Emotionally Competent Research Articles

THE RELATIONSHIP BETWEEN EMOTIONAL COMPETENCE, SOCIAL ENTREPRENEURIAL OUTCOME EXPECTATIONS AND SOCIAL ENTREPRENEURIAL INTENTION

This study investigates the influence of four dimensions of emotional competence, including self-awareness, empathy, motivation, self-regulation and social skills on the social entrepreneurial intention of students through social entrepreneurial outcome expectations. Based on a data set of 482 final year students, the results of the study show that self-awareness, self-regulation and self-motivation affect social entrepreneurial intention and outcome expectations. In contrast, empathy and social skills only directly affect social entrepreneurial intention. This study suggests that higher educators and policymakers incorporate emotional competency development into the higher education process. Higher education should be the place to nurture a generation of emotionally competent and socially conscious entrepreneurs by establishing an educational environment that values and develops emotional intelligence and by providing practical, encouraging experiences that align with the tenets of social enterprise.

Emotional competence of patients with chronic pain : A self- and third-party assessment

The aim of the study is to assess the status quo of emotional competence in people with chronic pain. How do patients experience themselves regarding to their ability to perceive, express, and regulate emotions? And does this assessment coincide with the assessment of emotional competence (EC) by mental health professionals? The study took place in the context of interdisciplinary multimodal pain therapy at an outpatient clinic in N = 184 adult German-speaking individuals with non-cancer-related chronic pain. EC was assessed at the end of therapy using the self- and third-party assessment scales of the Emotional Competence Questionnaire. The external assessment was performed by the mental health team. Standard scores were created using the norm sample provided by questionnaires. These were analyzed descriptively and inferentially. Self-perceived EC was average (Mself_total = 99.31; SD = 7.78). The mental health professionals predominantly rated the emotional competence of the patients significantly lower (Mexternal_total = 94,70; SD = 7,81; F(1.179) = 35,73; p < 0.001; η2 = 0.17). Emotional expressivity, as acomponent of EC, was externally rated as below average (Mexpressivity_external = 89.14, SD = 10.33). Patients with chronic pain rate themselves as unimpaired in terms of their daily emotional awareness, expression, and regulation abilities. At the same time, mental health professionals rate these same individuals as significantly less emotionally competent. The question remains open as to what extent the divergent assessments can be explained by assessment bias.

Are emotionally competent adults emotionally available parents? Examination of theoretical and empirical relationships in a video-recorded parent-child interaction clinical preschool-aged sample.

Emotional competence (EC) describes one's general ability to perceive, express, process, and regulate their own emotions as well as those of others. In the clinical context of parent-child interactions, the specific ability to perceive, express and regulate a child's emotions is conceptually covered by the Emotional Availability Scales (EAS). We aim to examine theoretical and empirical overlaps between EC (Rindermann) and emotional availability (EA; Biringen) for theoretical, diagnostic, and therapeutic reasons. Parents of a clinically referred sample of preschool-aged children (55 dyads) filled out a self-report questionnaire (ECQ), and certified and blinded raters applied the EAS via observations. In a novel approach, the EC was additionally estimated with independent ratings made by two further observers. All dyads were coded on 10-min video-recorded parent-child interactions during free play. In bivariate and multivariate analyses, EC scores from observational ratings were strongly associated with independently rated clinical emotional availability scores. EC scores from self-reports were moderately associated with emotional availability scores. A post hoc power analysis estimated β error probabilities. EC may represent an important personal precondition to an emotionally available parent. As such, we discuss implications for early risk factor assessments for child development and highlight new prevention approaches, new diagnostic options, and refined treatment goals. Limitations included the sample size, assessment, and the influence of study design on results.

