scholarly journals The Power of 'Wonder' by R. J. Palacio to Trigger Young Readers’ Emotionally Literate Responses

Linguaculture ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 45-64
Author(s):  
Raluca Ștefania Pelin
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Literacy Skills ◽  
The Self ◽  
Self Report ◽  
Literary Texts ◽  
Class Discussion ◽  
First Year ◽  
Young Readers ◽  
Third Stage

Readers’ emotions are naturally blended with their cognitive abilities in the transaction with literary texts. From the perspective of emotional intelligence, an emotionally literate reader will be able to read beyond the surface of the text and make inferences regarding shades of feelings, their causes and effects. The purpose of the present study was to observe whether there is any correlation between the emotional intelligence profile of young readers and their abilities to identify the emotional input in literary texts and its impact on themselves. The study was carried out with the participation of 72 students in the first year at the Faculty of Letters in Iași. It consisted in three stages and relied both on quantitative and qualitative data collection. In the first stage, the students filled in a Reading literary texts – Self-report questionnaire; in the second stage they filled in the How Empathetic are You? (The Toronto Empathy Questionnaire, TEQ) (“How Empathetic”) and in the third stage they were given excerpts from the book Wonder by R. J. Palacio in order to check whether the self-reported emotional literacy skills were at work when approaching a literary text. Approximately half of the students (30) offered to watch the film prior to class discussion and work. The answers were compared with the results of the self-reported questionnaires and a natural and fairly consistent correspondence between the profiles of readers in terms of empathy in general and the empathy felt with regard to the fictional characters together with a good command of emotion vocabulary could be observed.

scholarly journals Dynamics of the relationship of emotional intelligence with the results of the state exam during the adaptation of school system to its introduction

2015 ◽  
Vol 8 (2) ◽  
pp. 139-150
Author(s):  
E.S. Dmitrieva ◽  
V.Ya. Gelman
Keyword(s):  
Emotional Intelligence ◽  
School System ◽  
The State ◽  
Russian Language ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Adaptation Processes ◽  
Relationship Of ◽  
The Relationship

Research is devoted to the study of the relationship of emotional intelligence of students with the results of the state exam in the adaptation of the school system for 5 years from the date of introduction. The sample consisted of 156 first-year students. Evaluation of the components of emotional intelligence was measured by self-report (EmIn questionnaire). There was a statistically significant correlation between the severity of different indicators of emotional intelligence of students passing the exam and the results of the three school subjects: Russian language, Mathematics, Social studies. It is shown that since the introduction in 2009 of compulsory exam the level of communication between the indicators of emotional intelligence and the results of the examination has changed. Adaptation processes to the introduction of the state exam lead to changes contingent of successful students: If at the time of the introduction of the exam more successful were students with higher EI, in the process of adaptation more successful became those with lower EI. It was shown that the components of EI, having the most important relationships with the results of the exam, are different for the considered subjects; the dynamics of these relationships has been revealed.

scholarly journals Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia

2017 ◽  
Vol 5 (1) ◽  
pp. 171-195
Author(s):  
Allan Musonda
Keyword(s):  
Emotional Intelligence ◽  
Science Education ◽  
Achievement Test ◽  
Self Report ◽  
First Year ◽  
Education Students ◽  
Bachelor Of Science ◽  
Mathematics And Science Education ◽  
Algebra Achievement ◽  
Mathematics And Science

This study examined the relationship between algebraic competences and emotional intelligence offirst yearBachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the other hand, Algebra was chosen as the focus of the study because of its centrality to the whole offirst yearuniversity mathematics content. Algebra is found in all branches of mathematics directly or indirectly. Therefore, the study explored the algebraic competences of the first year students and examined possible relationships with their emotional intelligence. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), and algebraic competences were measured through a Grade 12 level algebra achievement test and a university level algebra achievement test constructed by the researcher. Data were analysed using non-parametric statistical techniques: Spearman’s Rank Order Correlation (rho) and the Mann-Whitney U Test. Results showed that there is a significant positive correlation between Grade 12 level andfirst yearuniversity level algebraic competences. Results also showed that there is no significant relationship between students’ algebraic competences and their emotional intelligence. Furthermore, the study reviewed that female students have higher levels of emotional intelligence than their male counterparts.Published online: 30 November 2017

Emotional intelligence in teams: Development and initial validation of the short version of the Workgroup Emotional Intelligence Profile (WEIP-S)

2009 ◽  
Vol 15 (4) ◽  
pp. 452-469 ◽  
Author(s):  
Peter J Jordan ◽  
Sandra A Lawrence
Keyword(s):  
Emotional Intelligence ◽  
The Self ◽  
Self Report ◽  
Short Version ◽  
Management Research ◽  
Team Members ◽  
Initial Validation ◽  
Predicting Performance ◽  
Two Samples ◽  
Time Periods

AbstractResearch reveals that emotional intelligence is an important factor in predicting performance in teams. In this article, we initially outline a theoretical model for examining emotional intelligence in teams. Using this model, we test a short version (16 items) of the self-report Workgroup Emotional Intelligence Profile (WEIP). Evidence from three studies supports this model. Two samples of 620 and 217 employees support the hypothesized structure of the WEIP-S. Four distinct constructs were derived: Awareness of own emotions; Management of own emotions; Awareness of others' emotions; and Management of others' emotions. The WEIP-Short Version (WEIP-S) scale, therefore, is based on abilities that are vital during the interaction of team members. Data from 99 employees provide evidence of test–retest stability for the WEIP-S across three time periods. Limitations and potential uses in management research for this short-version scale are discussed.

