Terms Of Self-awareness Research Articles

Life Skills of Adolescents in a Catholic University in Central Philippines

The 21st Century skills introduced diverse skills called life skills to go through the basics to navigate and deal with everyday demands of life. This study aimed to assess the life skills of adolescents in a Catholic University in Central Philippines in terms of self-awareness, effective communication, empathy, interpersonal relations, creative and critical thinking, decision-making, problem-solving, coping with emotions, and coping with stress. Similarly, it determined the relationship between the demographics and life skills. Using a quantitative design, a 100-item standardized questionnaire was responded by 268 adolescents enrolled in academic year 2022-2023. Generally, their level of life skills was rated average, which indicates that they have tendencies to regress depending on the severity of the situations or may progress further when they feel they have enough resources to respond in changes or difficulties of life. The lowest area was coping with stress and the highest area was self-awareness. Meanwhile, their sex, birth order, and family structure were found no relationship with life skills. Meaning, there might be other factors that may influence the life skills and may serve as directions for future researchers. Hence, continuous enhancement is essential to help the adolescents to reach their optimum level and maintain their life skills to deal with the life’s challenges and demands.

Social-Emotional Learning and Social Dimensions of Pre-Service Teachers

In today's inclusive and diverse society, students' first exposure to diverse backgrounds, opinions, and skills occurs in the classroom. Social-emotional learning (SEL) aims to help individuals understand their ideas and feelings, become more self- aware, and build empathy for others to assist all students to be successful. It is the teacher's responsibility to raise concerns and affection for students and to attend to their needs and feelings. Pre-service teacher preparation is training and development that teachers get before they start their teaching career as role models for their students and to help them become part of a collaborative and supportive learning community. This research discusses the level of social-emotional learning and the social dimension of pre-service teachers and analyzes its relationships. In this study, descriptive correlational research was used. A research-made survey questionnaire was used as the research instrument. The following are significant findings of the study: Pre-service teachers' levels of social-emotional learning in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making are highly competent. Pre-service teachers' levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents are highly competent. The research reflects that it is possible to integrate SEL in a classroom setting considering classrooms as the central location of learning where the students spend the majority of their time.

Social-Emotional Learning Competencies and Its Relation to Reasoning Skills: Moderating Effect of Academic Strand

Waning attention to the facets of social and emotional learning competencies (SELC) in an educational context along with the students’ poor mathematical performance, which can be predicted through mathematical reasoning skills (MRS), is an issue that has to be addressed in the Philippines. Despite the fact that it has been shown to have an impact on mathematics achievement, associating SELC into the field of mathematical reasoning has yet to be explored. Hence, the study attempted to shed attention on the relationship between the perceived SELC of the respondents in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making and their level of MRS as to analyzing, generalizing, and justifying, and if strand moderates this relationship. A descriptive-correlational design with moderation analysis was used and stratified-random sampling technique was utilized in choosing 117 grade 12 students from one state university. Adapted self-report survey and mathematical reasoning tasks were used to gather data. The results revealed that there is a significant relationship between the perceived SELC and MRS, except in self-management and relationship skills. Findings have also suggested that strand moderates the relationship of the two variables which implies that the interaction of SELC and strands of the respondents poses a direct relationship with their reasoning abilities in mathematics, when students are from STEM. Implementation of teaching strategies fostering students’ social and emotional states is recommended.

Effect of clinical supervision on self-awareness and self-efficacy of psychotherapists and counselors: A systematic review.

Clinical supervision is considered to be imperative for the development and maintenance of psychotherapeutic competencies. In terms of self-awareness and self-efficacy, understanding the trajectory of clinical supervision will further facilitate client outcomes. The present review focused on understanding and providing future directions in the major trends in clinical supervision and its impact on self-awareness and self-efficacy of the supervisees. For the purpose of the study, six databases including Pubmed, PsychINFO, Jstor, Wiley Online Library, AcademiaEdu, and Elton B. Stephens company (EBSCO) were used in the search strategy according to current guidelines. The systematic literature search identified 17 publications from the empirical studies. The results indicate that supervision has a positive impact on the supervisee, whereby they grow and develop. It is further evident that supervision has some impact on key developmental areas, such as skills, self-awareness, and self-efficacy. The systematic review supported the notion that clinical supervision as a topic, often lags behind in empirical research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

INSTRUCTIONAL PROCEDURE USING PSYCHOSOCIAL SUPPORT ACTIVITY PACK AND ITS RELATIONSHIP ON LEARNERS’ COMPETENCIES AND ATTRIBUTES

