Emotional Competence of Women Administrators

2021 ◽  
Author(s):  
Mary Grace B. Lubguban
Keyword(s):  
Women Administrators ◽  
Emotional Competence ◽  
School Administrators ◽  
Self Regulation ◽  
Self Awareness ◽  
Social Mechanism ◽  
Public And Private ◽  
School Year ◽  
High Degree ◽  
School Heads

Leadership is a social mechanism where action toward a common goal is affected by any person or community. The organization is in trouble without effective leadership, it has been said. Any educational institution’s success hinges greatly on how competent the leaders are. The research’s main objective is to assess the emotional competencies of women school administrators at public and private schools in Siquijor, Central Visayas, Philippines. The study focuses on the five (5) dimensions of emotional competence which are self-awareness, self-regulation, motivation, empathy and social skills. The study was conducted to fifty-seven (57) school heads or administrators during School Year 2016–2017. The study revealed that the women administrators are all experienced and possess a high degree of emotional competence relative to their performance as leaders and administrators.

scholarly journals YOUNG PEOPLE’ PSYCHOLOGICAL READINESS FOR MASTERING THE SKILLS OF EMOTIONAL SELF-REGULATION

2021 ◽  
Vol 7 (4) ◽  
pp. 48-56
Author(s):  
Julia Korotsinska ◽  
Keyword(s):  
Young People ◽  
Emotional Competence ◽  
Negative Impact ◽  
Self Regulation ◽  
Real Life ◽  
Personal Characteristics ◽  
Self Awareness ◽  
Emotional States ◽  
Self Confidence ◽  
Four Levels

At the present stage of Ukrainian society, requirements to an individual’s social and professional aspects grow significantly: the present demands activity, purposefulness, mobility, flexibility, and self-confidence from young people. These qualities cannot be manifested without formed skills of emotional self-regulation. The article analyzes the study on young people’s readiness for mastering the emotional self-regulation skills. Four levels of readiness for mastering the emotional self-regulation skills were identified and described. All of them were determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, effectiveness of emotional self-regulation skills. The correlations were determined between young people’s readiness for mastering the skills of emotional self-regulation and such personal characteristics as: reflexivity, emotional competence and emotional self-awareness. The young people’s awareness of the need for emotional self-regulation and knowledge about them, their emotional sphere and formed reflexivity are essential prerequisites to form such personal characteristics as emotional consciousness, emotional competence, emotional stability and emotional maturity. The article determines that personal motivation for self-development and emotional-volitional control influence positively on the emotional self-regulation skills. Young people who are able to monitor their emotional states and their causal relationships with other internal processes and with effectiveness of their activities have higher motivation for emotional self-regulation and a wider range of emotional self-regulative methods that help them to achieve adequate socialization and productivity. Many young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need in real life situations.

Perspectives on Hypo-egoic Phenomena From Social and Personality Psychology

2016 ◽  
Author(s):  
Mark R. Leary ◽  
Kate J. Diebels ◽  
Katrina P. Jongman-Sereno ◽  
Ashley Hawkins
Keyword(s):  
Self Regulation ◽  
Present Situation ◽  
Self Awareness ◽  
Social Psychological ◽  
Personality Psychology ◽  
Psychological Phenomena ◽  
Self And Identity ◽  
And Behavior ◽  
High Degree ◽  
People’S Perceptions

Topics related to self and identity have been of considerable interest to social and personality psychologists because people’s self-relevant thoughts play an important role in their cognitions, motives, emotions, and behavior. Most work in the area of self and identity has focused on phenomena that involve a high degree of self-awareness, egocentrism, and egoism. Phenomena characterized by a low level (or even absence) of these egoic characteristics have received comparatively less attention. People who are in a hypo-egoic state focus primarily on the present situation; introspect minimally on their thoughts, motives, and feelings; think about and evaluate themselves primarily in concrete, as opposed to abstract, ways; and pay relatively little attention to other people’s perceptions and evaluations of them. This chapter examines the nature of hypo-egoic mindsets, with a focus on six exemplars of social psychological phenomena that involve hypo-egoic processing: mindfulness, flow, hypo-egoic self-regulation, humility, altruism, and allo-inclusive identity.

scholarly journals PSYCHOLOGICAL READINESS OF ADOLESCENTS TO MASTER THE SKILLS OF EMOTIONAL SELF-REGULATION

2021 ◽  
Vol 7 (2) ◽  
pp. 105-113
Author(s):  
Julia Korotsinska ◽  
Keyword(s):  
Young People ◽  
Emotional Competence ◽  
Negative Impact ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Self Awareness ◽  
Emotional States ◽  
Stage Of Development ◽  
Four Levels ◽  
The Relationship