The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms

2021 ◽  
pp. 074193252098484
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Graham G. Rifenbark ◽  
Kathleen Lynne Lane ◽  
Jesse R. Pace
Keyword(s):  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Self Report ◽  
First Year ◽  
Secondary Classrooms ◽  
Core Content ◽  
Disability Status ◽  
Small Change ◽  
The Impact

Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the Self-Determined Learning Model of Instruction (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed.

scholarly journals Emotional Intelligence Spiritual Intelligence and Academic Performance in first year and final year medical students

2020 ◽  
Author(s):  
Iqra Munawar
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Medical Students ◽  
Medical Profession ◽  
Spiritual Intelligence ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Age Range

<p>The current study was conducted to check the relationship between emotional intelligence, spiritual intelligence and academic performance in first year and final year medical students from the same college was assessed for relationship due to engagement in medical profession. The sample was consisted of (N=200), male (n=100), female (n=100) from Faisalabad Medical University, Faisalabad, Pakistan. Sample age range was 18 to 26 years. Sample from both classes was inducted with odd-even randomization oblique roll numbers. Following tests were administered Demographic sheet (for academic performance) Emotional Intelligence Scale (Schutte,Malouff & Bhullar, 2009) and Spiritual Intelligence Self-report Inventory (King, 2008) to find out the spiritual intelligence, and academic performance among both the groups to check relationship because of education level difference impact and supposed relationship between the variables. Data were analyzed through SPSS. The results showed significant difference between the groups on EI, SI and relationship with AP. No gender differences were reported in AP, however, found in EI and SI. Results also showed that first year students have higher levels of EI, SI and influence on AP. Regression analysis showed that EI was positive predictor of AP whereas SI has the insignificant relationship with the academic performance. This research can be helpful for teachers, doctors and for the researchers to enhance the EI and SI in medical students.</p>

scholarly journals First-year Students’ Self-regulation Process through Self-report at a Minority Serving Institution (MSI)

2019 ◽  
pp. 1-8
Author(s):  
Berkley N. King ◽  
Leroy Hamilton ◽  
Carol J. Johnson
Keyword(s):  
Transfer Students ◽  
Self Regulation ◽  
The United States ◽  
The Self ◽  
Self Report ◽  
First Year ◽  
Variable Model ◽  
First Year Students ◽  
Regulatory Processes ◽  
First Year College Students

First-year college students face a difficult task of self-regulating in a formal academic environment, especially those lacking the fundamental skills to do so. The purpose of this study is to assess the self-regulated processes of first-year students at a Minority Serving Institution, or MSI. Participants consisted of 822 freshmen (519 females; 303 males) enrolled in an orientation course at a Minority Serving Institution in the United States. Collection of data included using the Self-Regulation Questionnaire designed to assess self-regulatory processes through self-report. The questionnaire was administered through Taskstream system and analyzed through version SPSS 23 for continued analysis of data. The data were analyzed using a regression analysis to determine whether correlations existed within or between variables. The self-regulation score was calculated by totaling all the items. Analysis of data from this study indicated that females (r = -.12, p<.001) and transfer students                (r = .14, p<.001) had significantly higher SRQ scores. The data also revealed that for self-regulation, more transfer students (41.5%) placed in the high (intact) category than did non-transfer students (24.7%). A stepwise regression model predicting the SRQ total score were based on six candidate demographic variables. The final two variable model was significant (p = .001) and accounted for 3.2% of the variance in the SRQ total score. Specifically, SRQ total scores were higher for transfer students (β = .13, p = .001) and for females (β = -.11, p = .001). Among 822 participants, 306 fell into the low self-regulation range; 293 were in the mid-level self-regulation range; and 223 ranked in the high self-regulation range. Results stemming from the dataset revealed that thirty-seven percent of first-year students have low self-regulatory scores. Nearly 50% of the male students were less favorable to self-regulate than female students during their experience in post-secondary education.

scholarly journals Emotional Intelligence Spiritual Intelligence and Academic Performance in first year and final year medical students

2020 ◽  
Author(s):  
Iqra Munawar
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Medical Students ◽  
Medical Profession ◽  
Spiritual Intelligence ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Age Range