The COVID-19 pandemic had been affecting adults and childrens mental health and well-being globally. Isolation and social disruption may have caused psychological stress and harm. With this, DepEds Psychosocial Support Activity Pack is intended to bridge the gap between good socio-emotional well-being (achieved through psychosocial assistance) and academic success. Hence, this study aimed to determine teachers Instructional Procedure Using Psychosocial Support Activity Pack and its effect on Learners Competencies and Attributes. Specifically, it sought to answer the following questions: 1) What is the level of teachers instructional procedure using Psychosocial Support Activity Pack in terms of Discussion, Application, Generalization, Valuing, and Evaluation? 2) What is the level of learners competencies in terms of problem solving skills, critical thinking skills, and technical skills? 3) What is the level of Learners attitude in terms of Self-awareness, Self-Expression, Self-regulation, Self-Confidence, and Self-Compassion? 4) Is there a significant relationship between teachers instructional procedure and learners competencies? and 5) Is there a significant relationship between teachers instructional procedure and learners attributes?. Furthermore, a survey was conducted on the randomly selected one hundred (100) students in Pagsanjan district of Laguna wherein the researcher decided to make grade 9 students the respondents of the study because she believed that they were in the period of adolescence wherein social-emotional learning and psychosocial development were highly applicable. After analyzing the data gathered, the following was therefore brought into conclusions of the researcher: 1) There is no significant relationship between teachers instructional procedures and learners competencies. But when it comes to problem-solving skills, it shows that it has significant relationships with application, generalization, and evaluation. But when it comes to problem-solving skills, it shows that it has significant relationships with application, generalization, and evaluation. So, the problem-solving skills of students are influenced by teachers on how they give certain instructional procedures 2) There is no significant relationship between teachers instructional procedures and learners attributes. However, Discussion is significantly related to self-awareness, self-expression, and self-confidence, Application is significantly related to self-awareness and self-compassion, and Generalization and evaluation are significantly related to self-awareness and self-confidence. It is noticeable that self-awareness is related to all the teachers instructional procedures except valuing. So, it can also be implied that teachers instructions help in the awareness of students to themselves. Whereas, based on the data gathered and the conclusions made, the following are hereby recommended 1. Teachers instructional Procedures on the implementation of Psychosocial activity must focus more on enhancing the competencies of learners. Enhancing psychosocial support by giving focus on skills enhancement and attributes development must be done in order to strengthen its results. 2. Teachers instructional Procedures on the implementation of Psychosocial activity must be improved in increasing students awareness, expression, regulation, confidence, and compassion. 3. Psychosocial support might be done again because the results of the study so far might not show a strong relationship between it and the skills and attributes of students, but if it is done again, the connection might be better. 4. Further studies are hereby recommended about psychosocial activity, on its feature 5. More Seminars and trainings for teachers and psychosocial implementers might be conducted to enhance their knowledge and skills that they could share to their students.

Life Skills of Filipino Emerging Adults of a Catholic Higher Education Institution in Central Philippines

Life skills are essential among students in countering the circumstances of life. However, due to the shifting instructional modality, their skills acquisition was compromised. Thus, this study aims to analyze the life skills of Filipino emerging adults in terms of self-awareness, empathy, effective communication, interpersonal relations, creative thinking, critical thinking, decision-making, problem-solving, coping with emotions, and coping with stress. Likewise, it determined the relationship between the demographics and life skills. Lastly, it investigated what demographics predict their life skills. This study using a quantitative design, a standardized questionnaire was responded by 298 college students. In data analysis, mean and standard deviation were utilized in analyzing the students’ level of life skills. The result reveals that the life skill was rated average which signifies the need for improvement. The lowest areas were coping with stress, coping with emotions, effective communication, and interpersonal relationship. Meanwhile, their family income, family structure, and academic classification were found no correlation with life skills. However, the degree program was significantly related. Lastly, the degree program was found to be a life skill predictor. Hence, continuous improvement is critical in their life skill acquisition and the school plays a potential role in advancing this.

