scholarly journals Análisis de los canales de desarrollo e inteligencia emocional mediante la intervención de una unidad didáctica de Mindfulness y Biodanza en Educación Física para secundaria (Analysis of the channels of development and emotional intelligence through the

Retos ◽  
2020 ◽  
pp. 67-75
Author(s):  
Sandra Constantino Murillo ◽  
María Espada Mateos
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Secondary School ◽  
Teaching Style ◽  
Teaching Styles ◽  
Emotional Clarity ◽  
Post Test ◽  
Emotional Attention ◽  
Group 2 ◽  
Mood Scale

Análisis de los canales de desarrollo e inteligencia emocional mediante la intervención de una unidad didáctica de Mindfulness y Biodanza en Educación Física para secundaria (Analysis of the channels of development and emotional intelligence through the intervention of a Mindfulness and Biodanza teaching unit in Physical Education for secondary school) El objetivo fue analizar los canales de desarrollo e inteligencia emocional (IE) según los diferentes estilos de enseñanza empleados en la intervención de una unidad didáctica de mindfulness y biodanza para secundaria. Estudio cruzado cuasi-experimental con 86 estudiantes de 1º y 2º ESO. Se midió los canales de desarrollo con el Cuestionario Canales de Desarrollo de Mosston y Ashworth (2002), y la inteligencia emocional con el cuestionario TMMS-24, basado en Trait Meta-Mood Scale. Estados Emocionales de Fernández-Berrocal, Extremera y Ramos (2004). El análisis estadístico del grupo 1 (N=44) con el estilo de enseñanza mando directo-resolución de problemas (MD-RP) y grupo 2 (N=37) (RP-MD). El análisis concluyó: 1) Los alumnos obtuvieron mejores resultados en el post-test de las siguientes variables: atención emocional (Mdn=3.25), claridad emocional (Mdn=3.50) y reparación de emociones (Mdn= 3.33), que en el pre-test (Mdn=3.18; Mdn=3.43; Mdn=3.37, respectivamente). Existieron diferencias significativas en claridad emocional y reparación de emociones (p≤ .05). Se observó mejores resultados en el post-test en cuanto al canal cognitivo (Mdn= 4.83), que el pre-test (Mdn=4.33), existiendo diferencias significativas (p≤ .05). 2). Las diferencias en inteligencia emocional y entre los canales de desarrollo con la utilización de los dos estilos de enseñanza (MD y RP) en la toma pre-test y post-test de ambos grupos, los alumnos del grupo 2 mostraron tras la intervención una mayor claridad emocional (Mdn=3.50), reparación de emociones (Mdn=3.50), y canal cognitivo (Mdn=4.48), que en el pre-test (Mdn=3.48; Mdn=3.25; Mdn=4.50, respectivamente siendo p<.05).3) Se observó una mayor correlación entre los componentes de la IE en ambos grupos, siendo más alta en el grupo 2, con una diferencia de (ρ=.10). Asimismo, se observó en ambos grupos un aumento en la correlación de los canales de desarrollo, existiendo diferencias significativas (p≤ .05). Los resultados suscitan que el orden de estilo de enseñanza RP-MD, favorece el desarrollo de la inteligencia emocional en cuanto a la atención emocional, claridad emocional y reparación de las emociones, así como en los canales de desarrollo cognitivo y emocional, en los escolares entre 11 y 14 años. Abstract. The objective was to analyze the channels of development and emotional intelligence (EI) according to the different teaching styles used in the intervention of a didactic unit of mindfulness and biodanza for secondary school. A crossover nearly experimental study with 86 students of 1st and 2nd ESO. The development channels were measured with the Mosston and Ashworth (2002) Development Channels Questionnaire, and emotional intelligence with the TMMS-24 questionnaire, based on the Trait Meta-Mood Scale. Emotional States from Fernández-Berrocal, Extremera and Ramos (2004). The statistical analysis from group 1 (N = 44) with the teaching style: direct command-problem solving (MD-RP) and for group 2 (N = 37) problem solving- direct command (RP-MD). The analysis concluded: 1) The students obtained better results in the post-test of the following variables: emotional attention (Mdn = 3.25), emotional clarity (Mdn = 3.50) and repair of emotions (Mdn = 3.33), than in the pre-test (Mdn = 3.18; Mdn = 3.43; Mdn = 3.37, respectively). There were significant differences in emotional clarity and repair of emotions (p≤ .05). There were better results in the post-test regarding the cognitive channel (Mdn = 4.83), than in the pre-test (Mdn = 4.33), with significant differences (p≤ .05). two). The differences between the in emotional intelligence and between the development channels using the two teaching styles (MD and RP) in the pre-test and post-test sampling for both groups, the students from group 2 showed a greater emotional clarity (Mdn = 3.50), emotion repair (Mdn = 3.50), and cognitive channel (Mdn = 4.48), from the pre-test (Mdn = 3.48; Mdn = 3.25; Mdn = 4.50, respectively being p< .05). 3) A greater correlation was observed between the EI components in both groups, being higher in group 2, with a difference of (ρ = .10). Likewise, an increase in the correlation of the development channels was observed in both groups, with significant differences (p≤ .05). The results suggest that the RP-MD teaching style order improves the development of emotional intelligence in terms of emotional attention, emotional clarity and repair of emotions, as well as in the channels of cognitive and emotional development, in schoolchildren between 11 and 14 years old.

