scholarly journals Developing socio-emotional intelligence in first year higher education students through one-to-one learning development tutorials

2017 ◽  
Author(s):  
Camila Devis-Rozental ◽  
Sue Eccles ◽  
Marian Mayer
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Classroom Environment ◽  
Personal Development ◽  
Learning Experience ◽  
First Year ◽  
Self Awareness ◽  
One To One ◽  
Learning Development ◽  
The Individual

The relationship between socio-emotional intelligence and one-to-one Learning Development (LD) support offered to HE students is relatively under-explored. Socio-emotional attributes are often difficult to achieve solely within the classroom environment, although we know that engaging students in becoming more confident, resilient and self-aware can reduce their likelihood of withdrawal from their studies and improve personal achievement and success.This study explored whether the support provided during one-to-one LD tutorials enhances areas of students' socio-emotional intelligence and, in turn, positively impacts on their overall academic and personal development. Through a focus group with students and analysing feedback given by students from one UK university in the south of England, the experiences and benefits of receiving faculty-based LD support were explored. The findings suggest that students accessing this type of support further develop aspects of socio-emotional intelligence. This assists students in their transition into and through Higher Education, can reduce withdrawal rates and significantly enhances the individual student's learning experience. We argue that supporting students in developing areas of socio-emotional intelligence such as motivation, self-awareness and confidence as part of the LD provision, empowers them to successfully complete their learning journey and benefit from the wider student experience.

A FIRST-YEAR STUDENTS’ ADAPTATION TO DIFFICULTIES AT HIGH EDUCATIONAL ESTABLISHMENTS

2021 ◽  
pp. 97-113
Author(s):  
Nailya R. Salikhova ◽  
◽  
Aida R. Fakhrutdinova ◽  
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Personal Development ◽  
Early Stage ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Social Community ◽  
Transition To Higher Education ◽  
Study Participants

Data from an empirical study aimed at identifying the difficulties faced by students in their transition to higher education, the overcoming of which is important for personal development, are presented in the article. The study participants (n=179) were asked to describe the difficulties of transition from school to University in the 1st year based on analysis of their autobiographical memory. The content analysis of texts allowed identifying the main themes and compiling a list of challenges, and then the frequency of occurrence of each of them was determined. According to the results, the most actual difficulties are the different aspects of integrating into the new social community due to sharp changes in the social environment during the transition from school to University. A big challenge is the need for self-organization in educational and everyday matters, planning and organizing your time. The third most frequently mentioned is learning difficulties, especially those related to mastering the material in the new educational environment. Problematic areas of adaptation to higher education that have not been previously reflected in the sources are the establishment of a common life in the dormitory, pressure from parents, the manifestation of their individuality, the increase in the length of classes and the pace of learning, romantic relationships and language barriers. The difficulties of the first examination session are much less frequently mentioned, and are more frequently mentioned when examining the current adaptation process. The results of the study can be used for the development and subsequent implementation of a system of practical measures aimed at helping students to adapt to the new environment and conditions. Such assistance to students in building a new way of life at a university, especially at an early stage of study, is necessary not only to improve the effectiveness of the educational process, but also to facilitate the processes of personal growth and development of students

scholarly journals An Alternative Delivery Method for Service-Learning Projects in Construction Management

10.29007/2t87 ◽  
2020 ◽  
Author(s):  
Alan Bond
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Personal Development ◽  
Professional Growth ◽  
Learning Experience ◽  
Delivery Method ◽  
Problem Solving Skills ◽  
Service Learning Projects ◽  
Alternative Delivery ◽  
Learning Projects

