The Wisdom in feeling: psychological processes in emotional intelligence

2003 ◽  
Vol 40 (07) ◽  
pp. 40-4309-40-4309 ◽  
Keyword(s):  
Emotional Intelligence ◽  
Psychological Processes

scholarly journals La obra del Dr. Dionisio Manga: análisis bibliométrico, impacto y temática. / The Works of Dr. Dionisio Manga: bibliometrics methods analysis, impact and subjects.

2017 ◽  
Vol 9 (3) ◽  
pp. 369
Author(s):  
José David Urchaga Litago
Keyword(s):  
Emotional Intelligence ◽  
Bibliometric Analysis ◽  
Emotional Stress ◽  
Applied Research ◽  
Learning Disorders ◽  
Psychological Processes ◽  
Great Contribution ◽  
Stress Scale ◽  
Complete Work ◽  
Neo Five Factor Inventory

RESUMENSe analiza la obra del Dr. Dionisio Manga y en especial el periodo como profesor en la Universidad Complutense de Madrid (1976-2000). Se realiza un análisis bibliométrico  de toda la obra, así como de su impacto. Se resalta su gran aportación en diferentes aspectos: la divulgación de la obra de Luria, de sus baterías neuropsicológicas (Luria Inicial, Luria DNI-infantil y Luria DNA-Adultos); la neuropsicopatología infantil (por ejemplo sus estudios sobre dislexia, TDAH, trastornos del aprendizaje, hiperactividad o epilepsia); los procesos psicológicos básicos (atención, percepción, memoria); el estudio de la personalidad y su evaluación (por ejemplo: con el NEO Five-Factor Inventory, Escala de Cansancio Emocional ECE, inteligencia emocional, autoeficacia). Junto a él destacan cuatro colaboradores: Dr. Ramos, Dra. Ballesteros, Dra. Fournier y Dra. Morán. Su legado logra el difícil equilibrio entre lo cualitativo/cuantitativo, ideográfico/nomotético, investigación básica/aplicada, en donde por encima de todo, está el sujeto, la persona.ABSTRACTWe analyze the work of Dr. Dionisio Manga and especially the period as professor at the Universidad Complutense of Madrid (1976-2000). A bibliometric analysis of the complete work is carried out, as well as its impact. It highlights his great contribution in different aspects: the divulgation of Luria's work, his neuropsychological batteries (Luria Inicial, Luria DNI-Infantil and Luria DNA-Adultos). Also his contribution in childhood neuro-psychopathology (eg. studies on dyslexia, ADHD, learning disorders, hyperactivity or epilepsy). Other interest was in the basic psychological processes (attention, perception, memory) and in study of different aspects in personality and their evaluation (for instance: NEO-Five-Factor Inventory, Emotional Stress Scale, Emotional Intelligence, and Self-Efficacy). Along with him are four collaborators: Dr. Ramos, Dr. Ballesteros, Dr. Fournier and Dr. Moran. His legacy achieves the difficult balance between qualitative / quantitative, ideographic / nomothetic, basic / applied research, where above all, is the person.

scholarly journals MEJORA DE LA INTELIGENCIA EMOCIONAL EN EDUCACIÓN INFANTIL Y DESARROLLO COGNITIVO

2016 ◽  
Vol 2 (1) ◽  
pp. 279
Author(s):  
Juana Gelabert Amengual
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Psychological Processes ◽  
Intervention Programme ◽  
Development Intervention ◽  
Childhood Education ◽  
The Family ◽  
Programme Effectiveness

