Development Of Emotional Intelligence Research Articles

EMOTIONAL INTELLIGENCE AS A COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE TEACHERS-PSYCHOLOGISTS

In a complex society, where there is a chronic deterioration of emotional health, the problem of developing emotional intelligence of students in the direction 6B01101 "Pedagogy and Psychology" is relevant.The problem is caused by the contradiction between the predominance of the cognitive approach in the educational process of the university and the growing demand for knowledge and competencies related to emotional self-regulation.The article presents the materials of a study at the M. Kozybayev North Kazakhstan University, the purpose of which is to develop, justify and implement a program for the development of emotional intelligence of future teachers-psychologists.Following the methodology of scientific and pedagogical research, its methods such as review, analysis of world practice and benchmarking, pedagogical observation, questioning and experiment, control and measurement, allowed us to obtain a number of results. The results are related to: 1) the established influence of the proposed program on the coordinated and constructive development of students' emotional intelligence parameters, taking into account the peculiarities of professional and pedagogical formation; 2) the refinement of emotional intelligence resources for academic achievements and psychological well-being of students; 3) determination of the most effective strategies of emotional self-regulation in the environment of professional communication.The scientific novelty of the study is determined by clarifying the profile of the emotional intelligence of a university student and a future school psychologist, the features of the profile in the academic environment of socio-pedagogical collaboration, as well as in the school community.According to the results of the study, the conclusion is formulated: The development of the parameters of emotional intelligence is constructively coordinated with the formation of the professional competence of the teacher and involves the conscious and consistent application by self-controlled learners of emotional regulation strategies for pedagogical thinking and the building of personal and professional qualities.

Becoming comfortable with the uncomfortable: The tale of adaptability.

With the ever-changing healthcare environment and impact of the coronavirus disease 2019 (COVID-19) pandemic on tertiary education, healthcare students need to constantly adapt their approach to learning, clinical practice and well-being. Adaptive performance is therefore vital. To investigate the adaptive performance of final year physiotherapy students at the University of the Free State. A quantitative descriptive study was performed. All consenting final year undergraduate physiotherapy students registered at the University of the Free State in 2021 were approached for inclusion. The short 55-item I-ADAPT measurement was distributed electronically to all possible participants. The response rate was 28.5% (n = 8). Descriptive statistics, namely frequencies and percentages for categorical data and medians and percentages for numerical data were calculated. The dimensions related to handling work stress (50%), uncertainty (62.2%) and creativity (64.0%) scored the lowest. Emotional response to stress (62.5%) and frustration in response to unpredictable situations (62.5%) was reported. Uncertainty and unpredictability are inevitable for healthcare students. Stress management and emotional intelligence development are advised for inclusion in undergraduate physiotherapy programmes. A need for curricular evaluation to ensure students are equipped with stress management and emotional intelligence skills is proposed.

Educational trends in the conditions of the russian-Ukrainian war and current geopolitical challenges

The article is devoted to the issue of educational trends in the conditions of the Russian-Ukrainian war and the modern geopolitical challenges Ukraine and Ukrainian educators face. The state of quarantine restrictions due to the incidence of Covid-19 caused an active transition of most spheres of activity, including education, communication of educational process to the mixed form with the help of digital technologies. In particular, they became assistants to educators at various levels: from secondary school to institutions of higher education. The adaptation was successful with some shortcomings, which can be solved at the individual level of communication between teachers and students of different levels. Such educational trends as digitalization of the educational process, continuous learning, strengthening of social inclusion, academic integrity, combination of education with science, project-based learning, academic mobility of students and teaching staff, media literacy, psychological support of students in the educational process, recognition of the results of non-formal and informal of education within the educational process, visualization, gamification, interactivity of education, soft-skills: development of social and emotional intelligence,critical thinking, ability to quickly adapt to new conditions, etc. helped all participants of the educational process in Ukraine to boldly adapt to the unusual conditions of long-term quarantine and continue their work even in war conditions. Owing to the financial and material assistance of other countries, it is planned to rebuild destroyed educational institutions and infrastructure according to new standards, develop a new network of educational institutions, and develop in science and technology. The active implementation of educational trends at ZhytomyrIvan Franko State University allows the institution to develop educational directions even in conditions of geopolitical challenges and war.

