Unlike other disabilities, such as paralysis or blindness, a learning disability is a hidden handicapped and it is a neurological disorder that affects the brain's ability to receive, process, store and respond to information. The term learning disability is used to describe the seeming unexplained difficulty a person of at least average intelligence has in acquiring basic academic skills. These skills are essential for success at school and work and for coping with life in general. An important part of the definition of Learning Disability is its exclusions: learning disabilities cannot be attributed primarily to mental retardation, emotional disturbance, cultural difference, or disadvantage. Thus, the concept of Learning Disability focuses on the notion of a discrepancy between a child's academic achievement and his orher apparent capacity to learn. Learning Dis abilities affects individuals differently at various stages of life-early childhood, the elementary schools years, adolescence, and adulthood. In some cases other problems coexist with the learning disabilities. Emotional competence as an efficiency to deal effectively with several dissociable but related processes is a blending of competencies (Coleman 1970). A learned capability' based on emotional intelligence that results in outstanding performance at work. Our emotional intelligence determines our potential for learning the practical skills based on the five elements: self-awareness, motivation, self-regulation, empathy, and adeptness in relationships. Our emotional competence shows how much of that potential we have translated into on-the-job capabilities. (Denial Goleman, 1998). Emotional competence can be defined as the demonstration or practical application of the learned abilities and knowledge-building attitudes related to the cognitive, affective, conative and social aspects of emotional intelligence in active interaction with one's environment. Emotional competence can be a resource through which organisational relationships are created, interpreted and altered but self-efficacy refers to an individual's belief in his or her capacity to execute behaviours necessary to produce specific performance attainments (Bandura, 1977,1986,1997). Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment. Self-efficacy is the extent or strength of one's belief in one's own ability to complete tasks and reach goals. Self-efficacy affects every area of human endeavor. By determining the beliefs a person holds regarding his or her power to affect situations, it strongly influences both the power a person actually has to face challenges competently andthe choices a person is most likely to make.Jadhav (2010) investigated a study on a study of emotional maturity' and emotional competence of college going students of Belgaum district and reported that there is a significant difference between male and female students, second year students and government and private college students in emotional competence. It was found that there is no difference between 20-21 and 22-23 year students in both variables, male and female and first and second year students in emotional maturity and arts and science students in both emotional maturity andemotional competence, rural and urban students in emotional competence.Pintrich and Groot (1990) observed in one study on Motivational and self-regulated learning components of classroom academic performance and results revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. Levine (1999) reported that children who cannot overcome learning difficulties are more likely to under-perform in school and become problem students. …
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Nov 2, 2024
Natthiya Pumyoch + 1
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