EMOTIONAL COMPETENCE OF A TEACHER OF A HIGHER EDUCATION INSTITUTION UNDER MARTIAL LAW

B a c k g r ou nd . The article deals with the issues of developing and maintaining the emotional competence of a higher education institution teacher under martial law. A list of problems in the field of higher education that arose during the period of martial law is provided, and legislative documents on support of higher education institutions in wartime are described. It is noted that before a teacher can provide psychological assistance to one of his/her students, he/she must first learn to help himself/herself. The article focuses on the conditions of martial law in Ukraine from 2022 to the present, and accordingly, higher education is facing realities in which each teacher must be competent not only in their field but also in providing various types of assistance to students, including first aid and psychological support. Under martial law, teachers must also become emotionally competent, which is what we will discuss in this article. In the activities of a modern teacher and psychologist, the professionally significant integral quality is "emotional compe- tence", which helps them to carry out effective interpersonal interaction, communication, personal development and health maintenance. This will help both the teacher and his/her professional activity. To outline the requirements for teachers and their necessary skills in the provision of educational services in face-to-face, distance and blended learning formats. To analyse the latest research on the problem of teacher's emotional competence under martial law. To substantiate the need for teachers to have this competence in accordance with the current conditions, in particular, with the continuation of the pandemic and the full-scale invasion of the Russian Federation into the territory of Ukraine. A comprehensive analysis of the emotional competence of a teacher of a higher education institution under martial law. Re su lt s. The article describes the structural components of the emotional competence of a teacher of a higher education institution under martial law. They include motivational, cognitive, activity and personal components. C onc lu si on s . Each component of the emotional competence of a teacher of a higher education institution is revealed in the conditions of martial law.

Developing emotionally competent engineers for the ever-changing built environment

PurposeAs the world experiences a rapid rise in technological advances, the engineering profession will be required to become even more socially responsible and emotionally stable to be able to display higher levels of empathy towards the society they serve. Therefore, the purpose of this study is to evaluate the key emotional competencies (ECs) that engineers need to possess to thrive in the construction industry after graduation.Design/methodology/approachA quantitative research approach was conducted with close-ended questionnaires developed and administered to built environment professionals such as architects, construction managers, construction project managers, engineers and quantity surveyors.FindingsThe results showed that the ability to display a positive outlook on life, understand one's emotional triggers, ability to display resilience in hard times, control one's emotions and ability to show compassion to others were the highest-ranked ECs. Further analysis revealed four clusters such as self-awareness, empathy, self-regulation and self-motivation.Practical implicationsPractical guidance for higher education institutions is offered in terms of revamping and revisiting their engineering education curricula to develop these ECs to produce emotionally sound engineers for the ever-changing world of work.Originality/valueAs the world of work becomes increasingly dynamic and diverse, engineers will be required to possess empathy, social skills and high levels of ECs to be able to seamlessly interact with fellow professionals as well as the society they serve.

Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching

ABSTRACT Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children’s emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start program, one served families on a sliding scale fee, one was focused on providing services to low-income families, and one was a faith-based center with middle- and upper-income students. Structural equation modeling revealed that children displayed fewer negative emotion expressions, better emotion regulation, reduced maladaptive emotion-related behaviors, and increased learning behaviors at the end of the year when teachers engaged in greater emotion-focused teaching practices. Practice or Policy: Preschool teachers play an important role in socializing children to be emotionally competent. Our findings suggest the need for professional development to improve teachers’ emotion-focused teaching as an effective strategy to address children’s challenging behaviors and emotions in the classroom and to better prepare children to engage in learning.

Backtalk: Preparing emotionally competent educators

Early childhood is a time when children begin building foundational skills of self-regulation and emotional competence. But, as Donna Housman explains, their teachers may not themselves have the training and support to help young students develop these abilities. She recommends that early childhood teachers receive professional development that helps them recognize and manage their own emotions, stress, and anxieties so they can better foster self-regulation among their students.

What you see is what you want to get: Perceived abilities outperform objective test performance in predicting mate appeal in speed dating

Are intelligent, creative, and emotionally competent people more desirable? Evolution-based theories and studies on the ideal partner suggest that they are. We aimed to assess whether verbal, numerical, and spatial intelligence, creativity, and intra- and interpersonal emotional competence are associated with higher real-life mate appeal. In speed dates, 87 women and 88 men met up to 14 members of the opposite sex (2188 observations). While only one measured ability—women’s creativity—was significantly associated with mate appeal, ability perceptions by speed-dating partners could broadly predict mate appeal. Effects of perceived and measured abilities were substantially reduced after controlling for physical attractiveness. These results suggest that the investigated abilities play a lesser role in initial attraction than proposed in the past.

Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children

All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. In this study, the authors reviewed systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and used meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes. Four electronic databases (i.e., Academic Search Premier, Educational Resource Information Center, PsycINFO, and Education Full Text) were systematically searched in December 2015 and updated in January 2018. “Snowball methods” were used to locate additional relevant studies. Effect size estimates were pooled using random-effects meta-analyses for three child outcomes, and moderator analyses were conducted. Thirty-nine studies involving 10,646 child participants met the inclusion criteria and were included in this systematic review, with 33 studies included in the meta-analyses. Random-effects meta-analyses showed (a) improvements in social competence and emotional competence, and (b) decreases in challenging behavior. For social competence and challenging behavior, moderator analyses suggested interventions with a family component had statistically significant and larger effect sizes than those without a family component. Studies in which classroom teachers served as the intervention agent produced statistically significant but smaller effect sizes than when researchers or others implemented the intervention for challenging behavior. This systematic review and meta-analysis support using comprehensive social–emotional interventions for all children in a preschool classroom to improve their social–emotional competence and reduce challenging behavior.

КРИТЕРІЇ ТА РІВНІ СФОРМОВАНОСТІ ЕМОЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

The article considers the development of emotional competence of prospective elementary school teachers, which is understood as a set of views, values, acquired knowledge, skills in the emotional sphere, their understanding, expression, regulation and allows you to successfully organize the educational process on an emotional basis, empathy, respect, cooperation with schoolchildren, their parents, colleagues, to realize themselves in personal and professional activities. The purpose of the article is to study and theoretically substantiate the criteria, levels and indicators of the formation of emotional competence of future primary school teachers. To solve the problem, methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, study of experience were used. On the basis of structural components of the specified phenomenon cognitive, value, activity criteria are developed. Cognitive criterion is characterized by the presence and completeness of knowledge about emotions, feelings, emotional states, ways of their expression, causes, age features of the emotional sphere of primary schoolchildren, awareness of technologies influencing the emotional state of schoolchildren, ways to manage their emotions. The value criterion includes recognition of the value of emotions in professional and personal spheres, acceptance of own emotional experiences and feelings of schoolchildren, their parents, colleagues, humanistic attitude to communication, interaction with participants of educational process, need to be emotionally competent teacher, motivation to succeed in pedagogical activity. The activity criterion includes a set of skills and abilities of the student to adequately perceive schoolchildren' emotions, understand their feelings and their own emotional state, express their own emotions, manage them, establish productive communication, organize interaction with schoolchildren, their parents, colleagues, make a constructive impact on participants' emotional state, educational process, motivate, stimulate them, prevent conflicts, apply constructive strategies to resolve them. Given the degree nature of the acquisition of competence, the low, medium and high level of formation of emotional competence of prospective primary school teachers is determined, their characteristics are described. Keywords: emotional competence, prospective elementary school teacher, criteria, indicators, levels, formations.

Emotional competence: a prerequisite for effective teaching

Teaching is among other things an emotional endeavour. Being emotionally competent has tacitly become a prerequisite for the teaching profession, thus raising the question of teachers’ actual emotional competence as well as manners of acquiring these skills. This paper aims to discuss how emotions relate to the teaching profession and also provides results of a small scale study conducted on a sample of 144 teachers from secondary schools in the City of Rijeka regarding the teachers’ assessment of their emotional competence. The results of the study point to overall high assessments of teachers’ emotional competence which is an encouraging result but could also point to the idea Hargreaves (2000) introduced, which entails the notion that expressing positive emotions and being emotionally competent has become a moral commitment and a professional standard for the teachers which makes them feel obliged to live up to those standards.

On the problem of relevance to develop emotionally competent behavior in children with intellectual disabilities

Nowadays, improvement of the education quality remains a burning issue in the world and, in particular, in Russia. Modern social, economic and cultural transformations have bred new values in education to appear; educational objectives, goals, content and results have been reviewed. Contemporary changes have generated a reasonable request of the society for training a comprehensively developed, cultured and competent person who is given the necessary set of social important competences for various culture-congruent activities; actively interact with society and efficiently adopt social roles. Current trends dictate to look for new approaches and methods in education that actively form personal and social skills and competencies to facilitate a better social adaptation and socialization of every person with understanding of their potential. In this regard, investigation of emotional competence of school students with intellectual disabilities is of special relevance; state and condition of the disorder in many ways define the capacity of sound socialization for this group of children. Goal of our research is to analyze theoretical background, studies and methodological concepts in world and Russian psychology on the problem of regulation of emotional response of school students with intellectual disabilities through shaping emotional competence in their behavior; to pinpoint problems and potential to scrutinize this topic. The scope of the research is the process of emotion regulation of school students with intellectual disabilities through shaping emotional competence, which encompasses abilities to monitor, control and manage their emotional response in social environment. The research found that most scientists although declare the need for special programs to study and correct the emotional responses of intellectually disabled students with a view to their best socialization in modern society, there are still deficits in both the science and the practice of special psychology related to the development and implementation of technologies for monitoring, predicting and managing emotional responses among this group of schoolchildren.