Foreign research of the influence of music on the development of personal emotional intelligence

Foreign research of the influence of music on the development of personal emotional intelligence

The emotional intelligence development of future English language teachers

This article presents a methodology for intelligence development based on the premise of emotive units at the lexical-phraseological level and the emotive content of professional-oriented texts. The methodology of emotional intelligence development for future English language teachers is based on the provisions of the emotional-conceptual approach which includes three stages of teaching: nomination, description and expression of emotions by means of a foreign language. Each stage involves four levels of teaching: presentation, practice, production and assessment. The content of emotional intelligence in ELT includes: subject, procedure and outcome components. Our significant achievements are qualitative and quantitative indicators of the general communicative and professional-communicative aspects of students’ emotional intelligence development. The purpose of the article is to create a scientifically-based methodology for the emotional intelligence development of future foreign language teachers in the process of professionally-oriented education. The objectives of the article are to: substantiate the structural-content and functional characteristics of emotional intelligence; create a methodology for emotional intelligence development in foreign language teachers and define qualitative and quantitative indicators of emotional intelligence development.

Evaluation of student emotional intelligence at various points in a pharmacy curriculum

IntroductionThe purpose of this study is to evaluate emotional intelligence in doctor of pharmacy (PharmD) students at various points in the curriculum. MethodsThis was a cross-sectional, single site, observational study that included first- through fourth-year PharmD students, conducted from December 2021 to April 2022. The study used the Emotional Quotient Inventory, version 2.0 (EQ-i 2.0) to obtain student emotional intelligence scores. A survey in QualtricsSM (SAP) was used to obtain baseline characteristics. The primary endpoint was the mean total EQ-i 2.0 scores comparing professional years. Secondary endpoints included mean EQ-i 2.0 scores in the composite scales of self-perception, self-expression, interpersonal, decision-making and stress-management. Change in EQ-i 2.0 scores was evaluated using descriptive statistics and analysis of variance. Multivariable regression analysis identified associations between baseline characteristics and EQ-i 2.0 scores. ResultsA total of 137 (137/485, 28.2%) students completed the EQ-i 2.0 assessment. The mean (SD) total EQ-i 2.0 scores were 98.1 (15.5), 92.2 (15.9), 92.4 (12.9), and 103.5 (13.1), for first-, second- (P2), third- (P3), and fourth-year (P4) students, respectively. A statistically significant increase in total EQ-i 2.0 scores was noted in P4 students compared to P2 and P3 students. Work experience and leadership roles within student organizations may be associated with an increase in total EQ-i 2.0 scores. ConclusionsEmotional intelligence varied among students in different years of the pharmacy curriculum. P4 students were found to have the highest average emotional intelligence. The effect of curricular and co-curricular components on emotional intelligence development warrants further exploration.

The Implications of Language Arts towards Second Language Acquisition and Development of Emotional Intelligence of Learners in ESL Classroom in Malaysia

The Implications of Language Arts towards Second Language Acquisition and Development of Emotional Intelligence of Learners in ESL Classroom in Malaysia

Analysis of the Influence of Financial Literature, Lifestyle, Emotional Intelligence, and Financial Technology Development on the Financial Behavior of Yogyakarta's Millenials Generation during the Covid-19 Pandemic

This study is to examine the relationship between financial behavior of millennial generation during the COVID-19 pandemic which was influenced by factors such as financial literacy, lifestyle, emotional intelligence and the development of financial technology. The existence of the COVID-19 pandemic for the millennial generation certainly affects their financial behavior. The ability that has not been maximized in self-control, namely not being able to be wise in using money, not being able to control oneself when hanging out with other people and not being able to wisely face the changing times, indicates that the millennial generation still has low emotional intelligence. The results of this study were carried out descriptively or through descriptions that described and explained the research subject. Then for the approach in this research follow the steps of quantitative research work. The sample used in this study was 100 Millennials in Yogyakarta. The research variable data was processed using the Software Statistical Product and Service Solution (SPSS) version 22. The analytical methods used included descriptive statistical analysis, multiple linear regression analysis, and hypothesis testing. Financial literacy, lifestyle, emotional intelligence, and the development of fintech have a significant positive effect on the financial behavior. Financial literacy has a significant positive effect on the financial behavior. Lifestyle has a significant positive effect on the financial behavior. Emotional intelligence has a significant positive effect on the financial behavior. The development of financial technology has a significant positive effect on the financial behavior

