Emotionally Mature Research Articles

A COMPARATIVE STUDY OF EMOTIONAL MATURITY OF PROSPECTIVE TEACHERS IN RELATION TO GENDER AND LOCALITY

The emotional development of prospective teachers has been examined in the current article in connection to gender and location. The descriptive survey research methodology was employed. Being emotionally mature is an important quality for those who want to become teachers since it has a big impact on how effective they are in the classroom and on the learning environment as a whole. In this comparison study, gender and location are two important demographic factors that will be used to analyse the emotional maturity of prospective teachers. The studys population consisted of prospective instructors in the Sonipat area, and 120 prospective teachers were chosen at random. By examining these elements, we hope to learn more about how emotionally prepared future educators are as well as any prospective differences in emotional maturity across different groups. Singh and Bhargavas (2005) Emotional Maturity Scale" was utilized to gather the data. Data analysis techniques include the use of the mean, S.D.and t-test. The studys findings indicate that there are no appreciable genders or geographic differences in the emotional maturity of prospective teachers. KEYWORDS: Emotional Maturity, Prospective Teachers, gender and locality

Supervisor Emotional Maturity, Psychological Safety, and Traumatic Stress in College Student Affairs

Abstract: The COVID-19 pandemic placed an immense amount of stress on student affairs professionals, who were exposed to numerous potentially traumatic events as a result of changing workplace environments, health and safety risks, and their emotional support of students. This study explored the impact of supervisor emotional maturity on supervisee trauma exposure response through the mediating effect of psychological safety for a sample of student affairs professionals employed at 4-year institutions. Results indicated that supervisees who felt that their supervisors were more emotionally mature felt more psychologically safe and that this psychological safety predicted lower adverse reactions to both primary and secondary traumatic stress in workplace contexts. Implications for the training and development of student affairs supervisors are explored, as well as for further research into the construct of emotional maturity as it relates to supervision.

ANALISIS KEMATANGAN EMOSI MAHASISWA DITINJAU DARI MAHASISWA YANG NGEKOS DENGAN MAHASISWA YANG TINGGAL BERSAMA ORANG TUANYA

The purpose of this study is to investigate the relationship between emotional development and boarding students' conduct and students who live with their parents. Students from UINSU MEDAN served as the study's subjects. The information was gathered using assessments of behavioral and emotional maturity. Data is examined in terms of product moment. The two variables have a rxy=-0.906 correlation coefficient with a p=0.000 (p0.01) value. This implies that there is a strong inverse relationship between emotional development and these actions. Aggressive conduct can decrease as emotional maturity increases, but it can also increase as emotional immaturity decreases. 82% of people are emotionally mature enough to behave aggressively.

ROMPIENDO LAS AUTOCONCEPCIONES ERRONEAS IMPULSORES DE LOS CICLOS EMOCIONALES DE LOS ESTUDIANTES DE MBA PARA AYUDARLES A CONVERTIRSE EN LÍDERES RESPONSABLES

Responsible leadership training requires development of individuals who are both knowledgeable and emotionally mature so that they can overcome personal biases to make honest and ethical decisions that have a positive social impact within and outside the organization. Current MBA class exercises use a few trait-based surveys and basic techniques to manage one’s emotions along with leadership definitions that can be misinterpreted by students to be devoid of liable behaviors. Consequently, the problem of self-misconception persists with no change in students’ reasoning about the core problem that is causing their emotionally charged decision. Hence, most students fail to sustain their emotional management processes. To address this need to recognize and correct one’s self-misconceptions to uphold emotional maturity, our specific course of action is to address it holistically based on a preexisting Upanishadic model. The primary contribution of this paper is to bring to the forefront a practical, and useable model that can provide clear steps to refine one’s habitual orientations caused by self-misconceptions. We present the causal mechanism underlying the cognitive-emotional mechanisms wherein the core constructs are Knowing, Active and Inert qualities along six behavior influencing areas which elicit three distinct groups of emotions resulting in consequent decisions. Using a short case scenario-based exercise, we put forth steps students can take to develop responsible leadership qualities. Implications in the form of less stressful and happier workplaces are briefly discussed. A new definition of leadership is presented that helps one distinguish true leadership from notorious ones. The model and the accompanying steps help MBA students develop into fair, thoughtful, knowledgeable, compassionate, and truthful leaders, who work for the benefit of the entire society.

