scholarly journals Features of emotional intelligence at inmates of boarding schools

2020 ◽  
Author(s):  
М.А. Сергеева ◽  
Р.С. Сериков ◽  
A. Kubekova
Keyword(s):  
Emotional Intelligence ◽  
Boarding School ◽  
Boarding Schools ◽  
Self Esteem ◽  
Psychological Research ◽  
General Level ◽  
Communicative Skills ◽  
Positive Correlations ◽  
High Level ◽  
Personal Orientation

Статья посвящена исследованию особенностей эмоционального интеллекта воспитанников интернатных учреждений и разработке на этой основе рекомендаций по развитию структур личностной направленности, самооценки, стратегиям взаимодействия. Объектом исследования выступили воспитанники интернатных учреждений, частично или полностью лишенные родительского программирования. Психологические методики исследования: 1) методика 16-и факторного опросника Кеттелла; 2) методика эмоционального интеллекта (EQ) Люсина; 3) методика трансактного анализа Э. Берна. Статистическая обработка данных была произведена с помощью коэффициента корреляции Спирмена. В ходе исследования было установлено: эмоциональный интеллект имеет положительную корреляцию с позицией Взрослого, которые предполагают наличие адекватной самооценки, высокого уровня эмпатии и высокоразвитых коммуникативных навыков. Так же положительные корреляции имеются с факторами эмоционального интеллекта: общим уровнем эмоционального интеллекта, межличностным и внутриличностным эмоциональным интеллектом, а так же шкалой, выявляющей контроль внешних эмоциональных проявлений. Опираясь на результаты нашего исследования, можно отметить, что развитие эмоционального интеллекта у воспитанников интернатных учреждений должно повысить их шансы на реализацию более адаптивного жизненного сценария. The article is devoted to the study of the features of emotional intelligence at boarding school inmates and the formulation on this basis of it the recommendations for the development of structures of personal orientation, self-esteem, and interaction strategies. The object of the study was the inmates of boarding schools, partially or completely deprived of parental programming. Psychological research methods: 1) methodology of the 16-factor Kettell questionnaire; 2) the method of emotional intelligence (EQ) by Lyusin; 3) the method of transactional analysis by E. Bern. Statistical data processing was performed using Spearman's correlation coefficient. In the course of the study, it was found out that emotional intelligence has a positive correlation with the attitude of an Adult, which presupposes the presence of adequate self-esteem, a high level of empathy and highly-developed communicative skills. There are also positive correlations with the factors of emotional intelligence: the general level of emotional intelligence, interpersonal and intrapersonal emotional intelligence, as well as a scale that reveals the control of external emotional manifestations. Based on the results of our research, it can be noted that the development of emotional intelligence at boarding school children should increase their chances of implementing a more adaptive life scenario.

scholarly journals Emotional intelligence and self-perception in adolescents

2018 ◽  
Vol 14 (3) ◽  
pp. 632-643 ◽  
Author(s):  
Alejandra Daniela Calero ◽  
Juan Pablo Barreyro ◽  
Irene Injoque-Ricle
Keyword(s):  
Emotional Intelligence ◽  
Linear Regression ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
Self Perception ◽  
Negative Experiences ◽  
Self Evaluation ◽  
Mood Repair ◽  
Positive Correlations ◽  
The Relationship

Emotional intelligence includes self-perception regarding attention to feelings, clarity of feelings and mood repair. The aim of this work is to study the relationship between emotional intelligence, self-concept, and self-esteem. The sample included 137 adolescents from Buenos Aires City, that attended middle school, with a mean age of 13.12 years old (SD = 1.79). Correlation analysis and linear regression analysis were performed. Results showed significant positive correlations between self-esteem and clarity of feelings on the complete sample and the female subsample, and between mood repair and self-esteem on the male subsample. The linear regression analyses showed results on the same line. It´s concluded that positive self-evaluation regarding emotions, emotion comprehension and recovery can minimize the effect of negative experiences.

scholarly journals Psychodiagnostics of suicide

2019 ◽  
pp. 3-9
Author(s):  
G. K. Dzub ◽  
V. A. Protzyc ◽  
V. A. Protzyc
Keyword(s):  
Depressive Disorders ◽  
Self Esteem ◽  
Psychological Research ◽  
Main Group ◽  
Control Group ◽  
Self Assessment ◽  
Suicidal Attempts ◽  
The Difference ◽  
High Level ◽  
And Control