Empirical Study of the emotional intelligence formation of preschool children

The article presents an empirical study of the emotional intelligence formation of preschool children. Currently, there are not many studies devoted to the emotional intelligence of preschooler children. Researchers often limit themselves only to determining the presence of this concept of emotional intelligence, which clearly does not reflect its structural components. It is also noted that some researchers focus on studying the features of the emotional sphere in preschool children, and some study the development of understanding emotions in preschool children. The most interesting and significant studies in the emotional sphere in preschool children are considered. We made conclusions on the level of development of emotional intelligence of preschoolers using the following methods: questionnaire for educators, projective methods of M. A. Nguyen: "completion: the world of things - the world of people - the world of emotions", "three wishes", "what - why - how". With the help of these techniques, we determined the indicators of emotions of preschool children. Having organized educational classes, we found that it is possible to see the positive dynamics of the emotional intelligence of preschool children.

Emotional intelligence as a key driver of the formation of professional scepticism in auditors

Purpose: Litigation against auditors has augmented as the number of corporate failures increased over the past decades. A failure to exercise professional scepticism has been cited as one of the main contributing factors to audit failure. This research establishes a link between professional scepticism and emotional intelligence (EI). Credence is given to the design of interventions promoting the development of auditor EI with the view of combating the incidence of audit failure.Design/methodology/approach: A sample of United States (US) judicial opinions was examined where professional scepticism of auditors was considered. A dual coding system was applied where process elements of professional scepticism and components of emotional intelligence were identified and linked.Findings/results: A significant overlap between elements of professional scepticism and facets of emotional intelligence was indicated, especially those of self-assessment, conscientiousness, organisational awareness, communication skills, leadership and managing influence.Practical implications: Emotional intelligence competencies become part of the resources available to the auditor, which may be used to exercise their professional scepticism. Interventions designed to enhance auditor emotional intelligence may positively impact the levels of professional scepticism demonstrated, ultimately aiding in lowering the incidence of audit failure.Originality/value: This research offers a new process perspective of professional scepticism which has been adapted from the works of seminal authors in the field. Using the data sample, the incidences of overlap between emotional intelligence and the process steps of professional scepticism are identified and categorised within this framework. This research contributes to the body of empirical research on emotional intelligence in the auditing field.

Analysis of the Influence of Financial Literature, Lifestyle, Emotional Intelligence, and Financial Technology Development on the Financial Behavior of Yogyakarta's Millenials Generation during the Covid-19 Pandemic

Analysis of the Influence of Financial Literature, Lifestyle, Emotional Intelligence, and Financial Technology Development on the Financial Behavior of Yogyakarta's Millenials Generation during the Covid-19 Pandemic

Partiality of emotional intelligence of medical workers depending on work experience

The article presents the results of an empirical study of the emotional intelligence of nursing staff. Emotional intelligence is considered as a professionally important quality of nurses. The connection between the development of emotional intelligence and the success of the activities of nursing staff is proved. Using the Student’s t-test (for independent samples), significant differences were established for most criteria between medical workers with different work experience.

Implementing Positive Pedagogy in Teaching English as a Foreign Language

The present contribution is devoted to the implementation of ideas of positive pedagogy in teaching English as a foreign language. The paper presents the basic concepts of positive pedagogy, which enhances positive thinking in students. Positive pedagogy develops within the framework of the didactics of optimism, which makes it possible to use pedagogical resources and means efficiently. From this perspective, the overview of  the specifics of positive pedagogy is provided and recommendations are suggested in the form of techniques and tasks of a practical nature. The concept of emotional intelligence, which implies the ability to self-regulate and to constructively build communication, is also considered. In the professional development of students, it is essential to model the indicated processes of the emotional sphere in English classes. In particular, the paper discusses techniques that foster the development of students' emotional intelligence through teaching English while contributing to its effective assimilation simultaneously.