Konseling Pranikah: Sebuah Pendampingan Pastoral dalam Konteks Pelayanan Kristiani

Abstract
 
 In premarital counseling, there are practices to prepare prospective married couples for marriage. And usually this counseling practice is in the form of classes organized by the church according to the beliefs of the prospective bride and groom. The practice of premarital counseling is coaching with the intention of developing emotional maturity or other preparation, including personal ones.
 This research seeks to ascertain the importance of premarital counseling before entering into a holy marriage which will involve the church and be witnessed by many congregations. Through this research it will also be found that pre-marital counseling can foster a couple's relationship according to the Scriptures, and prepare them for the realm of marriage, then help grow emotionally mature, helping each couple to understand their role in marriage.
 Through a literature study with a biblical approach, this research draws a conclusion that marriage will go well and be solid for both bride and groom because it begins with pre-marital counseling where the church requires its congregation to go through that phase.
 This research seeks to find the best effort in dealing with marriage problems caused by a lack of counseling or guidance from related institutions, which is why divorces continue to increase.
 In this premarital counseling service, it can be given to prospective married couples with the aim that they really understand and understand the meaning of marriage that is desired by God in the Christian Family. So that their decision really becomes a married couple who are willing before God.

How Emotional Maturity Plays an Important Role in the Effectiveness of Teacher

In the education field the quality of the educational program depends on the effectiveness of teaching. So teacher is one of the important tool in the whole teaching and learning process. Hence teacher’s emotional maturity plays an important role on the teaching. An emotionally matured teacher has a capacity to make effective adjustment with himself and with his students. This study was done on 300 teachers of Adilabad and Karimnagar districts of Telangana state in India. The main tools used for this research is The Emotional Maturity Scale was developed by Singh and Bhargava (1991). This self-report tool consists of 48 items, which measure five dimensions: The responses are made on a 5-point scale, ranging from Never (1) to Always (5). The higher the score, the less emotionally mature the respondent is; the lower the total, the greater emotional maturity.

A Comparative Study to assess the Emotional maturity between Boys and Girls nursing student from selected nursing college of Latur

Background of the Study: A man’s life is normally divided into five stages namely: infancy, childhood, Adolescence, adulthood and old age. Every stage has its significance in terms of biological and psychological transition which in-turn influences the behaviour, among these stages the pivotal transformation occurs between childhoods to adolescence, which is also termed as biological stress. Hormones for the first time appear and change the internal environment and in-turn influence psychological composure of an individual, this influence can be in positive or in negative way1. AIM: Aim of study is to assess and compare emotional maturity of boys and girls nursing student from selected nursing college of latur. Method: In this study a total of 120 samples were chosen using non probability convenient sampling, structured Emotional maturity scale was administered to assess emotional maturity among boys and girls of Nursing college. Result: From the findings of the present study, it can be concluded that Highest Percentage (86%) boys are emotionally mature and remaining (14%) are emotionally immature. Highest percentage (95%) girls are emotionally mature and remaining (5%) are emotionally immature. Independent ‘t’ – test was computed results revealed there was a significant difference in Emotional Maturity between Boys and Girls Nursing students. To find association with level of Emotional maturity and selected personal demographic variables Chi-Square was computed, results revealed that there was significant association with personal variables like Age and Family income. Conclusion: The study revealed that emotional maturity is having a profound impact on boys and girls and it Revealed that girls had higher emotional maturity compare to boys. The result also demonstrates that the Questionnaire was effective for comparing the emotional Maturity in between boys and girls among the nursing student at M.I.N.S college Latur.

