scholarly journals Perspective-Taking and Social Competence in Adults

2021 ◽  
Vol 17 (2) ◽  
pp. 129-135
Author(s):  
Katharine A. McGarry ◽  
Melanie West ◽  
Kevin F. Hogan
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Cognition ◽  
Perspective Taking ◽  
Adult Population ◽  
Cognitive Resources ◽  
Executive Processes ◽  
Social Ability ◽  
And Control ◽  
The Relationship

Theory of mind (ToM) research assumes an idealized ability in adults (Begeer et al., 2010). Links between ToM and social skills are often presupposed and some researchers argue that claims about the relationship between the two are often broad and unjustified (Hughes & Leekam, 2004; Liddle & Nettle, 2006). Perspective-taking (PT) has been heavily implicated in social cognition (Ruby & Decety, 2004) and is commonly placed under the title of ToM (Baron-Cohen, 2000). However, it is suggested that ToM and PT are not the same skills and may in fact be two distinct forms of social cognition (Cutting & Dunn, 1999). The current study explored the relationship between PT and social skills within a typically developed adult population. Eighty participants completed the Social Skills Inventory (SSI, Riggio & Carney, 2003) in addition to a computerised PT task. Greater PT ability was associated with greater social ability. Expressivity and control scores were predicted by PT ability, indicating that greater PT ability is predictive of greater control skills and expressivity skills in individuals and vice versa. Greater emotional intelligence has been associated with superior PT ability and higher expressivity in individuals (Goleman, 1995; Schutte et al., 2001). We suggest that emotional intelligence could be contributing to the relationship between expressivity and PT. Additionally, as both control behaviors and PT abilities place a demand on cognitive resources (Richards & Gross, 2000; Surtees et al., 2016), we argue that the same executive processes are utilized in both abilities.

scholarly journals Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

2015 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Anisatul Masruroh
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Relations ◽  
Self Control ◽  
Islamic Education ◽  
Self Awareness ◽  
Relative Term ◽  
And Control ◽  
Relationship Of ◽  
The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

scholarly journals Konsep Kecerdasan Emosional dalam Perspektif Pendidikan Islam

2015 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Anisatul Masruroh
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Social Relations ◽  
Self Control ◽  
Islamic Education ◽  
Self Awareness ◽  
Relative Term ◽  
And Control ◽  
Relationship Of ◽  
The Relationship

Kecerdasan emosi adalah sebuah istilah umum, akan tetapi jika dikaji lebih dalam dan dipelajari isinya sebenarnya bukanlah hal baru. Dalam pengajaran Islam sendiri sudah termaktub dalam pendidikan seperti kesadaran diri (QS. Az Zumara: 15), pengendalian diri (QS. Al Hadid: 23), ketekunan, antusiame, motivasi diri (QS. Thaaha: 67-68 ), empati kepada sesama (QS. An Nur: 2), dan kemampuan sosial (QS. Al Hujurat: 13). Inti yang ingin didapatkan adalah bagaimana seseorang itu mengetahui, menguasai, dan mengontrol emosi yang biasanya merujuk kepada perilaku kedewasaan seseorang yang biasanya disebut kecerdasan emosi. Kaitan konsep kecerdasan emosi dan konsep pendidikan islam telah terlihat pada level kaitan kontrol diri dan relasi sosial antar manusia. Akan tetapi tidak bisa dipunkiri bahwa konsep kecerdasan emosi memiliki beberapa kekurangan dalam kaitannya dengan perkembangan dan peningkatan nilai penghambaan kepada Allah Emotional intelligence is indeed a relative term but when examined more deeply and study the actual contents are not considered new. In the Islamic teaching itself are included in the development of Islamic education such as self-awareness (QS. Az Zumara: 15), self-control (QS. Al Hadid: 23), perseverance, enthusiasm, motivation to self (QS. Thaaha: 67-68 ), empathy toward others (QS. An Nur: 2), and social skills (QS. Al Hujurat: 13). The procession in essence is resulted to how a person will know, master and control emotions all of which are often referred to maturity attitude of person namely emotional intelligence. The linkage concept of emotional intelligence to the concept of Islamic education has been seen at the level of the relationship of self (self-control) and social relations between human (horizontal). But it cannot deny that the concept of emotional intelligence has some shortcomings on several matters relating to the development and increase the value of devotion to God Almighty. Kata kunci: kecerdasan emosi, perspektif, pendidikan Islam

scholarly journals Is Emotional Intelligence Impaired in Unaffected Siblings of Patients with Schizophrenia?