Emotional Intelligence Training Workshop and its Impact on Employee Performance: an Empirical Evaluation

Purpose: The primary focus of present research was to examine the effects of an emotional intelligence (EI) training workshop on participants’ performance. It entailed to evaluate whether the EI training workshop bring about a change in the performance of participants. The present study also encompasses the gender differences and the relationship of emotional intelligence with it. Research Design: The present research used primarily the quantitative techniques and succinctly presents the effects of enhanced emotional intelligence to the success of organization by using the data from a sample of 89 marketing managers from two selected organizations of the solar sector. In order to examine the gender differences in the emotional quotient, data was collected using Schutte’s Self Emotional Intelligence Scale (SEIS) from 158 employees of the marketing department of the selected organizations of the solar sector. The reliability of the data collection tool was calculated using Cronbach alpha and the value for present study was 0.817. Paired sample t-test, independent sample t-test, and descriptive statistics were used for data analysis. Findings: The results of the statistical analysis provide significant support to the hypothesized relationships between enhanced emotional intelligence and employee performance. Study results suggest that the conduct of Emotional Intelligence Workshop does increases the productivity of the employees. The study conducted also brings out the fact that the gender differences are significant with respect to emotional competencies and the findings suggested that females are more emotionally competent as compared to males. Implications: The research implications of the present research suggested that organizational success beckons upon employee performance which can be enhanced by focusing on creating HR system that ensures high emotional quotient in employees. The present research also suggests that organizations can move ahead on the path of success by remodeling recruitment mechanisms and building a strong training methodology to increase the emotional intelligence level of employees. It is likely that this occurs because employees with high emotional quotient are found to perform better than their counterparts. Originality/value: This study furthers the research in the field of emotional intelligence by providing an empirical evidence to support the positive impact of emotional intelligence training workshop on performance of marketing managers.

General Music Learning Is Also Social and Emotional Learning

The purpose of this article is to highlight the relationship between general music and social and emotional learning. Social and emotional learning involves a set of social, emotional, behavioral, and character competencies that are essential to success in school, in the workplace, within relationships, in the community, and in life. Music teachers are uniquely positioned to help students become more socially and emotionally competent while simultaneously developing the skills outlined in the general music curriculum. Many general music program activities reinforce and help students understand the concepts of self-management, self-awareness, responsible decisionmaking, relationship skills, and social awareness. Activities such as improvisation, ensemble playing and singing, and defining emotions with music can be used to develop social and emotional learning skills in the general music classroom. The primary objective of this article is to help general music teachers understand that general music learning environments naturally lend themselves well to aiding in these efforts.

Early childhood teachers’ socialization of children’s emotional competence

Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

Emotional Competence in a Gender Perspective: The Experiences of Male Nursing Students in the Sexual and Reproductive Health Clinical Teaching

&lt;em&gt;In the Nursing Degree clinical teaching, gender stereotypes can influence the emotional experience of male students, with implications on their learning and competence’s development in a health care area that is predominantly female, since it is consensual that the emotional dimension of learning can stipulate the experiences of caring. The development of emotional competence promotes a greater capacity for adaptive resilience in the face of stressful situations; consequently, to be emotionally competent is to be able to find solutions in internal resources that emerge from emotions (especially its management) and from the motivation of each individual. This interrelation between emotions and gender prompts the understanding of the male nursing students’ emotional experience of provision of care in sexual and reproductive health. In order to understand this phenomenon, is proposed a research project with a qualitative approach, exploratory and descriptive. The data will be obtained from narratives written by nursing degree male student and also from clinical teaching supervisor nurses. Understanding students’ emotional experiences in clinical teaching of sexual and reproductive health, related to possible gender stereotypes and restrictions to care in this area, leading us to understand how emotion itself manages these genderized experiences, what sense it gives them and how it incorporates them into learning in clinical teaching.&lt;/em&gt;

The Relationship between the Leadership Effectiveness and Emotional Competence of Managers in the Public Sector

ABSTRACTThis article reports on the perceived relationship between leadership effectiveness and the emotional competencies of managers in the public sector, and the impact of this relationship on service delivery. In the light of continual protests over government’s poor service delivery to the public, doubts are raised about the leadership effectiveness of public officials. Research has identified the leadership effectiveness of managers in the public service as crucial for quality service delivery. Industrial psychologists have also identified leadership effectiveness and emotional competencies as important ingredients for success in organizations. This is due to the facts that effectiveness and efficiency can be attained only if an appropriate leadership style and manager’s emotional competencies or abilities are in place. Findings from the research indicate that currently managers in the public sector possess insufficient emotional competencies to subdue emotional outbursts and achieve effective leadership. Based on the findings and the literature, the conclusion is that it is imperative for managers of public entities to acquire effective leadership skills and become emotionally competent. Relevant training and interventions, and a comprehensive management recruitment process, should be put in place.