Diploma Nursing Final Year Students with that of Degree Nursing Final Year Students

Background: Everyone is special, but we also have a couple of things in common. In psychology, one of the most interesting questions is to get to grips with human nature and what makes a personality. The type of personality that we hold is essential to our human perception. This study aimed to compare the emotional maturity of diploma nursing final year students with that of degree nursing final year students.
 Objective: 1. To evaluate the level of emotional maturity of final year students in diploma nursing. 2. To evaluate emotional maturity rates of degree nursing final year students. 3. To compare the level of emotional maturity of diploma nursing final year students with that of degree nursing final year students. 3. To associate the level of emotional maturity of diploma Students in the nursing final year with their demographic variables selected. 4. To associate the level of emotional maturity of degree nursing final year students with their selected demographic variables.
 Materials and Methods: A Comparative study was conducted among diploma Nursing students from the final year and nursing students from the final year Wardha. Purposive sampling technique was used.
 Result: The data obtained to describe the that 11 % of the diploma final year nursing students had extremely emotionally maturity level, 21 % of them had emotionally immature 56% moderately emotionally maturity level 12% of diploma final year nursing students had extremely emotionally immature level. Minimum emotional maturity score was 67 and maximum emotional maturity score was 207.Mean emotional maturity score was 97.28 ± 22.08. degree final year nursing students that 82% of the degree final year nursing students had extremely emotionally mature level, 05 of them had moderately emotionally mature level, 10% of them had emotionally immature level and 3% them had extremely emotionally immature. Minimum emotional maturity score was 73 and maximum emotional maturity score was 235.Mean emotional maturity score was 179.98 ± 41.25. 
 Conclusion: The majority of diploma final year nursing students statistically significant difference was found in emotionally mature are degree final year students. Hence H1 is accepted. There is positive correlation between emotional maturities of diploma Nursing students and in final year and nursing students in the final year.

HUBUNGAN KEPUTUSAN KARIER DENGAN KEMATANGAN EMOSI PESERTA DIDIK KELAS IX SMPN 1 GARUT

Emotionally mature students tend to make career decisions that are right for themselves because they are able to think objectively about the various options available, so they can be responsible for the decisions taken. The purpose of this study is to determine the relationship between emotional maturity and career decisions of students in continuing education at the next level. The research method used is ex post facto quantitative method with correlational research type. The number of samples in this study were 100 class IX students. Collecting data using emotional maturity scale and career decision scale using a Likert scale model. The data from the scale in this study are quantitative data which will be analyzed descriptively in percentage. The results showed the significant correlation between emotional maturity and career decision making was 0.000 with a person correlation value of 0.762 in a positive direction so that it can be concluded that in this study H0 is accepted and Ha is rejected, meaning that there is a significant relationship between emotional maturity and career decision making in class students. IX SMPN 1 Garut. This figure shows a positive relationship with a strong level of relationship. From these results it can be interpreted that the high emotional maturity is one of the aspects that increase career decision making, or vice versaKeywords: emotional maturity, career decisions.

Relationship between Emotional Maturity and Perceived Stress Regarding Life among Nursing Students: A Cross-sectional Study

Introduction: Nursing students experience high levels of perceived stress as they interact with a wide variety of individuals including colleagues, clients and families in a high stress environment. The ability to cope with stress inducing stimuli and manage emotions is referred to as emotional maturity. An emotionally mature person has full control over the expression of his feelings. Data on the correlates of emotional maturity and perceived stress among nursing students remains limited hence there was the need of this study. Aim: To study the correlation between emotional maturity and perceived stress regarding life among nursing students. Materials and Methods: The present study was a cross-sectional study carried out in April 2021. Data were collected from 205 first year Bachelor of Science (B.Sc) nursing students selected purposively from Athena, Yenepoya, Dr MV Shetty and Laxmi Memorial College of Nursing, Mangalore, Karnataka, India. A predesigned, semi structured proforma was used to collect demographic details from the participants. Emotional maturity scale was used to assess their emotional maturity and perceived stress scale developed by Cohen was used to assess their perceived stress. Data were analysed by Statistical Package for the Social Sciences (SPSS) version 21.0. Data was analysed using descriptive and inferential statistics. Karl Pearson correlation coefficient was used to find the correlation between the variables. Results: Majority of the students were in the age group of 17-19 years (96.1%). The ratio of males to female was 1:11.8. Majority (87.3%) of the participants had experienced moderate perceived stress. Mean scores of emotional maturity were 19.13 (±4.287) and that of perceived stress scores were 102.902 (±25.93). Emotional maturity positively correlated to perceived stress of nursing students (r=0.275, p<0.05). Significant association was found between emotional maturity and perceived stress of nursing students with their place of residence. Conclusion: Emotional maturity was found to be correlated with perceived stress of nursing students.