Abstract:IMPROVING EMOTIONAL INTELLIGENCE IN EARLY CHILDHOOD EDUCATION AND COGNITIVE DEVELOPMENTEarly Childhood Education is the second socialization agent for the child, and is co-responsible with the family for socio-emotional learning. In this context, it is logical to work with a balanced curriculum with regard to learning Emotional Intelligence (EI) within young children’s global development and according to the characteristics of their development, as this would guarantee their harmonious and competent growth, as requirements also reflected in European, national, and regional regulations. In order to this, it has been made an intervention programme that has as referents the basic psychological processes described by Mayer and Salovey in 1997 for EI and has been adapted the curriculum of students 2-3 years of Early Childhood Education. This work also includes the analysis of the programme effectiveness in the improvement of the EI and general cognitive development in a group of students with an average age of 31,7 months old. From this study, it can be concluded that the programme has been effective in both developments.Keywords: Emotional Intelligence, Early Childhood Education, cognitive development, intervention programme.Resumen:La Educación Infantil (EI) es el segundo agente de socialización para el niño, estando corresponsabilizada con la familia en cuanto a los aprendizajes socioemocionales. En este contexto se plantea la coherencia de trabajar un currículum equilibrado respecto al aprendizaje de la Inteligencia Emocional (IE) dentro de un desarrollo globalizado y acorde a las características del desarrollo de los más pequeños, que garantice un crecimiento armónico y competente del menor, según necesidades que se plasman en normativas europeas nacionales y autonómicas. Para ello se ha confeccionado un programa de intervención que tiene como referentes los procesos psicológicos básicos descritos por Mayer y Salovey en 1997 para la IE y se ha adaptado al currículum del alumnado de 2-3 años de Educación Infantil. El trabajo también incluye el análisis de la eficacia del programa en la mejora de la IE y del desarrollo general cognitivo en un grupo de alumnos con una edad media de tres 31,7 meses. Del estudio se desprende que el programa ha sido eficaz en ambos desarrollos.Palabras clave: Inteligencia Emocional, Educación Infantil, Desarrollo Cognitivo, programa de intervención.

scholarly journals Emotional Intelligence and Translation Studies: A New Bridge

2014 ◽  
Vol 58 (2) ◽  
pp. 324-346 ◽  
Author(s):  
Séverine Hubscher-Davidson
Keyword(s):  
Emotional Intelligence ◽  
Final Section ◽  
Translation Studies ◽  
Psychological Processes

This paper presents a case for the study of non-cognitive psychological processes in Translation Studies (TS). More specifically, it aims to highlight the value of studying the emotional intelligence (EI) of translators and interpreters. Firstly, the concept of EI is defined and a review of trait EI profiling is undertaken, with a focus on two recent studies that have relevance for TS. Secondly, recent research within TS and related disciplines that provides evidence of the value of studying the affective and emotional traits of translators and interpreters is discussed. The final section of this paper provides some recommendations for the study of EI in TS research to benefit the translation and interpreting community. It will be argued that investigating emotional intelligence is both necessary and desirable to gain a deeper understanding of translation and interpreting processes.

scholarly journals Emotional intelligence and aggression in foreign studies

2019 ◽  
Vol 8 (3) ◽  
pp. 29-36
Author(s):  
Y.A. Kochetova ◽  
M.V. Klimakova
Keyword(s):  
Emotional Intelligence ◽  
Aggressive Behavior ◽  
Relational Aggression ◽  
Verbal Aggression ◽  
Specific Role ◽  
General Level ◽  
Psychological Processes ◽  
The Relationship ◽  
Effective Programs

In recent years the number of researches studying aggression in the context of emotional intelligence has increased, however, the problem of the relationship between the level of aggression and the level of development of specific emotional intelligence components is still poorly studied. The purpose of this article is to give an overview of foreign studies focused on aggression and its connection with emotional intelligence and its components. The article considers studies demonstrating the relationship between the General level of aggression, physical and verbal aggression, overt and relational aggression, anger and hostility and emotional intelligence. The article presents the results of studies showing the specific role of emotional intelligence and its components in reducing the level of aggressive behavior, and the ability of emotional intelligence to be a predictor of aggressive behavior. A better understanding of these psychological processes will help to develop and implement more effective programs for the prevention of aggressive behavior.

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.

Emotionale Intelligenz und Führungsverhalten von Fußballtrainern

2018 ◽  
Vol 25 (3) ◽  
pp. 108-114
Author(s):  
Babett Helen Lobinger ◽  
Sinikka Heisler
Keyword(s):  
Emotional Intelligence ◽  
Soziale Unterstützung ◽  
Trait Emotional Intelligence ◽  
Emotionale Intelligenz ◽  
Trait Emotional Intelligence Questionnaire

Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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