2017 ◽  
Vol 23 (7) ◽  
pp. 577-583 ◽  
Author(s):  
Beatrice Frajo-Apor ◽  
Georg Kemmler ◽  
Silvia Pardeller ◽  
Markus Huber ◽  
Christian Macina ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Social Cognition ◽  
Social Cognitive ◽  
Mental Illnesses ◽  
Control Subjects ◽  
Brief Assessment ◽  
Performance Patterns ◽  
Healthy Control ◽  
Social Cognitive Deficits ◽  
And Control

AbstractObjectives:Social cognitive deficits have been discussed to be endophenotypes for schizophrenia and other serious mental illnesses. The current study aimed to assess emotional intelligence (EI) in unaffected siblings of schizophrenia patients to investigate its potential role as endophenotype for schizophrenia.Methods:EI was measured in 56 schizophrenia patients, 57 unaffected siblings, and 127 healthy control subjects by using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In addition, non-social cognition was assessed with the Brief Assessment of Cognition in Schizophrenia (BACS). Linear mixed models with compound symmetric correlation structure were used for of the three groups with respect to EI and non-social cognition.Results:Schizophrenia patients showed significantly lower overall EI and performed significantly worse in three out of four MSCEIT branches compared to unaffected siblings and control subjects, whereas the two latter groups had comparable EI levels. Similar performance patterns (patients<unaffected siblings=control subjects) were found with respect to non-social cognition. Solely in the “Tower of London” test, siblings achieved significantly lower task scores compared to control subjects.Conclusions:Based on our results, EI as measured with the MSCEIT does not seem to represent a marker of risk for schizophrenia. Further investigations should concentrate on other EI measures to reassess this finding. (JINS, 2017,23, 577–583)

scholarly journals Emotional intelligence and its influence on the adaptive skills of children with hearing disabilities

Educatia 21 ◽  
2020 ◽  
pp. 84-92
Author(s):  
Cristina Bălaș-Baconschi ◽  
Lucreția-Delia Dobrican
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Adaptive Behavior ◽  
Hearing Aids ◽  
School Setting ◽  
The Other ◽  
Adaptive Skills ◽  
The Social ◽  
The Relationship ◽  
Social Area

As several studies reveal there are strong relationships between emotional intelligence and the academic competences and on the other side, between emotional intelligence and adaptive behavior. The present study aims to demonstrate the relationship between emotional intelligence and adaptive skills, mainly in the social area in children with hearing disabilities. On the other hand, we focused on the relationships that could be established between the type of the disability, the hearing aids and the adaptive skills. Our findings showed that there is no significant correlation between emotional intelligence and adaptive skills and between the adaptive skills in the school setting and the degree of hearing disabilities, as well as the type of prosthesis. These results are there to confirm other findings which emphasize the fact that children with hearing disabilities have about the same social skills as the typically developed and in the same time they have no significant delays regarding the level of socio-emotional adaptability.

scholarly journals Hubungan Aktivitas Fisik dengan Keterampilan Sosial

2020 ◽  
Vol 5 (1) ◽  
pp. 8-15
Author(s):  
Adang Sudrazat ◽  
Hendra Rustiawan
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Hypothesis Test ◽  
Nonparametric Test ◽  
Parametric Test ◽  
Normality Test ◽  
Class Viii ◽  
And Control ◽  
Spearman Test ◽  
The Relationship

