Importance Of Emotional Competence Research Articles

Moral Emotions – Pedagogical Perspective

The aim of the article is to identify the status of emotions in the processes of passing judgements and taking moral decisions as well as to indicate the importance of emotional competence in moral development. In the first part of the text, we review the concept of morality, with particular reference to the emotivism of Alfred J. Ayer, Alan Gibbard’s emotivism, and trends in the ethics of care by Nel Noddings as viewpoints that emphasize the affective factor. In the second part, using the concept of social, related to self-awareness and moral emotions, we argue for the role of emotions in the processes possessing moral significance. On that basis, we cautiously assume that people who have developed high emotional competence are also more morally competent. The last part is the search for pedagogical implications and justification of the thesis about the meaningful and functional relationship of emotional and moral development in the processes of upbringing. Since ethics concerns how we should live and since these areas are so much concerned with how we live, moral education ought to focus on developing moral skills (virtues), thanks to which moral feelings will guide children and adolescents.

The Importance of Emotional Competence in Preventing Cyberbullying: The Role of Family as Moderator

The Importance of Emotional Competence in Preventing Cyberbullying: The Role of Family as Moderator

Does emotional intelligence really ensure a happy life? The mediation role of emotional competencies

The study was focused on relations between the abilities to recognize facial emotions, emotion understanding abilities, emotional competencies and well-being. It was expected that the relation between emotional intelligence and well-being is mediated by emotional competencies. Statistical software IBM SPSS AMOS 21 was used to test mediation models involving emotional abilities as the independent variable, emotional competencies as the mediator variable, and well-being as the dependent variable. The participants were 144 students aged between 18 and 32 (M = 20.59; SD = 1.82). Two tests were used to measure emotional intelligence: Emotional Intelligence Scale – Faces (EIS-F, in Polish: Skala inteligencji emocjonalnej – twarze, SIE-T) by Anna Matczak, Joanna Piekarska and Elżbieta Studniarek, and Emotion Understanding Test (EUT, in Polish: Test rozumienia emocji, TRE) by Anna Matczak and Joanna Piekarska. Emotional competencies were estimated with a self-descriptive questionnaire PQEI (in Polish: PKIE) by Anna Matczak et al. Well-being was measured with the use of a Depression Symptom Questionnaire (DSQ, in Polish: Kwestionariusz symptomów depresyjnych, KSD) by Anna Matczak and Katarzyna Martowska. It was found that emotional competencies are the mediator of the relation between emotional intelligence and well-being. The study also shows that having high emotional potential (emotional abilities) itself does not guarantee well-being. It is acquired emotional competencies, meaning the skills of coping in different emotional situations, that may significantly contribute to improving the person's physical and mental state. At the same time, emotional intelligence is a prerequisite for the development of such competencies, although more than that is necessary. The results of the study confirm the difference between emotional abilities and emotional competencies constructs and point out the importance of emotional competencies for the person's well-being.

DEVELOPMENT OF EMOTIONAL COMPETENCE IN EXAM SITUATIONS WITH STUDENTS WHO ACHIEVE DIFFERENT ACADEMIC SUCCESS AND STUDY DIFFERENT STUDY PROGRAMS

The authors, in the theoretical part of the paper, define and explain the concept of emotional competence, as well as skills that should be developed and strengthened within the mentioned concept. Also, the importance of emotional competence in exam situations for the academic success of students has been presented, which is supported by the presentation of research related to this topic. The aim of the study was to examine whether students with different academic achievement and from different study programs showed different levels of emotional competence in exam situations. The research was conducted on a sample of 115 students from the Faculty of Philosophy, University of East Sarajevo. The paper presents the results of examining the differences in the development of emotional competence in exam situations in students with different academic achievement and the results of examining the differences in the development of emotional competence in students in exam situations depending on the study program they study. The findings show that there are no differences in the development of emotional competence in exam situations in students with different academic achievement, but there are differences when it comes to the development of emotional competence in exam situations depending on the study program that students’ study. This research is a contribution to a better understanding of students' emotional competencies in exam situations and may have practical implications in terms of understanding the importance of improving the emotional sphere in all study programs by expanding study objectives so that they include developing of students' emotional competencies. 
 