At the present stage of development of Ukrainian society, there is a significant increase in the individual's requirements in social and professional aspects: the present demands from the young man activity, purposefulness, mobility, flexibility, and self-confidence. The manifestation of these qualities is impossible without the formed skills of emotional self-regulation. The article analyzes the results of a study of the level of readiness of young people to master emotional self-regulation skills. There are four levels of readiness to master emotional self-regulation skills, which were identified and described. All of them are determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, the effectiveness of emotional self-regulation skills. The relationship between the readiness of adolescents to master the skills of emotional self-regulation with such personal characteristics as: reflexivity, emotional competence, emotional self-awareness. The relationship between adolescents' readiness to master the skills of emotional self-regulation with such personal characteristics as reflexivity, emotional competence, and emotional self-awareness. The young people's awareness of the need for emotional self-regulation and knowledge about themselves, their emotional sphere, and formed reflexivity is determined by the essential prerequisites for forming such personal characteristics of the young man as emotional consciousness, emotional competence, emotional stability, and emotional maturity. It is determined that personal motivation for self-development and emotional-volitional control has a positive effect on the formation of emotional self-regulation skills. It has been shown that young people who are able to monitor their emotional states and their causal relationships with other internal processes and the effectiveness of their own activities have a higher level of motivation for emotional self-regulation and a more comprehensive range of emotional self-regulation methods that help adequate socialization and productivity. It was stated that a significant number of young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need to themselves.

scholarly journals How Metacognition Supports Giftedness in Leadership

2021 ◽  
Vol 14 (2) ◽  
pp. 4-16
Author(s):  
Eirini Zoi Kontostavlou ◽  
Athanasios Drigas
Keyword(s):  
Leadership Skills ◽  
Self Regulation ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
High Degree

Τhe purpose of this article is to investigate how metacognition supports giftedness in leadership. The concepts of metacognition, giftedness and leadership seem to be interrelated. The article attempts to explore new trends in understanding and development of giftedness. Research has shown that the concept of metacognition is inextricably linked to the concept of giftedness. Metacognition has an important role in the development of individuals, because it helps them to improve their cognitive and metacognitive skills. Metacognitive skills such as monitoring, self-regulation, awareness are higher skills that gifted individuals process to  a high degree and through training can improve them even further. Moreover, the metacognitive skills of monitoring and adaptation can affect leadership skills. The metacognitive skills that are associated with leadership are self-awareness, regulation and monitoring. Therefore, if leadership is based on consciousness and giftedness then we will have higher leadership skills.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

PENGARUH KECERDASAN EMOSIONAL TERHADAP TINGKAT PEMAHAMAN AKUNTANSI, KEPERCAYAAN DIRI SEBAGAI VARIABEL PEMODERASI: DITINJAU DARI PERSPEKTIF GENDER

2009 ◽  
Author(s):  
Poppy Nurmayanti
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Self Regulation ◽  
Point Of View ◽  
Self Awareness ◽  
Measuring Instrument ◽  
Simple Linear Regression ◽  
Moderator Variable ◽  
Self Confidence ◽  
Emotional Intellegence

This research aim to test do emotional intellegence consisting of five component that is recognition self awareness, self regulation, motivation, empathy, and social skills have an effect on to storey level understanding of accountancy point of view from gender perspective. This research also aim to know the existence of role self confidence as moderating variable to emotional intellegence influence to storey level understanding of accounting. Besides also this research aim to see the existence of difference emotional intellegence between student owning self confidence of strong with student which is self confidence of weak. Measuring instrument to measure storey level understanding of accountancy is average point of accountancy that is PA1, PA2, AKM1, AKM2, AKL1, AKL2, AU1, AU2, and TA. The data analysis used is simple linear regression, Moderating Regression Analysis (MRA), and independent sample t-test. The results show that recognition self awareness, self regulation, motivation, social skill and empathy do not have an effect on by significance and only empatht  has  role as quasi moderator variable. There is no difference between emotional intellegence woman and man. But, weak self confidence and strong self confidence differ for all of emotional intellegence (recognition self awareness, self regulation, motivation, empathy, and social skills). Many factors which influence storey level understanding of accountancy like mental stress factor, and so on. Result of this research can give contribution to university in order to compiling curricullum and give input to student in order to develop and manage their emotional intellegence and self confidence.