Self Esteem and General Well Being in Adolescents with Low vs High Emotional Competence

An essential component of youths’ successful development is learning to appropriately respond to emotions, including the ability to recognize, identify and describe one’s feelings. Emotional competence refers to one’s ability to express or release one’s inner feelings or emotions. Self-esteem reflects a person’s overall subjective emotional evaluation of his or her own worth. It is a judgment of oneself as well as an attitude toward the self. General well being refers to the harmonious functioning of the physical as well as psychological aspects of the personality, giving satisfaction to the self and benefit to the society. The present study focuses on the self esteem and general well being in adolescents with low vs high emotional competence. For this purpose, first of all emotional competence scale was administered on 260 adolescents within the age range of 15-18 years, to identify the low emotionally competent and high emotionally competent adolescents. After the sample selection of 152 subjects (76 low emotionally competent and 76 high emotionally competent) Rosenberg’s Self-esteem scale and General well being scale were administered. Results indicate that high emotionally competent adolescents have high self-esteem and better general well being than low emotionally competent adolescents.

Enhancing Team Effectiveness Through Leader Emotional Intelligence and Knowledge Sharing: Structural Equation Modeling Approach

Leader’s non-cognitive abilities and knowledge sharing behavior among team members remains a central concern of healthcare teams for the effective team outcomes. As in complex healthcare environment leaders have to confront with contradictory behaviors. Therefore, the research study attempts to address question how exchange of knowledge amongst health professionals who are associated and working in teams enhances the team effectiveness under emotionally competent leadership. Considering the factor; that leader emotional intelligence is a critical proficiency which may influences sharing of knowledge in health care teams, in terms of final outcomes and effectiveness criteria. A cross-sectional study with structural modeling approach by using Smart PLS was employed to examine the mediating effect of knowledge sharing on relationship of leader emotional intelligence and team effectiveness Data were analyzed by means of a self-reported questionnaire from 225 health care professionals who were working with teams. The study findings indicated knowledge sharing within interprofessional health care teams is influenced by leader emotional intelligence. Furthermore, it was shown that leader emotional intelligence and knowledge sharing is positively related to team effectiveness. Mediation analysis revealed that knowledge sharing mediates the relationship between leader emotional intelligence and team effectiveness. In practice, the results of the study provide a valuable starting point for healthcare leadership to educate them on emotional competencies and encourage knowledge sharing as it deemed important for achieving effectiveness.

Enhancing Team Effectiveness Through Leader Emotional Intelligence and Knowledge Sharing: Structural Equation Modeling Approach

Leader’s non-cognitive abilities and knowledge sharing behavior among team members remains a central concern of healthcare teams for the effective team outcomes. As in complex healthcare environment leaders have to confront with contradictory behaviors. Therefore, the research study attempts to address question how exchange of knowledge amongst health professionals who are associated and working in teams enhances the team effectiveness under emotionally competent leadership. Considering the factor; that leader emotional intelligence is a critical proficiency which may influences sharing of knowledge in health care teams, in terms of final outcomes and effectiveness criteria. A cross-sectional study with structural modeling approach by using Smart PLS was employed to examine the mediating effect of knowledge sharing on relationship of leader emotional intelligence and team effectiveness Data were analyzed by means of a self-reported questionnaire from 225 health care professionals who were working with teams. The study findings indicated knowledge sharing within interprofessional health care teams is influenced by leader emotional intelligence. Furthermore, it was shown that leader emotional intelligence and knowledge sharing is positively related to team effectiveness. Mediation analysis revealed that knowledge sharing mediates the relationship between leader emotional intelligence and team effectiveness. In practice, the results of the study provide a valuable starting point for healthcare leadership to educate them on emotional competencies and encourage knowledge sharing as it deemed important for achieving effectiveness.