PENGEMBANGAN KECERDASAN EMOSIONAL ANAK MELALUI METODE MAIN PERAN DI KB AL HASYIMI II SIDOARJO

The aim of this research is to determine the development of children's emotional intelligence through the role-playing method. This research uses a qualitative descriptive type of research, where everything is explained according to events in the field. The main subjects in this research were 3 colleagues or teachers and 15 young children. Data collection techniques use interviews and observation. When children play roles with a certain theme, children are also learning something by playing in a fun way. Share information and experiences. And also learn to socialize with the environment, friends and circumstances.
 
 Keywords: Emotional Intelligence; Role Playing; Early childhood

RESEARCH OF EMOTIONAL INTELLIGENCE OF CHESS TEACHERS AND PUPILS

The research relevance is conditioned by the lack of experimental data on the study of the level of emotional intelligence of teachers and learners of the "Chess" subject.The aim of the research is to identify the level of emotional intelligence of teachers and junior schoolchildren and their manifestation during the teaching and mastering of the “Chess” subjects. In accordance with the purpose of the research, "Happy and sad", "Do you understand emotions by mimics?", "Emotions identification, pupil", " Emotions identification, teacher", N. Holly's intellectual level diagnostic methodologies have been applied. The study results. Summarizing the results of analyses of all the applied methods during this research, it can be concluded that the low indicators of empathy of the teachers, managing emotions of themselves and others affects both the motivation to success of the 3rd and 4th grade pupils as well as the negative attitude to obtaining the teacher's appraisal, as a result of which the indicator of a positive attitude towards the teacher of the chess is diminished. The practical significance of the research. Taking into account the data analysis of the results of this study, we suggest providing training program in the chess teachers. The aim is to increase the level of development of chess teachers' emotional intelligence, to develop the ability of schoolchildren to recognize, distinguish and title the emotions of chess classes.The goal is to increase the level of development of chess teachers' emotional intelligence, to develop the ability to recognize, distinguish and title the emotions of schoolchildren in chess classes.

Emotional Intelligence in the School Context: The Case of Greece for Teachers’ Attitudes and the Role of Mobiles and ICTs

The purpose of this study was to examine teachers’ attitudes and perceptions regarding the integration and development of Emotional Intelligence (ΕΙ) in preschool, primary, and secondary teaching levels within the school context. ΕΙ is a gateway to a balanced life. It is a major factor for a healthy development of interpersonal relationships, whether we are referring to relationships in personal or professional life. Because of its importance, teachers should be informed and trained how to develop their ΕΙ and how to cultivate and strengthen their students’ ΕΙ. In this study is presented an online questionnaire which was designed in order to assess teachers’ attitudes and perceptions regarding El development in Greek schools. Psychometric evaluation on data from 242 teachers indicates that the proposed scale is valid and reliable.

DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF YOUNGER SCHOOL STUDENTS AS AN INTERDISCIPLINARY PROBLEM OF THE NEW UKRAINIAN SCHOOL

The development of such a personal quality of students as emotional intelligence has become especially relevant in the modern world, including in the New Ukrainian School. The article highlights the results of the analysis of software for the development of emotional intelligence of younger schoolchildren, presented in current standard educational programs and the State Standard of General Primary Education of Ukraine in accordance with all educational branches of primary school. They came to the conclusion that the development of the emotional intelligence of younger schoolchildren is a cross-cutting content line, that is, a mandatory educational result that is formed by the means of all educational branches and serves as an indicator of qualitative changes in the primary education system.