scholarly journals Physical activity and emotional intelligence among undergraduate students: a correlational study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Jorge Acebes-Sánchez ◽  
Ignacio Diez-Vega ◽  
Sara Esteban-Gonzalo ◽  
Gabriel Rodriguez-Romo
Keyword(s):  
Physical Activity ◽  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Psychological Benefits ◽  
Emotional Clarity ◽  
Significant Public Health ◽  
Global Physical Activity Questionnaire ◽  
Emotional Attention ◽  
Mood Scale ◽  
Activity Questionnaire

Abstract Background Physical activity (PA) can be a mechanism that develops emotions. Emotional intelligence (EI) is related to significant public health and psychological benefits. However, there is little information about the relationships between PA and EI dimensions: emotional attention, clarity, and repair. This study examined the possible relationships between these variables in undergraduate students from Madrid. As a secondary aim, sex differences in PA domains and EI dimensions were examined. Methods A total of 2960 (21.34 ± 4.34 years) undergraduate students from Madrid (Spain) fulfilled the Trait Meta-Mood Scale (TMMS-24) and Global Physical Activity Questionnaire (GPAQ). We used a MANOVA to compare EI and PA levels according to sex. Different linear regressions were conducted to calculate the PA and age prediction power based on EI. Results We found a significant association between EI dimensions and PA levels, although these relationships were small. Fully adjusted linear regression showed that sex and leisure-time PA (LTPA) were associated of emotional attention (r2c = .025). Sex, age, and LTPA were associated of emotional repair (r2c = .024). There were statistically significant differences in EI by sex (p ≤ .001; η2p = .039), with higher scores in emotional attention for women (p ≤ .001) and emotional clarity (p ≤ .001) and repair (p ≤ .001) for men. PA levels differed according to sex (p ≤ .001; η2p = .038). Men show higher scores in LTPA levels (p = .002) and occupational PA (p ≤ .001). Conclusions Undergraduate students with higher levels of LTPA showed a better score on EI, specifically in emotional attention and emotional repair. However, these associations and the predictive power of LTPA regarding emotional attention and emotional repair were weak. Men engaged in more LTPA and occupational PA and had higher emotional clarity and emotional repair than women. However, women had higher emotional attention.

scholarly journals An examination of the relationship between emotional intelligence, positive affect and character strengths and virtues.

