studiul inteligenței emoționale la vârsta preadolescentă

2021 ◽  
Vol 62 (1) ◽  
pp. 29-36
Author(s):  
Lorena Maxim ◽  
Igor Racu
Keyword(s):  
Emotional Intelligence ◽  
Experimental Research ◽  
Gender And Age

This article presents partial results of a study on the development of emotional intelligence in preadolescence. The ascertainin experimental research was performed on a sample of 180 preadolescents (93 boys, 87 girls), the purpose of the ascertaining research being o study the development of emotional intelligence in preadolescence, highlightimg the peculiarities in the development of EQ depending on social developmental situation (SSD), gender and age.

scholarly journals Test method for assessing the emotional intelligence of adolescents (MSCEIT-YRV)

2021 ◽  
Vol 10 (4) ◽  
pp. 73-84
Author(s):  
E.A. Sergienko ◽  
E.A. Khlevnaya ◽  
T.S. Kiseleva
Keyword(s):  
Emotional Intelligence ◽  
Reliability And Validity ◽  
Psychometric Testing ◽  
Test Method ◽  
General Level ◽  
Gender And Age ◽  
Test Standardization ◽  
Gender And Age Differences ◽  
Understanding Emotions ◽  
Using Data

This paper contains a description of the task methodology for assessing the level of development of emotional intelligence in adolescents aged 10 to 18 years MSCEIT–YRV (Mayer-Salovey-Caruso Emotional Intelligence Test – Youth Research Version). The paper provides main data on the adaptation of the methodology to the Russian-speaking sample. Adaptation and psychometric testing of the methodology were carried out using data from 996 adolescents aged 10 to 18 years (430 boys and 566 girls, mean age 13,3 years). This methodology provides information on the general level of development of emotional intelligence, indicators of the Experiential and Strategic domains of emotional intelligence and scores for four abilities (identification of emotions, facilitation of thought, understanding emotions and emotion management). The main psychometric indicators of reliability and validity of MSCEIT-YRV meet the requirements of test standardization. The paper also describes gender and age differences in emotional intelligence, shows a comparison of normative samples for the English and Russian versions of the MSCEIT–YRV method.

What Regulates Gratitude Response of Women and Men? The Role of the Received Good, Psychosocial Factors, and Repayment

2018 ◽  
Vol 123 (2) ◽  
pp. 395-419 ◽  
Author(s):  
Joanna E. Preś ◽  
Jacek Kurpisz ◽  
Justyna Pełka-Wysiecka ◽  
Katarzyna Adamowicz ◽  
Daria Suchecka-Fidura ◽  
...  
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Psychosocial Factors ◽  
Self Esteem ◽  
Emotional Reaction ◽  
Experimental Conditions ◽  
Gender And Age ◽  
Good Material ◽  
Quasi Experimental

This paper touches upon gender differences concerning psychosocial factors related to the emotional reaction of gratitude and forms of expressing gratitude in quasi-experimental conditions. It is based on findings from a study conducted on 576 participants of both sexes, aged 14 to 86 years. There were used three versions of the same questionnaire, depending on the type of the received good—material, intangible, or none. The participants’ gratitude level (as a trait), self-esteem, and emotional intelligence were measured. The findings revealed that women and young adults experience the highest levels of gratitude. Gender and age significantly differentiated the preferred ways of showing gratitude. Gratitude level was found to be positively correlated with self-esteem, emotional intelligence, and readiness to help people—both the benefactor and others. Getting an intangible good was associated with the strongest urge to reciprocate the benefactor. The preferred way of showing gratitude significantly varied between the investigated groups.

scholarly journals THE EFFECT OF TEACHING MEDIA AND EMOTIONAL INTELIGENT ON STUDENTS’ SPEAKING SKILL

Curricula ◽  
2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Era Astati
Keyword(s):  
Emotional Intelligence ◽  
Experimental Research ◽  
Significant Interaction ◽  
Performance Test ◽  
P Value ◽  
Skill Test ◽  
Kolmogorov Smirnov ◽  
Speaking Skill ◽  
Test Result ◽  
Smirnov Test

<p><em>This research aimed at finding the effects of teaching media and emotional intelligence on students’ speaking skill. The research is an experimental research involving 40 students in STIKes YPAK Padang. The data were collected by giving the students a speaking performance test and a questionnaire of emotional intelligence. The data was analyzed by using two ways analysis of variance (ANOVA 2x2). Before doing the analysis, the data normality was tested by using Kolmogorov-Smirnov test to see if the population where the sample was taken had normal distribution. The result of the research concluded: (1) Teaching media gives a significant effect on the students’ speaking skill. Test result obtained that p-value for category teaching media is 0,008 &lt; 0,05 and F observe 7,931. (2) Emotional intelligence gives a significant effect on the students’ speaking skill in STIKes YPAK Padang. The result obtained that p-value for emotional intelligence is 0,000 &lt; 0,05 and F observe 40,458. (3) Teaching media and emotional intelligence give significant interaction effects of students’ speaking skill. Test result retrieved that p-value for category of teaching media and emotional intelligence is 0,010 &lt; 0,05 and F observe 7,393. </em></p>

scholarly journals Emotional Intelligence of Vocational Training Students: Group, Gender and Age Differences