ANALISIS FAKTOR PENYEBAB RENDAHNYA KEDISIPLINAN SISWA KELAS 9 DALAM PEMBELAJARAN TATAP MUKA DI SMP X DI SURAKARTA

Education is a process that aims to develop the potential of humans and gain useful knowledge for themselves later. But what happens at school, many students secretly violate and ignore the rules. Based on this phenomenon, the authors are interested to conduct research on the factors causing low discipline among 9th-grade students of SMP X in Surakarta. The method used is qualitative descriptive method. In terms of self-awareness, the students were also assessed as lacking. This is because the sanctions given are considered mild for students. The habit of a student who often do things without self-awareness and high responsibility changing their habits into bad habits. The conclusion that can be drawn, SMP X students in Surakarta are classified as having less discipline. This is evidenced by the high level of violation of school rules. The pandemic has also caused a decrease in the quality of discipline from students because it has been changed by the “new normal” which makes students carry out activities more easily at home.
 Keywords: S Factor Analysis, Disciplinary.

Self-Awareness and Self-Consciousness: A Review from the Perspective of Social Psychology

The terms of self-awareness and self-consciousness, which have been mentioned under various different names for centuries, they are also studied experimentally in social psychology. Within the concept of this study, the information about descriptions, raised theories, suggested concepts, significant studies and adjusted scales on these terms are reviewed from the perspective of social psychology. Although there are various different descriptions of these terms under various disciplines and a wide range of relevant literature, this study is approached only from the perspective of social psychology and limited with the most efficient studies included in the published social psychology literature. The review shall be an enlightening source for the researchers studying on social psychology and the self-concept and is concluded with suggestions on further research interests.

The impact of logo-therapy on disease acceptance and self-awareness of patients undergoing hemodialysis; a pre-test-post-test research

BackgroundAcceptance is considered a key variable in chronic diseases such as chronic renal failure. To achieve adaptation and acceptance, people face obstacles, and identifying these obstacles primarily requires self-awareness. logo-therapy can help a person achieve this goal. To this end, this study aimed to investigate the effect of logo-therapy on disease acceptance and self-awareness of patients undergoing hemodialysis referred to a medical centers supervised by Kerman medical science university in 2021.MethodsThis quasi-experimental study was conducted with a pre-test-post-test research design on 80 patients with chronic renal failure undergoing hemodialysis in Kerman. The patients who met the inclusion criteria were selected using convenience sampling and were then randomly assigned to intervention and control groups (40 patients in each group). The logo-therapy training program was performed for the participants in the intervention group during 4 sessions of 45–60 min, individually and three times a week. The instruments used for data collection were a demographic information questionnaire, the Acceptance of Illness Scale (AIS), and the Self-Awareness Outcomes Questionnaire (SAOQ). The collected data were analyzed using SPSS software (version 22).ResultsThe analysis didn’t show a significant difference in the acceptance of illness scores in the intervention group before and after the intervention (P > 0.05). Besides, a statistically significant difference was observed between the intervention and control groups in terms of self-awareness, indicating that the intervention improved the dialysis patients’ self-awareness (P < 0.05). Also, the patients’ age, marriage length, and the number of children had statistically significant correlations with self-awareness and acceptance (P < 0.05).ConclusionThe results of this study showed that meaning therapy intervention can positively affect disease acceptance and self-awareness of patients undergoing hemodialysis. Since logo-therapy has been effective in other patients and the patients in this study, health officials and managers are recommended to use this intervention method to promote disease acceptance and self-awareness in these patients.

Identifying characteristics of a skilled communicator in the clinical encounter.

In medical communication research, there has been a shift from 'communication skills' towards 'skilled communication', the latter implying the development of flexibility and creativity to tailor communication to authentic clinical situations. However, a lack of consensus currently exists what skilled communication entails. This study therefore aims to identify characteristics of a skilled communicator, hereby contributing to theory building in communication research and informing medical training. In 2020, six nominal group technique (NGT) sessions were conducted in the context of the general practitioner (GP) training programme engaging 34 stakeholders (i.e. GPs, GP residents, faculty members and researchers) based on their experience and expertise in doctor-patient communication. Participants in each NGT session rank-ordered a 'Top 7' of characteristics of a skilled communicator. The output of the NGT sessions was analysed using mixed methods, including descriptive statistics and thematic content analysis during an iterative process. Rankings of the six sessions consisted of 191 items in total, which were organised into 41 clusters. Thematic content analysis of the identified 41 clusters revealed nine themes describing characteristics of a skilled communicator: (A) being sensitive and adapting to the patient; (B) being proficient in applying interpersonal communication; (C) self-awareness, learning ability and reflective capacity; (D) being genuinely interested; (E) being proficient in applying patient-centred communication; (F) goal-oriented communication; (G) being authentic; (H) active listening; and (I) collaborating with the patient. We conceptualise a skilled communication approach based on the identified characteristics in the present study to support learning in medical training. In a conceptual model, two parallel processes are key in developing adaptive expertise in communication: (1) being sensitive and adapting communication to the patient and (2) monitoring communication performance in terms of self-awareness and reflective capacity. The identified characteristics and the conceptual model provide a base to develop a learner-centred programme, facilitating repeated practice and reflection. Further research should investigate how learners can be optimally supported in becoming skilled communicators during workplace learning.