“Impact of Emotional Intelligence on Emotional Maturity of Employees at Resin Manufacturing Organizations”

The present study investigated the Emotional Intelligence Impact on Emotional Maturity of Employees in the Manufacturing Industry. 100 employees from the Manufacturing Industry from Munbai and Navi Mumbai area were chosen for the present study. Simple Random Sampling Technique was used to select the samples for the study. The findings of the study reported that there is positive Association among Emotional Intelligence and Emotional Maturity of Employee in manufacturing organizations. The Employees who are emotionally mature show high level of self-confidence while Employees who are Emotionally Immature show low level of self-confidence. There are three psychological dimension related to Emotional Intelligence which include Emotional Competency, Emotional Sensitivity as well as Emotional Maturity. All these three factors guide a person in handling the complex dynamics of human behaviour in a better way. For the present study an extensive well designed questionnaire was used to collect the primary data from the manufacturing industry employees. Also various HR departments from the same manufacturing industries were approached in order to collect the secondary data.

PENGAMBILAN KEPUTUSAN DITINJAU DARI MANAJEMEN DIRI DAN KEMATANGAN EMOSI

The orientation of decision making is actually supported also by one’s experience, while attitudes toward experience itself are related to one’s emotional maturity. Emotional maturity is a valuable capital. People who have more mature emotions will be able to choose what is best and what they must avoid. The emotional maturity of an employee can be seen from the way he faces challenges, how his responsibilities towards work, and how his life views the world, so that the difficulties faced in making a decision will be lighter than employees who have lower emotional maturity. Emotional maturity is characterized by how conflicts are solved, and how difficulties are handled. People who are adults, in this case are emotionally mature, see their difficulties not as catastrophe, but as challenges, so that when he is faced with a situation where he has to choose an alternative offered to him, armed with the knowledge and experience he has it will be easier to make decisions that are considered most appropriate. He is willing to take risks, but still based on the most appropriate estimates that can be obtained.

Attitude of Undergraduate Students towards Use of Social Networking Sites in Relation to Emotional Maturity

Aim of this study was to find the attitude of undergraduate students towards use of social networking sites in relation to emotional maturity. Descriptive method of research was used. Stratified random sampling was used to select 300 undergraduate students from Kapurthala district of Punjab. Data was collected using Scale on Attitude towards Use of Social Networking Sites (2015) and Emotional Maturity Scale (2006). Data was analyzed using t-test and coefficient of correlation. It was found that female undergraduate students exhibit more favourable attitude towards using the social networking sites than male undergraduate students; Urban undergraduate students exhibit more favourable attitude towards using the social networking sites than rural undergraduate students; Male undergraduate students were more emotionally mature than female undergraduate students; Urban undergraduate students are more emotionally mature than rural undergraduate students; There is no relation between attitude towards using the social networking sites and emotional maturity of undergraduate students.