An original hypothesis for the detection of suicidal readiness has been proposed: the dissociation between low self-esteem of personal qualitiesand high level of claims in behavior exists in all types of suicides. The main point is that suicide occurs in a situation where environmental conditions are appear to be completely incompatible with a person’s self-esteem; preserving the personality then the protective adaptive response of the personality is accomplished in the most radical way – self-destruction. Therefore, to detect readiness for suicide, you can use the methods of experimental psychological (psychodiagnostic) research. These are methods of self-assessment of a situation, that is, a tests assessing one's own merits and determining the level of claims in behavior. Discrepancies in the performance of these tests will reflect the degree of readiness for suicide. Confirmation has been obtained through clinical and experimental psychological research. On the material of 240 subjects, the modified methods of Dembo – Rubinstein and Hoppe were used. The main group consisted of 160 persons who committed suicidal attempts, of which 98 women and 62 men, average age (41.0 ± 9.7) years, including 86 with depressive disorders, 46 with neurotic disorders and 28 mentally healthy. In the control group there were 80 healthy individuals who did not commit suicidal attempts, with identical gender balance, average age and social status. The modification of the methods was that the results were presented in quantitative terms in points. In the main group, the dissociation indicators between the high level of claims and low self-esteem according to the methods of Dembo – Rubinstein and F. Hoppe were 46.8 ± 4.6, and in the control group – 27.00 ± 5.24 (P < 0,001). The difference between dissociation in the main and control groups is very significant (P < 0,0005), a score of 40–45 points indicates a suicidal risk, and 50–55 and more confidently point to the upcoming suicide attempt. As a result, the hypothesis is confirmed and a valid method of predicting suicide or assessing the degree of its risk arises; the method is suitable for practical use.

scholarly journals Perceived Peer Support, Autonomy and Self-Esteem Among Boarding School Students

2020 ◽  
Vol 3 (1) ◽  
pp. 235-240
Author(s):  
Nurul Hidayah ◽  
Mohammad Sahari Nordin
Keyword(s):  
Peer Support ◽  
Quantitative Method ◽  
Boarding School ◽  
Self Esteem ◽  
Learning Activities ◽  
Decision Making Process ◽  
School Students ◽  
Support Autonomy ◽  
Teaching Learning ◽  
High Level

 This study conducted to investigate perceived peer support and autonomy among boarding school students and its correlation with their self-esteem. Among 131 students from two selected boarding schools been the participant of this study. The researchers applied quantitative method in collecting data. The questionnaire adopted for this research was developed by Yueming Jia et al, (2009) and Way et al. (2007).  The data showns that boarding school students perceived high level of peer support and autonomy. This due to amount of time they spend together in school hours and in the dormitory.  They got the chances to to get involved in the decision-making process of the school like school regulation, teaching-learning activities and sports among classes.   However, the study also found that there is no correlation between perceived peer support, autonomy and boarding school students’ self-esteem. This finding contradicted former studies which shows that social interaction with peer partly affect students’ mental health and self-esteem. 

Missionary Children: Correlates of Self-Esteem and Dependency

1983 ◽  
Vol 11 (3) ◽  
pp. 221-230 ◽  
Author(s):  
David Lee Wickstrom ◽  
J. Roland Fleck
Keyword(s):  
Religious Orientation ◽  
Psychological Control ◽  
Significant Positive Correlation ◽  
Boarding School ◽  
Self Esteem ◽  
School Students ◽  
Relevant Variables ◽  
Paternal Acceptance ◽  
Positive Correlations ◽  
Early Late

The purpose of the research was to study the correlates of self-esteem, negative attention-seeking dependency, and passive-approval-seeking dependency in missionary boarding school and nonboarding school students. Self-esteem was positively correlated with perceived approval of others, parental and houseparental acceptance, and identification with parents. Negative attention-seeking dependency for males was correlated positively with paternal psychological control, while for females negative attention-seeking dependency was negatively correlated with paternal acceptance and identification with father. For females there were significant positive correlations between passive approval-seeking dependency and the variables of father acceptance, father psychological control, and identification with mother. Consensual religious orientation was negatively correlated with self-esteem, and committed religiosity was negatively correlated with negative attention-seeking dependency. There were no significant differences between the specific groups of early, late, and nonboarders on any of the relevant variables, although, for those who boarded, there was a significant positive correlation between number of years boarding and self-esteem.

scholarly journals THE LEARNING METHODS OF PROBLEM SOLVING SKILLS IN ISLAMIC BOARDING SCHOOL: DISCUSSION, EXERCISE, AND MODELING