The benefits of utilizing service-learning projects to facilitate student professional growth and personal development, in addition to supplementing traditional lecture and activity-based classroom education, has created a variety of new pedagogy. Typically, service-learning in Higher Education has been delivered by a capstone, senior project, or elective course providing a formalized structure for faculty to carry out their version of pedagogy. However, not all learning institutions possess the resources or have the support to offer service-learning in their curriculum. For those institutions, there appears to be a void in the available higher education literature suggesting alternative service-learning delivery systems. The purpose of the study was to determine if an all-volunteer campus-based student club managed construction project, utilizing an informal classroom setting, could be an effective alternative delivery method for providing a successful service-learning experience. A post-project student refection’s survey was conducted with an emphasis on the results of the students’ participation goals and perceived development of critical soft skills. The survey findings indicate positive student experiences with data-supported perceptions of enhanced learning and development in teamwork, communications, critical thinking, and problem-solving skills. These results suggest that an informal classroom system is a viable methodology for delivering service-learning experiences.

scholarly journals Emotional Intelligence in Autism

2021 ◽  
Vol 26 ◽  
pp. 80-92
Author(s):  
Athanasios Drigas ◽  
Angeliki Sideraki
Keyword(s):  
Emotional Intelligence ◽  
Literature Review ◽  
Personal Development ◽  
Layered Model ◽  
The Individual

Emotional intelligence is a term, which includes various abilities and skills, which enable a person to perceive and handle emotional situations both his own and those of other individuals with the aim of his social and personal development. More specifically, the first part of this work presents an analysis of the role of emotional intelligence in the individual. Then, the 8 pillars of metcognition are mentioned, the role of humor in EI, taking distances with the help of EI, the correlation with hormones, the mindfulness model, the new layered model on EI, and the EI in gifted individual. In the second part, the literature review focuses on the role of EI in autism, the views of Kanner and Aspenger, the expression and understanding of emotions of people with ASD through EI,  the mindfulness and the use of robots in autism.

scholarly journals Paradigm Space of Modern Higher Education in Ukraine

2020 ◽  
Vol 7 (1) ◽  
pp. 32-40
Author(s):  
Viktoriya Zhelanova
Keyword(s):  
Higher Education ◽  
Intellectual Development ◽  
Social Utility ◽  
Professional Activity ◽  
Self Awareness ◽  
Modern Education ◽  
Cognitive Limitations ◽  
Teacher Student ◽  
The Individual ◽  
Cognitive Paradigms

The article analyzes the paradigm space of higher education in Ukraine. It is proved that the modern education paradigm has a synthetic character, is based on the polyparadigmality principles and is a synthesis of personally oriented ideas, semantic and cognitive paradigms of education. Their nature and characteristics are considered. The units of analysis selected certain components of the paradigm, namely: mission, goals, objectives, guiding values, content of education, basic didactic tools, teacher-student relationships, criteria, functions. It is proved that the situation of confrontation and contradiction of personally oriented, semantic and cognitive paradigms of education is unacceptable, since each of them has its positives and limitations. It was found that cognitive education provides significant potential for intellectual development of the individual, it is its apparent positive. Proved that the cognitive limitations of education lies in its normative and purely social utility, which not related to the unique personality implementation, which is a passive “object” of teacher pedagogical influence; informative cognitive priority led to its content and disciplinary overload, is a serious problem of modern education in higher education institutions. Proved that priority is individually oriented paradigm associated with the formation of free, individual initiative as the “subject” of his life and this education paradigm is reflexive oriented because its values are leading self-awareness, self-development and personal fulfilment future specialist. However, objective knowledge is sometimes overlooked, and this is a certain difficulty of personally oriented education. It is found out that the benefits of the education semantic paradigm are related to the value-semantic attitude formation towards future professional activity, with updating of personal semantic experience; with semantic choice, with development of future specialist semantic potential. The reflexive nature of the personally oriented, semantic and cognitive paradigms of education is substantiated, and it is proved that the modern paradigm of higher education space will constitute a polyparadigmatic synthesis of their ideas accumulated in the education reflexive paradigm. The polyparadigmality essence is revealed as a research methodology, which is a conceptual synthesis of several existing educational paradigms.

scholarly journals Making the second year count: embedding learning development in a progressive student journey

2018 ◽  
Author(s):  
Pat Hill ◽  
Amanda Tinker
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Case Studies ◽  
First Year ◽  
Approach To Learning ◽  
Perceptions Of Students ◽  
Second Year ◽  
Learning Development ◽  
The Uk ◽  
Uk Higher Education