2017 ◽  
Vol 34 (1) ◽  
pp. 63 ◽  
Author(s):  
Agnès Ros-Morente ◽  
Carles Alsinet Mora ◽  
Cristina Torrelles Nadal ◽  
Ana Blasco Belled ◽  
Norma Jordana Berenguer
Keyword(s):  
Emotional Intelligence ◽  
Positive Affect ◽  
Undergraduate Students ◽  
Character Strengths ◽  
Spanish Version ◽  
Positive And Negative Affect ◽  
Emotional Attention ◽  
Mood Scale ◽  
The Relationship ◽  
Virtues And Character Strengths

<p>The present study had the objective of analysing the relationship between Emotional Intelligence, Positive Affect, VIA's virtues and character strengths. Additionally, it was explored if Emotional Intelligence predicted the virtue's levels of the participants, and if Positive Affect constituted a possible mediator. To that end, different measures were used: 419 undergraduate students completed the Spanish version of the Trait Meta-Mood Scale for emotional intelligence (TMMS, Fernández-Berrocal, Extremera &amp; Ramos, 2004). Character strenghts and virtues were assessed with the Values in Action Inventory of Strengths (VIA-IS; Peterson, Park, &amp; Seligman, 2005), and Positive Affect (PA) was measured with the Spanish version of the Positive and Negative Affect (NA) Schedule (PANAS; Sandín et al., 1999). Our results showed a significant positive correlation between all the VIA strengths and virtues with TMMS scales Emotional Clarity and Emotion Repair. Emotional Attention showed significant correlations for all the virtues except Temperance. Further analyses demonstrated that TMMS scales predicted VIA virtues, and Positive Affect appeared as a possible mediator in the prediction of Temperance and Humanity virtues. These results support the relationship between Emotional Intelligence and strength of character, as well as the importance of Positive Affect in this relationship.<strong></strong></p>

scholarly journals INTELIGÊNCIA EMOCIONAL COMO FATOR PROTETOR DO BURNOUT EM PROFESSORES DO 2.º E 3.º CICLOS E SECUNDÁRIO DA RAM

2017 ◽  
Vol 6 (1) ◽  
pp. 417
Author(s):  
Glória Franco
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Protective Factor ◽  
Maslach Burnout Inventory ◽  
Length Of Service ◽  
Level Of Education ◽  
English Expression ◽  
Perceived Emotional Intelligence ◽  
Mood Scale ◽  
The Relationship

Abstract.Emotional intelligence is the ability to perceive, use, understand and regulate emotions to facilitate thought (Mayer and Salovey, 1997). The concept of burnout is the English expression to describe what stopped functioning because of the exhaustion of energy (France, 1987, cited by Carlotto, 2012).This study aimed to understand the perceived emotional intelligence as a protective factor against burnout, as well as studying the relationship between emotional intelligence and burnout. The sample was constituted by 250 teachers in the 2nd cycle (26.4%), 3rd cycle (57.2%) and Secondary school (16.4%), with (70.4%) females and (29.6%), males in the Autonomous Region of Madeira (RAM), Portugal. As instruments, we used a socio-demographic and professional’s questionnaire, the trait metamood scale (TMMS-24), the expressiveness and emotion regulation of Berkeley questionnaire and the Maslach burnout inventory (MBI). In the study did not find evidence that marital status, age, length of service and level of education influences taught emotional intelligence and burnout. Only gender seems to influence emotional intelligence. To confirm the statistical relationship between emotional intelligence and burnout, we used Spearman´s correlation test between variables and it was concluded that the higher the repair of emotions, the less emotional exhaustion and depersonalization and higher the revaluation emotions are higher is the emotional exhaustion.Keywords: Emotional intelligence, burnout, teacher, emotional expressiveness, emotional regulation.Resumo.A inteligência emocional é a capacidade de perceber, usar, conhecer e regular as emoções para facilitar o pensamento (Mayer & Salovey, 1997). Já o conceito de Burnout é a expressão inglesa para designar aquilo que deixou de funcionar por exaustão de energia (França, 1987, citado por, Carlotto, 2012). Este estudo teve como objetivos compreender a inteligência emocional percebida como fator de proteção face ao burnout, bem como estudar as relações entre a inteligência emocional e o burnout. No estudo participaram 250 professores do 2º ciclo (26.4%), 3º ciclo (57.2%) e Secundário (16.4 %), do género feminino (70.4%) e do masculino (29.6%), da Região Autónoma da Madeira (RAM), Portugal. Como instrumentos usámos um Questionário de Dados Sócio-Demográficos e Profissionais, o Trait Meta-Mood Scale (TMMS-24), o Questionário de Expressividade e o de Regulação Emocional de Berkeley e o Inventário de Burnout de Maslach (MBI). No estudo realizado não se encontrou evidências de que o estado civil, idade, tempo de serviço e nível de ensino lecionado influencie a inteligência emocional e o burnout. Somente o género pareceu influenciar a inteligência emocional. Para confirmar a relação estatística entre a inteligência emocional e o burnout foi realizado um teste de correlação de Spearman entre as variáveis e concluiu-se que quanto maior a reparação das emoções, menor é a exaustão emocional e a despersonalização e quanto maior a reavaliação das emoções, maior a exaustão emocional.Palavras-chave: Inteligência emocional, burnout, professor, expressividade emocional e regulação emocional.