Tujuan penelitian ini adalah untuk mengetahui hubungan aktivitas fisik dengan keterampilan sosial. Metode penelitian yang digunakan adalah korelasional. Patisipan yang digunakan adalah 36 siswa putra dan putri SMP Negeri 1 Cisaga Kabupaten Ciamis. Instrumen penelitian adalah tes pernyataan dan pertanyaan tentang aktivitas fisik untuk tingkat remaja (PAQ-A) untuk siswa menengah pertama dan tes keterampilan sosial. Teknik analisis data yang digunakan terdiri dari tes normaliats lebih besar dari 0.05, tes homogenitas lebih besar dari 0.05, uji linieritas garis regresi 0.525 lebih besar dari 0.05, uji non parametrik yaitu uji correlations menggunakan uji spearman dan kendall’s, tau_be yaitu 0.083 artinya menunjukan lemahnya korelasi, dan tes signifikan angka korelasi yaitu 0.519 lebih besar dari 0.05 artinya hipotesis diterima. Hasil penelitian menyatakan tidak terdapat hubungan antara aktivitas fisik dengan keterampilan sosial, kalaupun ada hubungan namun tidak signifikan. Kesimpulannya adalah tidak terdapat hubungan yang signifikan antara aktivitas fisik dengan keterampilan sosial di luar jam pelajaran sekolah.Knowing the relationship between physical activity outside school hours and social skills was the purpose of this study. Correlational was the research method used. The population used was SMP Negeri 1 Cisaga, Ciamis, Indonesia. The research sample used was 36 male and female students of class VIII. Processing statistical analysis started from data description: normal average processing results, normality test: processing results above or 0.05 were normal, homogeneity: processing results above or 0.05 were homogeneous, regression linearity: processing results above or 0.05 wasn,t linear, meaning that the parametric test cannot be continued, Hypothesis: the hypothesis test uses nonparametric test that was the spearman test and control-b because the parametric test cannot be continued because the results obtained are 0.519 0.05 which means the hypothesis is accepted. The point is that there is no relationship between physical activity and social skills, even if there were a relationship but it was not significant.

scholarly journals Hubungan Antara Kecerdasan Emosi Dan Keterampilan Sosial Dengan Penyesuaian Diri Pada Remaja Karang Taruna Bina Muda Dusun Ploso Desa Ngrawan Kec.Getasan Kab. Semarang

2021 ◽  
Vol 4 (2) ◽  
pp. 111
Author(s):  
Novita Sari ◽  
Tritjahjo Danny Soesilo ◽  
Setyorini Setyorini
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Data Analysis ◽  
Data Collection ◽  
Significant Relationship ◽  
Youth Organizations ◽  
Research Results ◽  
Data Analysis Technique ◽  
Analysis Technique ◽  
The Relationship

As long as humans live, they need interaction with other people both individually and in groups, as social beings humans will go through stages of life that influence one another. One of them is the adolescent stage which has a big influence on his life. This study aims to determine the significance of the relationship between emotional intelligence and social skills with self- adjustment in youth youth organizations of Bina Muda Desa Ngrawan. The population in this study amounted to 30 adolescents. Data collection techniques used in this study were emotional intelligence questionnaires, social skills questionnaires, and self-adjustment questionnaires that have been developed by researchers. The data analysis technique used in this research is the Kendall-tau technique which is processed with the help of the SPSS program. 26.0 for windows. Based on the research results obtained r = 0.560 and p = 0.000 <0.05, which indicates that there is a significant relationship between emotional intelligence and social skills with self-adjustment in youth youth organizations at Ploso Hamlet, Ngrawan Village, Getasan, District Semarang. From these results it can be concluded that the higher the score for emotional intelligence and social skills, the higher the score for self-adjustment. Conversely, the lower the emotional intelligence and social skills scores, the lower the adjustment scores will be.

scholarly journals Emotional intelligence in bipolar-I-disorder: A comparison between patients, unaffected siblings, and control subjects

2020 ◽  
Vol 63 (1) ◽  
Author(s):  
Beatrice Frajo-Apor ◽  
Georg Kemmler ◽  
Silvia Pardeller ◽  
Markus Huber ◽  
Christian Macina ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Emotional Intelligence ◽  
Social Cognition ◽  
Intelligence Test ◽  
Chi Square ◽  
Level Of Education ◽  
Control Subjects ◽  
Brief Assessment ◽  
Chi Square Test ◽  
And Control