In over a decade of working on embedding skills within the curriculum, it became apparent to us that the second or intermediate year was rather neglected in terms of intervention.  Across the UK higher education sector, focus has been on supporting first year transition and final year projects (Yorke, 2015; Whittle, 2018). The aim of this paper is to explore a progressive approach to learning development within the curriculum which ensures that the second year is fully exploited in terms of bridging the gap between first and final years. Focus groups were used to investigate perceptions of students, subject specialists and learning developers and the subsequent issues are thematically analysed and discussed. Two case studies are then used to demonstrate the design of a curriculum which supports a collaborative and progressive approach to student learning in which learning developers can play a key role. 

A UAE case study: experiential learning through effective educational partnerships

2017 ◽  
Vol 9 (2) ◽  
pp. 304-312 ◽  
Author(s):  
Wasif Minhas ◽  
Jo Perret
Keyword(s):  
Experiential Learning ◽  
United Arab Emirates ◽  
Personal Development ◽  
Learning Experience ◽  
Learning By Doing ◽  
First Year ◽  
Educational Partnerships ◽  
Content Type ◽  
Public Sector Organization

Purpose One of the largest higher education institutes (HEI) in the United Arab Emirates (UAE) and another public sector organization (PSO) responsible for promoting heritage, history and culture in the tourism sector formed an informal partnership in 2012. The purpose of this paper is to give Emirati students an opportunity to undertake projects based on their heritage, communities and develop their skills by experiencing “learning by doing.” Design/methodology/approach Projects briefs were provided by the PSO and followed the curriculum requirements of first year bachelor programs. In February 2013, faculty from different departments within the HEI met with PSO representative to explore how both organizations could collaborate. The conversation also focused on how the PSO could take advantage of readily available resources of creativity and innovation at the HEI. An innovative, cross-discipline, joint-marketing project was developed in line with the curriculum and PSO needs. By June, 2013, all students had undertaken projects which led toward developing recommendations and materials to promote the brief from PSO of “Raising Awareness” and “Increasing Visitor Numbers.” Findings Students from different disciplines produced different elements to meet the brief; however, they all followed a similar approach of research, analysis and evaluation. Although such projects are difficult to manage, staff found they had a profound effect on students’ motivation, personal development and overall learning experience. Originality/value This case study provides an insight into how experiential learning can be fostered through educational partnerships in the UAE context and beyond. It also highlights the importance of technology and informal relationships between partnering institutions.

Educational Implications of Dyscalculia

1979 ◽  
Vol 26 (7) ◽  
pp. 42-46
Author(s):  
Paul F. Flinter
Keyword(s):  
Problem Solving ◽  
Teaching Methods ◽  
Learning Experience ◽  
Language Disorders ◽  
First Year ◽  
Reading Problems ◽  
Numerical Classification ◽  
Time Operation ◽  
Educational Implications ◽  
The Individual

One of a child's finest attainments in his learning experience is the concept of number—ideas of quantity, weight, time. operation, numerical classification and problem solving. These principles begin early and develop as the individual grows. According to Gessell and Amatruda (1947) generalizations are made as early as in the first year with manipulations of various objects. Piaget (1953) observed acquisition of number concepts through a series of sequential levels depending upon the individual's readiness. A majority of children will acquire understanding of number and will encounter little difficulty. However, some will fail because of language disorders, faulty teaching methods, reading problems, or disturbances of qualitative thinking (Johnson and Myklebust 1967).

scholarly journals PERAN KEMANDIRIAN DAN KECERDASAN EMOSIONAL TERHADAP PENYESUAIAN DIRI PADA SISWA ASRAMA TAHUN PERTAMA SMK KESEHATAN BALI MEDIKA DENPASAR

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Ni Kadek Wulandari ◽  
I Made Rustika
Keyword(s):  
Emotional Intelligence ◽  
Boarding School ◽  
First Year ◽  
Intelligence Scale ◽  
First Year Students ◽  
Personal Adjustment ◽  
Students First ◽  
Beta Coefficient ◽  
The Individual