2020 ◽  
Vol 7 (1) ◽  
pp. 32-39
Author(s):  
Asmaúl Lutfauziah ◽  
Mimien Henie Irawati Al-Muhdhar ◽  
Suhadi Suhadi ◽  
Fatchur Rohman
Keyword(s):  
Problem Solving ◽  
Survey Research ◽  
Boarding School ◽  
Boarding Schools ◽  
Self Esteem ◽  
Learning Method ◽  
Problem Solving Skills ◽  
Academic Year ◽  
Learning Schemes

The objective of this research describes the method of lecturers to teach problem-solving skills. Problem-solving skills is one of the skills needed in the 21st-century learning. Generally, Islamic boarding schools tend to use classic methods such as recitation, Bandongan, Sorogan. The study is survey research. It is a case study at the Islamic boarding school of Jagad ‘Alimussirry in the second semester of the academic year 2016/2017. Students live in Islamic boarding schools every day. The data were obtained through questionnaires and observations. Questionnaires were consisting of 12 items with a statement of Rosenberg's self-esteem scale. It’s given to the 46 students and five lecturers after learning. The respondents were randomly chosen. The study also conducted observations at the time of learning in 5 courses. Two observers made the observations. The results showed that the problem-solving skills had been taught with a "good enough" category. The learning method is discussion, exercise, and modeling. It is done with 5 phases of problem-solving. The findings are three methods to teach problem-solving skills in the Islamic boarding school. It is a discussion, exercise, and modeling with five problem-solving phases and six learning schemes. Therefore, this study can be used as consideration for education practitioners on how to teach problem-solving skills in Islamic boarding schools. Indonesia has 28 thousand Islamic boarding schools. In addition, this becomes a frequent correction to repair the learning of problem skills in Islamic boarding schools in Indonesia.

scholarly journals Self-esteem and Self-control of Teenage Students of Boarding Schools

2016 ◽  
Vol 5 (2) ◽  
pp. 77-96
Author(s):  
O. Timur
Keyword(s):  
Comparative Analysis ◽  
Self Regulation ◽  
Boarding Schools ◽  
Self Esteem ◽  
Self Control ◽  
Express Method ◽  
Self Confidence ◽  
High Level ◽  
Almost All ◽  
Very High

We investigate the cognitive and behavioral sub-consciousness of teenagers from the boarding schools. We used the method of Dembo-Rubinstein (the modification of A.M. Prihozhan), the express method Style of self-regulation of behavior in children SSBC1-M icons of V.I. Morosanova. It was discovered that almost all self-esteem indexes in adolescent orphans in regard to “I-Real” as the indicator of the cognitive development of self-consciousness is within the average level. An exception is the scale “Self-Confidence” where indexes in the majority of respondents are recorded as “very high”. In the perception of “I-perfect” indicators of all scales were also at a very high level. The total level of self-esteem of adolescent orphans is characterized as “medium”, while the total self-control is “low”. The comparative analysis of this sample of respondents from the respondents belonging to the deviant group of adolescents from families and young people from families with no deviations.

scholarly journals ОСОБЛИВОСТІ ЕМОЦІЙНОЇ СФЕРИ СТУДЕНТІВ ТЕХНІЧНОГО ЗВО З РІЗНИМ РІВНЕМ ПСИХОЛОГІЧНОЇ ЗРІЛОСТІ

2018 ◽  
pp. 113-119
Author(s):  
Н. Л. Калайтан ◽  
А. О. Макаренко ◽  
Т. П. Старовойт
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Activity ◽  
General Level ◽  
Low Level ◽  
Theoretical Approaches ◽  
Reactive Anxiety ◽  
Personal Anxiety ◽  
Psychological Maturity ◽  
The Individual ◽  
High Level