Emotional Intelligence and Spiritual Intelligence on Student Learning Motivation

The purpose of this study is to examine the influence of emotional intelligence and spiritual intelligence on students' learning motivation. The research method employed in this study is quantitative with multiple linear regression analysis. The research was conducted at Sekolah Tinggi Teologi Injili Indonesia Surabaya, and the findings indicate that emotional intelligence and spiritual intelligence have a significant effect on students' learning motivation, accounting for 61.5% of the variance. Specifically, emotional intelligence has a 70.6% effect on learning motivation, while spiritual intelligence has a 76.9% effect.
 Research Contribution: This study highlights the importance of emotional intelligence and spiritual intelligence in influencing students' learning motivation at Sekolah Tinggi Teologi Injili Indonesia Surabaya. Therefore, educational institutions, particularly Sekolah Tinggi Teologi Injili Indonesia Surabaya, should focus on organizing student activities that promote the development of emotional and spiritual intelligence. Furthermore, educators should employ innovative teaching methods to enhance students' emotional and spiritual intelligence, ultimately leading to increased learning motivation among students.
 

Structure of basic emotions as a factor of emotional intelligence of high school students

The importance and predetermination of the emotional intelligence development as factors stimulating personal and professional growth of the individual and influencing his success in life are also undeniable. Emotional reaction is recognized as a specific type of knowledge that can enable a person to solve environmental problems successfully and correlate with the category of intelligence. Emotions and intellect are able to unite in their practical orientation. This combination is required for the coordinated development of the personality. The aim of the research was to study the role of such parameters of the basic emotions structure as the total functional resource of basic emotions; hierarchy of basic emotions; the balance of basic emotions in their totality in the level of emotional intelligence (EI) of high school students. The paper presents the results of an empirical study of the structure of basic emotions as a factor of emotional intelligence of high school students. Based on the results of the study, it was found that the parameter total functional resource of basic emotions decreases when moving to a sample of high school students with a higher IE, which may reflect a measure of chaos-orderliness in the structure of EI - a high value of this parameter reflects high chaos, and a low value - excessive ordering, which reduces the regulatory potential of EI. The parameter hierarchy of basic emotions has both general and specific features for high school students with different levels of EI. As for general features, they are: a) the emotion Interest which is the most distinguished; the second one is the Joy emotion. Specific features show that the Surprise emotion not only takes the third place in the hierarchy among high school students with high EI, but also reveals a significant increase in its share in the range of emotions. The parameter balance of basic emotions in their complex of high school students with different levels of EI can be quantitatively described by the parameters of the canonical hyperbolic rank parametric distribution, and the parameters of this distribution can be indicators of the level of high school students EI.

Socio-Psychological Factors in the Development of Emotional Intelligence of Drug Addicts

Drug addiction is a current global problem, which causes significant damage to the individual and society as a whole. Drug addicts have numerous disorders, among which the emotional sphere occupies an important place. Identification of social and psychological factors affecting the development of emotional intelligence of drug addicts will make it possible to optimize their psychological rehabilitation programmes.
 The aim of the study is based on establishing the influence of social and psychological factors on the development of the emotional intelligence level in drug addicts.
 Methods: The research programme uses standardized psychometric diagnostic methods (MSPSS, Self-Monitoring Scale, EQ-test, Self-esteem test). Descriptive statistics, the Kruskal-Wallace H test, and Pearson’s linear correlation coefficient were used.
 The Results: The study showed that a low level of emotional intelligence prevails among the surveyed drug addicts (M=37.63±13.38). At the same time, people with a low level have pronounced signs of low social self-control (Н=67.64, р≤0.001), social support (Н=67.76, р≤0.001), and self-esteem (Н=89.12, р≤0.001). Correlation analysis revealed a close direct relationship between emotional intelligence and social self-control (r=0.681, p≤0.001), social support (r=0.632, p≤0.001), and self-esteem (r=0.726, p≤0.001).
 Conclusions: The study found that the development of emotional intelligence of drug addicts is influenced by such social and psychological factors as social self-control, social support, and self-esteem. These factors determine the ability to manage emotions, adequately perceive them and objectively express them.
 Prospects: The identified results can be used when building a system of psychological rehabilitation for persons with drug addiction. In particular, to develop emotional intelligence, and improving general emotional well-being.