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

Individual Differences in Emotional Clarity and Complex Problem Solving

2005 ◽  
Vol 25 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Jürgen H. Otto ◽  
Ernst-Dieter Lantermann
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Mixed Model ◽  
Complex Problem ◽  
Hierarchical Regression ◽  
Processing Capacity ◽  
Complex Problem Solving ◽  
Emotional Clarity ◽  
Quasi Experimental ◽  
Problem Solving Behavior

Complex problem solving can be predicted to a fair degree by test intelligence. But if emotions are informative, emotional intelligence scores might increase this prediction even more. Therefore, we assessed problem solving behavior, performance, and mood in a quasi-experimental design with 63 students who varied in emotional clarity and solved problems low or high in complexity. Processing capacity served as a covariate. Results revealed that high clarity participants show more conducive problem-solving behavior with high complex problems and generally reach better performance than low clarity participants. Hierarchical regression analyses revealed that emotional clarity predicts performance independent of and to the same degree as processing capacity. Finally, the ability- and mixed-model conceptions of emotional intelligence are discussed and the relationship between subjective and objective components of intelligence is questioned.

scholarly journals Pengaruh gaya mengajar resiprokal terhadap keterampilan teknik grab start

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ruslan Abdul Gani ◽  
M.E. Winarno ◽  
Rizki Aminudin ◽  
Akhmad Dimyati ◽  
Dhika Bayu Mahardika
Keyword(s):  
Experimental Research ◽  
Teaching Style ◽  
Teaching Styles ◽  
T Test ◽  
Reciprocal Teaching ◽  
Final Test ◽  
Purposive Sampling ◽  
Post Test

Teknik Grab Start merupakan teknik start yang penting dalam perlombaan renang. start merupakan penentu keberhasilan dalam perlombaan renang. Penelitian ini bertujuan untuk mengetahui pengaruh gaya mengajar resiprokal terhadap kemampuan teknik grab start pada mahasiswa UNSIKA. Metode yang digunakan dalam penelitian ini dengan eksperimen, dengan jenis penelitian pra-eksperimen. populasi dalam penelitian ini berjumlah 180 mahasiswa, penarikan sampling dengan purposive samping dengan jumlah sampel 30 mahasiswa yang dijadikan sampling dalam penelitian ini, dalam penelitian ini ada tes awal (pre test) terlebih dahulu untuk mengetahui kemampuan awal, adanya perlakuan (treatment) setelah diberikan perlakuan (treatment) diadakan tes akhir ( post test) untuk mengetahui peningkatan keterampilan teknik grab start. Hasil dari penelitian ini terdapat pengaruh yang signifikan dengan hasil t-hitung sebesar 9,064> t-tabel 1,699. Kesimpulannya bahwa terdapat pengaruh gaya mengajar resiprokal terhadap keterampilan teknik grab start pada mahasiswa Unsika. Effect of reciprocal teaching styles on the grab start skills in students AbstractThe Grab Start technique is an important start technique in swimming competitions. start is a determinant of success in swimming competitions. This study aims to determine the effect of reciprocal teaching style on the ability to grab start techniques at UNSIKA students. The method used in this research is experimentation, with the type of pre-experimental research. the population in this study amounted to 180 students, sampling withdrawal with purposive sampling with a sample of 30 students used as sampling in this study, in this study there are initial tests (pre-test) in advance to determine the initial ability, the treatment (treatment) after being given treatment (treatment) held a final test (post test) to determine the increase in the ability to grab start technique. The results of this study have a significant effect with the results of the t-test of  9,064> t-table of 1,699. The conclusion is that there is an influence of the reciprocal teaching style on the ability of grab start technique in unsika students.