<p>The current study was conducted to check the relationship between emotional intelligence, spiritual intelligence and academic performance in first year and final year medical students from the same college was assessed for relationship due to engagement in medical profession. The sample was consisted of (N=200), male (n=100), female (n=100) from Faisalabad Medical University, Faisalabad, Pakistan. Sample age range was 18 to 26 years. Sample from both classes was inducted with odd-even randomization oblique roll numbers. Following tests were administered Demographic sheet (for academic performance) Emotional Intelligence Scale (Schutte,Malouff & Bhullar, 2009) and Spiritual Intelligence Self-report Inventory (King, 2008) to find out the spiritual intelligence, and academic performance among both the groups to check relationship because of education level difference impact and supposed relationship between the variables. Data were analyzed through SPSS. The results showed significant difference between the groups on EI, SI and relationship with AP. No gender differences were reported in AP, however, found in EI and SI. Results also showed that first year students have higher levels of EI, SI and influence on AP. Regression analysis showed that EI was positive predictor of AP whereas SI has the insignificant relationship with the academic performance. This research can be helpful for teachers, doctors and for the researchers to enhance the EI and SI in medical students.</p>

THE GOAL-FOCUSED COACHING SKILLS QUESTIONNAIRE: PRELIMINARY FINDINGS

2007 ◽  
Vol 35 (6) ◽  
pp. 751-760 ◽  
Author(s):  
Anthony M. Grant ◽  
Michael J. Cavanagh
Keyword(s):  
Emotional Intelligence ◽  
The Self ◽  
Self Report ◽  
Face Validity ◽  
Future Research ◽  
Initial Development ◽  
Self Reflection ◽  
Coaching Skills ◽  
Personal Insight ◽  
Test Retest Reliability

Goal-focused coaching is increasingly being used to help people set and reach personal and workplace goals. However, coaches' coaching skills are rarely measured. This exploratory study reports preliminary findings on the initial development and validation of a self-report measure, the Goal-focused Coaching Skills Questionnaire (GCSQ). Some participants also completed the Schutte Emotional Intelligence Scale (Schutte et al., 1998) and the Insight subscale of the Self-reflection and Insight Scale ([SRIS-IN], Grant, Franklin, & Langford, 2002). Convergent, face validity and test-retest reliability were found to be good, and scores on the GCSQ distinguished between professional and nonprofessional coaches. Scores on the GCSQ were also related to measures of emotional intelligence and personal insight. Behavioral observations following a coaching session indicated a significant correlation between coachees' ratings of the coaches' skills and the self-reported skill ratings of the coaches themselves. Limitations of the study are discussed and future research suggestions presented.

Emotional intelligence in teams: Development and initial validation of the short version of the Workgroup Emotional Intelligence Profile (WEIP-S)

2009 ◽  
Vol 15 (4) ◽  
pp. 452-469 ◽  
Author(s):  
Peter J Jordan ◽  
Sandra A Lawrence
Keyword(s):  
Emotional Intelligence ◽  
The Self ◽  
Self Report ◽  
Short Version ◽  
Management Research ◽  
Team Members ◽  
Initial Validation ◽  
Predicting Performance ◽  
Two Samples ◽  
Time Periods

AbstractResearch reveals that emotional intelligence is an important factor in predicting performance in teams. In this article, we initially outline a theoretical model for examining emotional intelligence in teams. Using this model, we test a short version (16 items) of the self-report Workgroup Emotional Intelligence Profile (WEIP). Evidence from three studies supports this model. Two samples of 620 and 217 employees support the hypothesized structure of the WEIP-S. Four distinct constructs were derived: Awareness of own emotions; Management of own emotions; Awareness of others' emotions; and Management of others' emotions. The WEIP-Short Version (WEIP-S) scale, therefore, is based on abilities that are vital during the interaction of team members. Data from 99 employees provide evidence of test–retest stability for the WEIP-S across three time periods. Limitations and potential uses in management research for this short-version scale are discussed.

Effect of Emotional Intelligence and Critical Thinking Disposition on Resilience of the Student in Transition to Higher Education Phase

2021 ◽  
pp. 152102512110379
Author(s):  
Sahanowas Sk ◽  
Santoshi Halder
Keyword(s):  
Emotional Intelligence ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Pearson Correlation ◽  
Self Report ◽  
First Year ◽  
Emotional Competency ◽  
Resilience Scale ◽  
Transition To Higher Education ◽  
Thinking Disposition

Resilience is of utmost importance for first-year undergraduate students to persist and flourish throughout the course of their studies. The researchers explored the comparative and simultaneous effect of two factors, i.e., emotional intelligence (EI) and critical thinking (CT) disposition in predicting the resilience of first-year undergraduate students. A total of 490 participants from the state of West Bengal (eastern part of India) filled out a self-report questionnaire comprising the Connor–Davidson Resilience Scale, a profile for emotional competency, and CT disposition assessment (EMI). Pearson correlation and multiple regression analysis reported that resilience was positively correlated with EI and CT disposition. Further, both EI and CT disposition had unique as well as shared contributions in explaining resilience and the outcome was in favor of EI being the stronger predictor. The study suggests that college authorities and counselors should undertake efficacious support initiatives to foster resilience in students.

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