Emotional Competence Within the Stress Coping Strategies of Music Education Students

Researchers have identified high levels of stress among music education students, but we know very little about how students manage this stress and how emotional competence skills might be utilized within stress coping mechanisms for this population. Through this qualitative study, we sought to understand the stress coping strategies of eight music education majors through the lens of emotional competence as outlined by Saarni. We identified several sources of participants’ stress: general life stress, schedule, performance expectations, and coursework. Student coping strategies included awareness of stress, an attitude of pushing through, self-care, and seeking support. Through coding and utilization of the theoretical framework, we concluded that all eight of Saarni’s emotional competence skills were evident in the data as a whole, but not for each individual participant. Minimal evidence was found for half of the skills and for some students they were nonexistent, thus indicating a need for growth in emotional competency. Gaining an understanding of how music education majors cope with their stress could be a key step toward understanding how to better support students throughout their degree programs and as they transition into the field of music education.

THE NEEDS OF SOCIAL AND EMOTIONAL LEARNING MODULE: A SYSTEMATIC LITERATURE ANALYSIS

Social and emotional learning in world education are very important in human capital development. A person equipped with high social and emotional skills are able to manage daily life challenge, building positive relationship and capable to make rational decisions. Therefore, all these skills can be taught as early as preschool level to tertiary education. In order to achieve social and emotional learning in school, a teaching and learning modules are most needed. Thus, this study aims to investigate and examine the needs of modules based on teacher perspectives and the use of existing module such as PATHS and Second Step. The source for the articles obtained are available online from the Google Scholar, Elsevier, MyCite, and ERIC and the collected data were analyzed thematically. This study found that the social and emotional learning modules were needed to increase pupils’ social and emotional competency, academic improving, problematic behavior changing and as learning instruction resources. Future studies in systematic literature analysis can be conducted by focusing in qualitative method, school administration and parents as respondents and others social and emotional learning modules mentioned in this study.

The development and effects of an emotional competency promotion program for nursing students: A nonequivalent control group pretest-posttest design

Purpose: The objectives of this research are to verify the development and effectiveness of a nursing student emotional competency promotion program that is important in professional nursing strategies for strengthening the psychological well-being of patients.Methods: This research was done by developing an emotional competency promotion program for nursing students according to the analysis, design, development, implementation, evaluation (ADDIE) model. Apply the program to students and evaluate their effects on their self-awareness, self-management, social awareness, relationship management and self-efficacy using a nonequivalent control group pretest-posttest design. The subjects of this research were 48 nursing students enrolled in the department of nursing of D College; 24 students were placed in the experimental group and 24 students were in the control group. The experimental group participated in the developed program from December 18, 2017 to January 12, 2018, for a total of 8 sessions. Each session was 120 minutes long. For data collection, a pretest, posttest 1 and 2 were performed using an independent t-test and repeated measure ANOVA using SPSS/WIN 22.0.Results: The experimental group who participated in the emotional competency promotion program showed higher self awareness (F=5.65, p=.005), self management (F=11.12, p<.001), social awareness (F=5.02, p=.009), relationship management (F=11.22, p<.001) and self-efficacy (F=14.24, p<.001) than the control group. These results were supported by a statistically meaningful difference in the time period and the interaction between the time period and the two groups.Conclusion: The study’s findings indicate that the emotional competency promotion program developed through this study is effective at increasing the self-awareness, self-management, social awareness, relationship management and self-efficacy of nursing students.

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

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.

Knowledge-based psychological ownership and knowledge hiding: The roles of loss of knowledge power and emotional intelligence

Individuals' knowledge activity is essential for knowledge circulation in organizations. To examine the relationship between knowledge-based psychological ownership and knowledge hiding, we conducted a threewave online survey with 310 knowledge workers in China. We used the bootstrapping method for mediation effects analysis and found that loss of knowledge power mediated the effect of knowledge-based psychological ownership on knowledge hiding. The results of a conditional process analysis further indicate that emotional intelligence attenuated the indirect impact of knowledge-based psychological ownership on knowledge hiding through the mediator of loss of knowledge power. Our findings enhance understanding of why workers refuse to share their knowledge, and how to decrease knowledge-hiding behaviors in organizations by developing employees' emotional competency.

Correlation of religiosity and emotional intelligence among students of Madrasah Aliyah Denpasar

Background: Emotional intelligence is the ability to feel and understand more effectively against emotional sensitivity that includes the ability to motivate oneself or others, self-control, able to understand the feelings of others effectively and able to manage emotions that can be used to guide the mind to make the best decisions. Religiosity is an understanding of religion in a person that is seen through a person's knowledge and beliefs about his religion and is carried out in worship activities. This study aims to determine the correlation between the level of religiosity and emotional intelligence in students of Madrasah Aliyah (MA) in Denpasar. Material and Methods: The participant of this research amounted to 90 students of MA in Denpasar. This study used an observational analytic study with design of cross- sectional study. Measuring the level of religiosity using the scale of Religiosity from Glock & Stark that has been modified in Islam and emotional intelligence is measured using the Emotional Competency Inventory (ECI) scale with a Likert model. Data was analyzed using the SPSS 25.0 program. Results: Level of religiosity 67% with high category and 32,2% with medium category. Emotional intelligence 18,9% with high category and 81,1% with medium category. There is significant mild positive correlation between religiosity and emotional intelligence (r = 0.272; p = 0.010). Conclusion: There is a significant positive mild correlation between the level of religiosity with emotional intelligence.

Emotional Intelligence, Socio -Emotional Competence andHuman Capital

The concept of emotional intelligence and emotional competency is contemporary issue in the management literature. Therefore, it has become imperative to study, understand and leverage it for the sake of enhancing the capacity of human capital at the level of individual as well as organizations. As the pace of change is fast and uncertain in the world of work, it is making more and more demands on a person’s cognitive, emotional and physical resources. These set of capabilities are becoming progressively significant. It is because majority of the concerns in organization involve people in different roles. Hence, emotional intelligence must become a determining factor for their effective management. Emotional and personal competencies are inevitable to identify measure, predict and manage performance at workplace resulting in its effectiveness. Thereby, it boosts the worth of the human capital. That is the reason why, the competencies possessed by the people have a significant bearing on the extent to which they can actualize their emotional intelligence. The current paper sets out to examine the concept and correlation between the emotional intelligence, socio emotional competencies, emotionally intelligent behavior and human capital. The study recommends that emotional intelligence is significantly related with the socio-emotional competencies which ultimately strengthen emotionally intelligent behavior to leverage human capital at individual and organizational level.