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Beyond music: Emotional skills and its development in young adults in choirs and bands

Latest studies point out the importance of emotional competencies in young people’s education. Music is closely linked to people’s personal development and the evidence suggests that there are differences in young people who participate in group music-making activities and young people who do not. In the present study we analysed the socioemotional profile of sample of Spanish adolescent musicians who sang in choirs or played in bands. A total of 660 adolescent musicians and 655 non-musicians participated in the study, which evaluated emotional competencies, life satisfaction, motivation to study and capacity of leadership. At the same time, an ad hoc questionnaire was also administered to the musicians to obtain their academic musical profile. The results of the study show statistically significant differences between musicians and non-musicians in all measured variables, and suggest that, in line with previous research, belonging to a musical ensemble, such as choirs and bands, is related with the development of many skills as well as self-perception. Furthermore, it promotes the development of socioemotional competencies, motivation and leadership.

The Mobile Emotional Intelligence Test (MEIT): An Ability Test to Assess Emotional Intelligence at Work

The present study analyzes the Mobile Emotional Intelligence Test (MEIT), a new ability-test to assess emotional intelligence (EI) in a digital way. Taking into account the importance of emotional competencies in the study of employees’ wellbeing and performance, the instrument tested is based on the most supported ability model (Four-branch Mayer and Salovey Model), and it evaluates emotional capacity through nine different emotional tasks. A total of 1549 participants (841 women and 708 men) with an average age of 27.77 (SD = 8.75) fulfilled the MEIT, consisting of 42 items. The score on the test is based on expert judgments: professional psychologists and emotional intelligence specialists. In addition to the MEIT test, a series of questionnaires was used to assess relevant constructs which research has shown to be related to EI (general intelligence, personality traits, and life satisfaction); besides, another measure of emotional intelligence trait (TMMS-24) was included. The results showed that the MEIT is a reliable and valid test that is useful for both scientific research and individual assessment. Statistical analysis provides evidence of the reliability and validity of the three-factor structure of the questionnaire. Moreover, internal consistency measures were high. In line with previous studies, MEIT maintains the expected relationships with the rest of the constructs studied. Finally, the limitations of the present study and the need for future research on emotional intelligence assessment are discussed.

Emotional competence: a key leadership competence for university students

AbstractIn the leadership literature, emotional competence is commonly regarded as an important quality of an effective leader. In this paper, the basic concepts and theories of emotional competence are introduced. The role of emotional competence in positive youth development and effective leadership is described. To help students appreciate the importance of emotional competence, a lecture on emotional competence was developed in a subject entitled “Tomorrow’s Leaders” at The Hong Kong Polytechnic University. The objectives, intended learning outcomes, lecture outline and lecture materials are presented in this paper. Issues regarding the teaching of emotional competence are discussed.

Importance of Emotional Competence in Designing an Antidrug Education Curriculum for Junior Secondary School Students in Hong Kong

Adolescent substance abuse is a serious problem in Hong Kong. Antidrug education campaigns should aim at enhancing students' understanding of the effects of illegal drugs to themselves. Moreover, life skill training is important in helping adolescents face life's challenges without attempting to do drugs. A major component of life skill training is the promotion of emotional competence. The present study outlines the importance of emotional competence and adolescent development. For an antidrug education campaign to be effective, adolescents should be able to identify their emotions and understand their own emotion regulation mechanism. Likewise, they should be made aware of the consequences of their emotions and emotion-driven behaviors. Finally, the use of an inspirational story with a strong message against substance abuse to trigger emotions is recommended for designing an antidrug education curriculum. All these components are integrated in the newly developed curriculum of the P.A.T.H.S. Project in Hong Kong.

Exploring the Importance of Emotional Competence in Children With Complex Communication Needs

Abstract Research has shown that children with significant language impairments lag behind their typically developing peers in communicative and emotional competence. This article explores the importance of emotional competence in children with complex communication needs (CCN) and provides tools and strategies for individuals working with children with CCN.