The article is devoted to the problem of psychological maturity of the individual. The basic theoretical approaches to the phenomenon of maturity of the person are considered.The concept of «maturity» correlates with the study of existential aspects of human life and is considered from the point of view of its significance for society. In the course of ontogeny, maturity acts as a criterion and a condition for the successful development of various social roles, statuses, biological and socially determined functions. Psychological maturity is defined in the narrow sense as an indicator of the work of sensory, mnemonic and intellectual functions of a person; in the broad sense – as a period of conscious regulation by a person of his own behavior, which involves the realization of man as a person.There are two main approaches to understanding the structure of psychological maturity of the individual. According to the first approach, the concept of mature personality can be described by such properties as synergy, autonomy, responsibility, contact, self-acceptance, decentralization, tolerance, depth of experiences, life philosophy and creativity. According to the second approach, the structural model of the person’s psychological maturity, which consists of cognitive, motivational and behavioral components, is considered. Formation of conditions for psychological maturity is an important task for mental development in youth.The article presents the results of studying the features of emotional sphere of students with different levels of psychological maturity. In the group of boys and girls with a high level of psychological maturity, emotional profiles dominated the emotions of interest and joy. Moderate levels of personal anxiety and reactive anxiety were diagnosed. Indicators of aggressiveness and hostility are slightly higher than average values. The dominant man infestation of aggression is a verbal form. Sufficient development of emotional intelligence for students with a high level of psychological maturity is revealed.In boys and girls with a low level of psychological maturity, the main emotions were interest, joy and shame. High levels of personal anxiety and reactive anxiety are revealed, as well as the general level of aggressiveness. The results of the study of emotional intelligence indicate low values for all scales, which in sum form the low integrative values.At a high level of psychological maturity, boys and girls are characterized by a higher level of cognitive activity, emotional stability, and developed emotional intelligence. On the contrary, boys and girls with a low level of psychological maturity are more likely to prevail in the emotional profile of negative emotional experiences, anxiety, negativism and self-inducing reactions.

scholarly journals PENGAJARAN KITAB-KITAB FIQIH DI PESANTREN

2012 ◽  
Vol 10 (1) ◽  
Author(s):  
Husen Hasan Basri
Keyword(s):  
Vocational Education ◽  
Teaching Methods ◽  
Formal Education ◽  
Boarding School ◽  
Boarding Schools ◽  
Essential Elements ◽  
Instructional Materials ◽  
Low Level ◽  
Long Time ◽  
High Level

AbstractIn addition to clerics and values, yellow books are essential elements of an Islamic boarding school. Yellow Books are Islamic boarding school instructional materials that have been used for a long time. One area of yellow book that has been long taught is jurisprudence (fiqh) field. Teaching of fiqh books starts from the low level books, such as Safinahan-Najah to the high level books, such as Al-Muhadzdzab. Teaching methods used were Bandongan and Sorogan methods. In line with diversified development of forms and types of education in Islamic boarding schools, such as formal education (madrassas and schools) and vocational education, it is expected that teaching of yellow books, including books of fiqh, was changing, either books taught, teaching methods used, number of meetings in teaching, and teaching level. Through a survey of 951 schools in 15 provinces of 72 books of fiqh chosen by the researchers, there were 5 books of 72 books of fiqh included in a group of the most widely taught books of fiqh, namely: Taqrib, Safinah an-Najah, Fath al-Mu’in, Fath al-Qarib, and Sullam at-Taufiq. Besides Fath al-Mu’in, these books are elementary books of fiqh.AbstrakSelain Kyai dan tata nilai, kitab kuning me­ru­pa­kan unsur pokok dari sebuah pondok pe­san­tren. Kitab kuning ada­lah bahan ajar pe­san­tren yang sudah lama di­gu­na­kan. Salah satu bidang kitab kuning yang sudah lama diajarkan ada­lah bidang fiqih. Pengajaran kitab-kitab fiqih dimu­lai dari kitab tingkat rendah seperti kitab Safinah an-Najah sampai kitab tinggi seperti kitab al-Muhadzdzab. Metode pengajarannya meng­gu­na­kan metode bandongan dan sorogan. Seiring de­ngan munculnya diversifikasi pengembangan bentuk dan jenis-jenis Pen­di­dik­an di pe­san­tren seperti Pen­di­dik­an formal (madrasah dan sekolah) dan Pen­di­dik­an ke­te­ram­pil­an, diduga pengajaran kitab kuning, termasuk kitab-kitab fiqih, mengalami pe­ru­bah­an pengajaran kitab, baik kitab-kitab yang diajarkan, metode pengajaran yang di­gu­na­kan, jumlah pertemuan da­lam pengajaran, dan tingkat pengajaran. Me­la­lui survei pada 951 pe­san­tren di 15 propinsi ter­ha­dap 72 kitab fiqih hasil pilihan peneliti, terda­pat 5 kitab dari 72 kitab fiqih yang termasuk ke­lom­pok kitab fiqih yang banyak diajarkan, yaitu: Taqrib, Safinah an-Najah, Fath al-Mu’in, Fath al-Qarib, dan Sullam at-Taufiq. Kecuali, Fath al-Mu’in, kitab-kitab ter­se­but me­ru­pa­kan kitab-kitab fiqih elementer.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

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