Social Reform in America

2017 ◽  
Author(s):  
Luke E. Harlow
Keyword(s):  
Sexual Difference ◽  
Salvation Army ◽  
Single Woman ◽  
Religious Dissent ◽  
Public And Private ◽  
Separate Spheres ◽  
The Public ◽  
Religious Revivals ◽  
Anglophone World ◽  
High Degree

Any discussion of nineteenth-century religious Dissent must look carefully at gender. Although distinct from one another in important respects, Nonconformist congregations were patterned on the household as the first unit of God-given society, a model which fostered questions about the relationship between male and female. Ideas of gender coalesced with theology and praxis to shape expectations central to the cultural ethos of Nonconformity. Existing historiographical interpretations of gender and religion that use the separate spheres model have argued that evangelical piety was identified with women who were carefully separated from the world, while men needed to be reclaimed for religion. Despite their virtues, these interpretations suppose that evangelicalism was a hegemonic movement about which it is possible to generalize. Yet the unique history and structures of Nonconformity ensured a high degree of particularity. Gender styles were subtly interpreted and negotiated in Dissenting culture over and against the perceived practices and norms of the mainstream, creating what one Methodist called a ‘whole sub-society’ differentiated from worldly patterns in the culture at large. Dissenting men, for instance, deliberately sought to effect coherence between public and private arenas and took inspiration from the published lives of ‘businessmen “saints”’. Feminine piety in Dissent likewise rested on integration, not separation, with women credited with forming godly communities. The insistence on inherent spiritual equality was important to Dissenters and was imaged most clearly in marriage, which transcended the public/private divide and supplied a model for domestic and foreign mission. Missionary work also allowed for the valorization and mobilization of distinctive feminine and masculine types, such as the single woman missionary who bore ‘spiritual offspring’ and the manly adventurer. Over the century, religious revivals in Dissent might shift these patterns somewhat: female roles were notably renegotiated in the Salvation Army, while Holiness revivals stimulated demands for female preaching and women’s religious writing, making bestsellers of writers such as Hannah Whitall Smith. Thus Dissent was characterized throughout the Anglophone world by an emphasis on spiritual equality combined with a sharpened perception of sexual difference, albeit one which was subject to dynamic reformulation throughout the century.

Social-Emotional Competence in Down Syndrome

2020 ◽  
Author(s):  
Amanda Dimachkie ◽  
Connie L. Kasari
Keyword(s):  
Down Syndrome ◽  
Emotional Competence ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Developmental Trajectory ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Prosocial Orientation ◽  
Expression Of Emotions ◽  
Prism Model

This chapter aims to synthesize historical and contemporary literature to provide an overarching understanding of social-emotional competence in individuals with Down syndrome, where social-emotional competence refers to the skills necessary to allow for successful social relationships, as well as the ability to regulate the experience and expression of emotions. Using the framework of Rose-Krasnor’s prism model, this chapter addresses each of the four components that underlie the development of social-emotional competence: self-regulation, social awareness, prosocial orientation, and social problem-solving. The development of each of these components is described for individuals with Down syndrome, and a description of the typical developmental trajectory is given for reference. The short-term and long-term implications of each component are also discussed, as they relate to the individual’s overall social-emotional competence. This overview aims to highlight what is known regarding social-emotional competence in individuals with Down syndrome, as well as to identify areas in which knowledge is lacking.

Relationships Between Cognitive and Driving Self-Awareness in Older Drivers

2020 ◽  
Author(s):  
Laurence Paire-Ficout ◽  
Sylviane Lafont ◽  
Marion Hay ◽  
Amandine Coquillat ◽  
Colette Fabrigoule ◽  
...  
Keyword(s):  
Experimental Study ◽  
Cohort Study ◽  
Cognitive Ability ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Older Drivers ◽  
Driving Ability ◽  
Digit Symbol Substitution Test ◽  
Self Awareness ◽  
Subjective Data

Abstract Objectives Many older drivers incorrectly estimate their driving ability. The present study aimed to determine whether, and if so, to what extent unawareness of cognitive abilities affects self-awareness of driving ability. Methods Two successive studies were conducted. A cohort study investigated cognitive self-awareness and an experimental study examined driving self-awareness in older drivers. In each one, self-awareness was assessed by cross-analyzing objective (respectively Trail-Making Tests A & B and the Digit Symbol Substitution Test and driving performance of on-road assessment) and subjective data (responses about everyday cognitive skills and driving ability). Older drivers were then classified as being over-, correct or underestimators. The three cognitive and driving self-awareness profiles were then cross-analyzed. Results In the cohort study, 1,190 drivers aged 70 years or older were included. The results showed that 42.7% of older drivers overestimated their cognitive ability, 42.2% estimated it correctly, and 15.1% underestimated it. The experimental study included 145 participants from the cohort. The results showed that 34% of participants overestimated, 45% correctly estimated, and 21 % underestimated their driving ability. There was a significant relationship between cognitive and driving self-awareness profiles (p=0,02). This overlap was more marked in overestimators. Discussion Significant overlap between cognitive and driving self-awareness provides useful and new knowledge about driving in the aging population. Misestimation of cognitive ability could hamper self-awareness of driving ability, and consequently self-regulation of driving. It is now crucial to develop measures that promote self-awareness of ability.

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