Interplay of gender on emotional maturity and relationship of emotional maturity with the adjustment of adolescents residing in orphanages, single parent families and intact families

The present investigation aimed at assessing and comparing the emotional maturity of adolescents from orphanages, single parent families and intact families across gender. Also, the relationship between emotional maturity and adjustment was explored. A sample of 100 adolescents from orphanages and 200 adolescents from government schools (100 from single parent families and 100 from intact families) has been selected through random sampling technique. Emotional Maturity Scale and Bell’s Adjustment Inventory were administered in the present study. Analysis of data revealed that girls belonged to intact families were significantly more emotionally progressed and socially adjusted. In overall emotional maturity also, girls were more emotionally mature when compared with boys. Also, the total emotional maturity of boys from orphanages and intact families was found to be positively correlated with their adjustment. Whereas, adolescents living with single parent families reported negative correlation. Interestingly, the independency of all the adolescent boys irrespective of their family type was found to be negatively correlated with their adjustment. Overall emotional maturity of girls belonging to orphanages was significantly and positively correlated with the adjustment. Furthermore, integrated personality of girls from orphanages and independence of girls belonging to single parent families also found significantly and positively correlated with the adjustment.

Gender differences in emotional maturity among urban adolescents

The present research was conducted to study the gender differences in emotional maturity. In the present study, a sample of 100 students (50 boys and 50 girls) in the age group of 16-18 was drawn from the Govt. Higher Secondary School of Ludhiana city. Emotional Maturity Scale (Singh and Bhargava, 1990) was used to collect data. Overall results indicated that both boys and girls were emotionally unstable. In comparison to girls, boys were found to be more emotionally mature than girls.

STUDY OF EMOTIONAL MATURITY OF STUDENTS FROM THE PEDAGOGICAL HIGH SCHOOL

Introduction. The article analyzes the phenomenon of emotional maturity from the position of various psychological approaches (psychoanalytic, existential, humanistic, cognitive, cultural-historical). It is emphasized that the problem of studying emotional maturity, its structure, mechanisms, conditions of formation, especially in the context of growing young people and preparing for the implementation of specific professional activities, remains the subject of scientific discussions and is not fully understood by domestic and foreign psychologists. Materials and Methods. The results of our own research in the period 2015-2017 are described. on the sample of students of three faculties of the pedagogical university (Mininsky University) (the volume of 157 people) of the indicators of emotional maturity in accordance with the presented author's model, which includes the following components: emotional value orientation, cognitive reactions and emotional cognition, affective reactions, emotional self-regulation of behavior. Results. The system of mechanisms of fastening and manifestation of emotions at different levels of the personality structure characterizing the opposite variants of emotional development of students is described: crisis and mature. A significant percentage of the young people surveyed (44, 6) with a crisis type of emotional development was revealed. These subjects have significantly higher rates of personal anxiety and accompanying experiences of fear, shame and guilt, a less developed ability to emotionally cognize and control their emotions, dominate strategies to avoid difficulties and problems, as well as aggressive behavior towards others in stressful situations. Discussion and Conclusions. The obtained results testify to the need for special psychological work with students-future teachers in the framework of training. First of all, it is necessary to pay attention to the formation of work skills with their own experiences, the education of the habit of overcoming difficulties, the development of the attitudes of an emotionally mature person.

Emotional maturity of adolescents from orphanages, single parent families and intact families: A comparative study

The present study assessed and compared the emotional maturity of adolescents in orphanages, single parent families and intact families. The sample comprised of 300 respondents in the age group of 14-16 years, from the four selected cities of Punjab (Ludhiana, Jalandhar, Patiala, and Hoshiarpur). 100 school going adolescents were picked from the selected orphanages and 100 adolescents were selected under both single parent families and intact families from the government schools. The sample was equally distributed across both the genders (50 each). Emotional maturity of adolescents was assessed by administering Emotional Maturity Scale. The study revealed that overall, more numbers of orphans were found emotionally immature. Adolescents living with intact families were significantly more emotionally progressed, socially adjusted, independent and overall analysis also showed that they were more emotionally mature. In order to cultivate emotional maturity of adolescents, parents or care takers should try to become a good and effective listener, avoid comparisons, teach the problem solving skills and model a good behavior in front of adolescents.