The effect of algorithm teaching on the problem-solving skills of deaf-hard hearing students

2017 ◽  
Vol 51 (4) ◽  
pp. 354-372 ◽  
Author(s):  
Arzu Deveci Topal ◽  
Esra Çoban Budak ◽  
Aynur Kolburan Geçer
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Design Methodology ◽  
School Level ◽  
Test Results ◽  
Problem Solving Skills ◽  
Content Type ◽  
Significant Difference ◽  
Secondary School Level ◽  
Post Test

Purpose The purpose of this paper is to identify the effects of algorithm teaching on the problem-solving skills of deaf-hard hearing students. Design/methodology/approach In this research, a pre-test and post-test problem-solving scale was applied to the single group (16 deaf-hard hearing students at a secondary school level) that had received algorithm education. Pre-test and post-test results were compared in order to see whether there was a significant difference among students in terms of their problem-solving attitudes. Students’ levels of performing the applications were examined through observation forms and their opinions about algorithm teaching were received. Findings As a result of the research, it was determined that implemented algorithm teaching had a significant effect on improving the problem-solving skills of the students. Originality/value Scratch training can be administered as either a compulsory or an optional course for hearing students as the Scratch programme offers the opportunity of teaching algorithmic reasoning with games, making the courses entertaining and giving students the chance to create their own designs which helps to improve their creative problem-solving skills and their motivation accordingly. Scratch teaching can be beneficial in developing students’ problem-solving behaviours and creativity.

scholarly journals Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

2020 ◽  
Vol 7 (2) ◽  
pp. 68-77
Author(s):  
Olofin S. O. ◽  
E. B. Kolawole
Keyword(s):  
Academic Performance ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test

The study examined the effects of Kolawole’s Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi – experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students’ performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

scholarly journals SUPPORTING SOLVING WORD PROBLEMS INVOLVING RATIO THROUGH THE BAR MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 149
Author(s):  
Siti Nurain Said ◽  
Khairul Amilin Tengah
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Secondary Students ◽  
Word Problems ◽  
Study Data ◽  
T Test ◽  
Paired Sample ◽  
Brunei Darussalam ◽  
Post Test ◽  
The Mean

This study examined the effectiveness of the Bar Model as a problem solving heuristic in improving Year 8 students’ performance in solving word problems involving ratio. A total of thirty-three Year 8 students from a secondary school in Brunei Darussalam were involved in the study. Data were collected through pre-test and post-test. Paired sample t-test on the mean score of pre-test and post-test showed a significant improvement in the students’ mean marks (t = - 8.079).  The results also revealed that the Bar Model is capable of helping students of all abilities particularly the weaker students. Hence for this study, the Bar Model successfully enhanced the lower secondary students’ performance in solving word problems involving ratio.

Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.

1995 ◽  
pp. 125-154 ◽  
Author(s):  
Peter Salovey ◽  
John D. Mayer ◽  
Susan Lee Goldman ◽  
Carolyn Turvey ◽  
Tibor P. Palfai
Keyword(s):  
Emotional Intelligence ◽  
Emotional Attention ◽  
Mood Scale
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