Abstract Background. Impairments in social and nonsocial cognition have been demonstrated in both patients suffering from bipolar disorder (BD) and their unaffected relatives and might therefore represent a heritable marker of risk. This study investigated the relevance of emotional intelligence (EI) as part of the emotion processing domain of social cognition in this regard. Methods. A total of 54 outpatients suffering from BD, 54 unaffected siblings, and 80 control subjects were investigated using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Brief Assessment of Cognition in Schizophrenia (BACS). Analyses of covariance (ANCOVAs) were performed with adjustment for the BACS composite score. The three groups were compared by one-way analysis of variance or chi-square test, depending on the variable type. As the three groups differed significantly in their level of education, additional ANCOVAs with adjustment for education were performed. Results. Patients achieved significantly lower levels of overall EI and overall nonsocial cognitive functioning compared to unaffected siblings and controls, whereas performance of the latter two groups was comparable in both domains. Conclusions. Due to comparable levels of EI in unaffected siblings of patients suffering from BD and control subjects, EI assessed by means of the MSCEIT does not represent an endophenotype for BD.

Walking in each other's Shoes: Perspective Taking Mediates Effects of Emotional Intelligence on Relationship Quality

2011 ◽  
Vol 25 (2) ◽  
pp. 155-169 ◽  
Author(s):  
Michela Schröder–Abé ◽  
Astrid Schütz
Keyword(s):  
Emotional Intelligence ◽  
Romantic Relationships ◽  
Relationship Satisfaction ◽  
Relationship Quality ◽  
Empirical Research ◽  
Perspective Taking ◽  
Heterosexual Couples ◽  
Mediation Model ◽  
The Relationship

Although theorists have repeatedly emphasized that emotional intelligence should be linked to relationship quality, little empirical research has systematically examined emotional intelligence in romantic relationships using appropriate dyadic designs and analyses. The present research investigated the relationship between emotional intelligence and aspects of relationship quality (satisfaction, closeness and commitment). Study 1 was conducted online with 191 heterosexual couples. We found that a person's perceptions of relationship quality were predicted not only by that person's emotional intelligence, but also by the relationship partner's emotional intelligence. In Study 2, these positive actor and partner effects of emotional intelligence on relationship satisfaction and closeness were replicated in a sample of 80 couples in the laboratory. In this context, couples engaged in a conflict discussion, and perspective taking of the partners was rated by the experimenter. Actor–Partner Interdependence Mediation Model showed that perspective taking mediated the effects of emotional intelligence on relationship quality. The present research confirmed the link between emotional intelligence and relationship quality and sheds light on the processes through which emotional intelligence affects the quality of romantic relationships. Copyright © 2011 John Wiley & Sons, Ltd.

scholarly journals Exploring the relationship between loneliness and social cognition in older age

2022 ◽  
Author(s):  
Heather Jane Ferguson ◽  
Martina De Lillo ◽  
Andrew Martin
Keyword(s):  
Older Adults ◽  
Social Cognition ◽  
Social Interactions ◽  
Social Functioning ◽  
Social Isolation ◽  
Perspective Taking ◽  
Later Life ◽  
Older Age ◽  
Social Abilities ◽  
The Relationship

Understanding others is a key component of successful social interactions, and declines in social abilities during later life can lead to social isolation and loneliness. We investigated the relationship between different sub-components of social cognition and loneliness in a large sample of older adults. We tested perspective-taking and mentalizing skills, alongside self-reported loneliness and social functioning. Results revealed a significant effect of loneliness on older adults’ ability to resist egocentric interference when taking others’ perspectives. However, this effect was eliminated when age was added to models, which suggests that egocentric tendencies increase with age, and people experience increasing levels of loneliness and feelings of social isolation with increasing age. Mentalizing and interference from others’ perspectives were not influenced by loneliness or age.

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