Educar ◽  
2016 ◽  
Vol 54 (1) ◽  
pp. 229 ◽  
Author(s):  
Ricardo Sanmartín López ◽  
Carolina Gonzálvez Maciá ◽  
María Vicent Juan
Keyword(s):  
Emotional Intelligence ◽  
Age Differences ◽  
Vocational Training ◽  
Gender And Age ◽  
Gender And Age Differences

scholarly journals Improving Emotional Intelligence (EI) using Neuro Linguistic Programming (NLP) techniques

2017 ◽  
Vol 1 (1) ◽  
pp. 172-183 ◽  
Author(s):  
Kamarul Zaman Ahmad
Keyword(s):  
Emotional Intelligence ◽  
Experimental Research ◽  
Test Group ◽  
The Internet ◽  
Control Group ◽  
Time Line ◽  
Line Therapy ◽  
Self Development ◽  
Training Courses ◽  
Alternative Techniques

Since, Ahmad (2011) who looked at the effectiveness of the alternative techniques of NLP, Time Line Therapy®, and Hypnosis, there has been no further research regarding the effectiveness of NLP. This study improves the said research by ensuring that most of the respondents were not self-selected and ensured the use of other NLP techniques, in the context of improving EI. Although there are many self-development training courses advertised on the internet claiming to be able to improve EI, yet no credible research has been published in peer-reviewed academic journals to show whether such techniques can improve EI. This experimental research involved 35 test subjects and 35 control group subjects. Statistical t-tests revealed that with the test group, there were significant improvements in EI scores after undergoing the training compared with before. There were no significant changes in the control group. Keywords: Emotional Intelligence, Neuro Linguistic Programming, Experiments

scholarly journals Efecto modelador de la competencia emocional en los perfiles de ciberacoso

2021 ◽  
Vol 37 (2) ◽  
pp. 202-209
Author(s):  
Joan Guerra Bustamante ◽  
Rocio Yuste Tosina ◽  
Victor Lopez Ramos ◽  
Santiago Mendo Lázaro
Keyword(s):  
Emotional Intelligence ◽  
Protective Factor ◽  
Online Courses ◽  
Adult Population ◽  
Mediating Effect ◽  
Emotional States ◽  
Emotional Competencies ◽  
Gender And Age ◽  
Binomial Regression ◽  
Perceived Emotional Intelligence

Las competencias emocionales son fundamentales en la prevención de la implicación en situaciones de ciberacoso. En el presente trabajo, se plantea como principal objetivo, estudiar el perfil de implicación en situaciones de ciberacoso en función del efecto mediador de las variables inteligencia emocional percibida, género y edad en población adulta. Para ello, en una muestra de 848 sujetos matriculados en “Cursos Abiertos Masivos en Línea” MOOC, se toman medidas a través de autoinformes que exploran los perfiles de ciberacoso y las dimensiones de Inteligencia Emocional Percibida (IEP). Se llevan a cabo análisis multivariado y de regresión binomial, que muestran que la mayoría de los participantes que presentan dificultades para comprender y regular sus estados emocionales están implicados en situaciones de ciberacoso y señalan a las habilidades de inteligencia emocional como un claro factor de protección del ciberacoso. Estos resultados demuestran la necesidad de prestar mayor atención al fenómeno del ciberacoso en población adulta y la relevancia de las habilidades de inteligencia emocional en la prevención del ciberacoso. Emotional competencies are fundamental in preventing involvement in cyberbullying situations. The main goal of this research is to study the involvement profile in cyberbullying situations, according to the mediating effect of variables such as perceived emotional intelligence, gender and age in the adult population. To this end, measures are taken through self-reports exploring the profiles of cyberbullying and the dimensions of Perceived Emotional Intelligence (PEI), among a sample of 848 subjects enrolled in Massive Open Online Courses (MOOCs). Multivariate and binomial regression analyses are carried out, showing that the majority of participants who have difficulties in understanding and regulating their emotional states are involved in situations of cyberbullying, and pointing to emotional intelligence skills as a clear protective factor against cyberbullying. These results show the need to pay greater attention to the phenomenon of cyberbullying in the adult population, as well as the relevance of emotional intelligence skills in the prevention of cyberbullying.

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