Relationship between Emotional Maturity and Social Competence in Young Adults

Background: The impact of Emotional maturity starts with the maintenance and enlistment of ability. The degree to which applicant’s emotional maturity is considered in settling on top official contracting choices significantly affects a definitive achievement or disappointment of those administrators. The emotional maturity of the people doing the contracting is additionally significant for good procuring choices. Kokin Saera et al (2004) conducted a cross sectional study on “comparison of emotional maturity and social interaction in adolescents as compared to adults”. In this study, 50 adults and 50 adolescents were given social adjustment inventory and emotional competency test. The study concluded high social interaction in adolescents as compared to adults however, prevalence of emotional maturity in adults was found to be high. Purpose: To find the relationship between Emotional Maturity and Social Competence among Young male and Female Adults. Material and Methods: Sample was collected from 80 adults (40 Males and 40 Females) age ranging 18-25years both employed and unemployed from Delhi. The tools used for collecting data related to emotional maturity and social competence were Emotional maturity scale developed by Dr Yashvir Singh and Dr. Mahesh Bhargava and Social competence scale developed by Dr V.P. Sharma, Dr (Mrs) Prabha Shukla and Dr (Mrs) Kiran Shukla. Result and Conclusion: On a average, females were found to be highly emotionally mature as compared to the males at both the significance level of 0.05 and 0.1. Moreover, there was no difference in social competence level of working and non working adults as well as social competence level was found to be not dependent on gender.

Early Childhood Education: The Long-Term Benefits

ABSTRACTThis study was designed to substantiate the positive, long-term outcomes demonstrated by children from economically disadvantaged homes who received a high-quality, early education. Children who attended The Opportunity Project (TOP) Early Learning Centers in a midwestern city in the United States were matched with a like control sample from a local school system and followed from kindergarten through 4th grade. In 3rd and 4th grades, standardized state assessment outcomes for math and reading were collected on the two groups; data also were collected on discipline referrals, attendance rates, and special education placements for all grades. In the 4th grade, the TOP group scored significantly higher on math and reading tests. TOP children had significantly higher attendance rates than the control group; by the 4th grade, TOP students had significantly fewer discipline referrals. TOP students were identified for special education earlier and moved to mainstream classes sooner than the control group. Each year, teachers of TOP graduates completed questionnaires comparing TOP students to the remaining students in their classes on three social variables: appropriate behaviors, social interactions, and emotional maturity. Results indicated TOP children used significantly more appropriate behaviors, were significantly better at social interactions, and were significantly more emotionally mature than their non-TOP peers.

Emotional Maturity and Loneliness as Correlates of Life Satisfaction among Adolescents

<p><em>Emotions which are considered as a basic factor of all relationships 1are very powerful and to a very great extent they control our behaviour, thoughts and all other aspects of life. The behaviour and thought processes are directly influenced by the past experiences and early developmental stages. Emotion is the feeling aspect of consciousness characterized by a physical aspect like physical arousal, behaviours that reveal emotion to the outside world, and an inner awareness of feelings. Healthy emotions motivate us and give us energy for appropriate action. Unhealthy emotions are either overly intense or suppressed.</em></p><p><em> Smiston in 1974 defined “Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally” (as cited in Singh & Bhargava, 1990). Kaplan and Baron describes a emotionally mature person as having the capacity to withstand delay in satisfaction of needs, ability to tolerate a reasonable amount of frustration, has belief in long-term planning and is capable of delaying or revising expectations in terms of demands of situation, has capacity to make effective adjustment with themselves, members of family, his peers in the school, society and culture. Maturity is not only the capacity for these attitudes and functioning but also it is the ability to enjoy them fully (as cited in Singh & Bhargava, 1990). According to Hollingworth (1928) an emotionally mature person will be capable of responding in gradation or degree of emotional responses, he does not respond in all or none fashion, but keeps within bounds. He will be able to delay his responses as controlled with the impulsiveness of young child. And he will also be able to handle self-pity (as cited in Singh & Bhargava, 1990).</em></p>