Personal Adjustment is a process which includes all the individual behavior and mental response in harmonize needs and demands in which it is derived from the inside of individual as well as from the environment. The ability in personal adjustment is needed to help the individual in facing many changes and demands from the environment. Personal adjustment is needed for first-year students in facing the school’s transition, especially for the students who proceed their education in a boarding school. Personal adjustment is affected by the ability in managing the emotion and mental readiness to solve a problem without a help from others. This research is aimed to explore the role of autonomy and emotional intelligence to the personal adjustment in the first-year boarding students. The subjects were 125 boarding students in grade X of SMK Kesehatan Bali Medika Denpasar. The instrument in the research were personal adjustment scale, autonomy scale and emotional intelligence scale. The results of multiple regression analysis showed the value of R=0,783 (p<0,05) and R2=0,613, which concluded that the personal adjustment and emotional intelligence conjunctly contributes as much as 61,3% to the personal adjustment in th first-year boarding students. Standardized beta coefficient of autonomy showed the value of 0,296 (p<0,05), which concluded that the autonomy contribute to the personal adjustment. Standardized beta coefficient of emotional intelligence showed the value of 0,541 (p<0,05), which concluded that the emotional intelligence contribute to the personal adjustment.Keywords: autonomy, emotional intelligence, personal adjustment, boarding students, first-year

scholarly journals Active learning in criminal justice

2020 ◽  
Vol 13 (2) ◽  
pp. 85-101
Author(s):  
Jill Dealey
Keyword(s):  
Higher Education ◽  
Criminal Justice ◽  
Active Learning ◽  
Learning Experience ◽  
Wrongful Conviction ◽  
Postgraduate Students ◽  
Degree Programme ◽  
Potential Impact ◽  
Learning Development ◽  
The University

Active learning, with students engaging in research or activities within the community, is a favoured approach in contemporary higher education. To support this approach, the Criminology and Forensic Studies programmes at the University of Winchester have included student research into miscarriages of justice. The students interrogate evidence from a criminal trial to attempt to establish if there has been a wrongful conviction. This article discusses the importance of this work for students of Criminology. It considers the contribution to the learning experience of the range of opportunities available to undergraduate and postgraduate students and evaluates the potential impact on curriculum and learning development during the degree programme, in addition to the benefits for future employment.

scholarly journals Readiness of Teachers for Developing Interaction with Children

2019 ◽  
Vol 11 (4) ◽  
pp. 67-78
Author(s):  
M.M. Silakova ◽  
L.M. Zakharova
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Personal Development ◽  
Well Being ◽  
Study Results ◽  
Personal Qualities ◽  
Design Skills ◽  
The Individual ◽  
Intelligence Development ◽  
Children's Activities

The article discusses the concept of “the teacher’s readiness for developing interaction,” which is regarded as a professional personality quality associated with the uniqueness of each child. It is also characterized by the ability of a teacher to provide subjective interaction with a child, to support the development of children's initiative, to design skills for the individual space of the child’s personal development, to form personal qualities that ensure the emotional well-being of each child. The article provides the data on the level of readiness of educators to implement developing interaction with preschool children. The implementation of the developing interaction largely depends on the style of pedagogical communication, the chosen position in communication: Adult, Parent or Child (E. Berne) and the level of emotional intelligence development of the educators. Analysis of the study results showed that all educators have the first and second levels of effectiveness of pedagogical communication, characterized by particular skills in the organization of children. The majority of educators while communicating prefer the ego position of “Adult” with the formula A-P-Ch, and most educators have a low level of integrative emotional intelligence and empathy, which does not contribute to the development of interaction with children. The results of the diagnosis showed the need to strengthen not only the practical component of the teachers 'professional readiness, but also the concretization of students' ideas about the developing nature of interaction, as well as the identification of the benefits of traditional types of children's activities in the development of children's interest and initiative.

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