Indra Kenz's Self-Disclosure Analysis on Social Media

Self-disclosure on social media by an influencer is the background of this research with the theme �Indra Kenz Self Disclosure Analysis on Social Media�. This study aims to determine Indra Kenz's self-disclosure in terms of self-awareness, benefits, and dangers. The methodology used in this research is a qualitative content analysis method with a discourse analysis approach. The data collection technique used is the Literature. The results of this study show that the self-disclosure that he shows on social media is carried out on the basis of self-awareness for the benefit of his personal branding, then the benefits are that the community looks entertained and inspired by the life story of Indra Kenz, but has the danger of being too open to social media, which has an impact on his detention for being a suspect in spreading fake news and money laundering under the guise of trading. As a suggestion, it would be better if Indra Kenz did not open up too much on social media beyond reasonable limits and it would be better if Indra Kenz did not use inappropriate words when responding or joking with netizens, because of course not everyone can accept it. well.

The Sustainability Mindset Principles: A Guide to Developing a Mindset for a Better World

The Sustainability Mindset Principles: A Guide to Developing a Mindset for a Better World

Characteristics of Generation Z Piano Students From the Perspective of Piano Teachers

The aim of this research is to determine the characteristics of Generation Z piano students from the perspective of piano teachers. The sample of the study consists of 40 piano teachers working in state conservatories with piano departments in Turkey. The data were collected with the “Teacher Opinion Form” consisting of 24 questions, which took its final form with expert opinions, and the findings were tabulated. As a result of the research, it has been determined that the majority of Generation Z piano students are generally impatient, have high self-confidence but low self-awareness in terms of personality traits. In terms of studying and learning characteristics, they experience great difficulties in their individual studies without support, they do not know their own learning methods, they have difficulty in managing their study time properly, and their professional curiosity is not high. When students are evaluated according to their emotional state, they are temperamental, have difficulty accepting criticism and lose their belief in success quickly. Piano students, according to their digital literacy, are hasty and play fast due to the habit of quick action/quick response habit acquired from the digital environment, and they quickly get bored with the works they are practicing as they are unable to balance between the regular flow of new information in the digital environment and the flow in real life. It is also among the results obtained that the students of Generation Z, who were born into technology, do not use this technology efficiently in terms of contribution to the piano lesson. In the light of these results obtained, suggestions regarding the piano education of Generation Z and future field studies were presented.

Tactile Attention in One-to-One Performance: The effects of touch on participant experience

This article details the perceptual effects of physical contact during one-to-one performance. It considers the impact of sustained touch between a solo performer and an audience participant on the experience of the event in terms of self-awareness, collaborative exchange, and feelings of agency. Based on qualitative empirical data, Esling examines how the invitations of both active and passive touch work to enhance tactile attention for the audience participant, evaluating the implications of this heightened awareness on the psychophysical and affective experience of a one-to-one encounter in a performative context. This research is based on comparative data generated through a Practice-Based Research framework designed to test empirically the effects of sense-specific manipulations in immersive, one-to-one performance. Based on the tactile dramaturgy of All Good Things (2013), a work by Canadian company Vertical City, Esling developed a micro-performance to be experienced by random audience participants either with or without physical contact. In the control performances, participants listened to a performer tell an affective narrative without touch, yet in close proximity. In intervention performances, the participant held hands and touched knees with the performer. In both scenarios, participants completed a brief interview and written survey immediately following their experience. This research contributes to knowledge about how physical contact—as a dramaturgical strategy—shapes feelings of agency, attention, affect and bodily awareness, and performer–participant connection in one-to-one performance.

An Anthropological Perspective. A Particular Case

This essay addresses the idea of perspective as it is suggested by C. Geertz. This idea presupposes that (wo)man interacts with the surrounding physical world while taking separate yet overlapping positions grounded in such frames as common-sense, aesthetics, religion, science, and others. The author proposes to introduce another perspective which speaks for a unique frame which (wo)man composes while interacting with other (wo)men. This is an anthropological perspective framed as a particular case. The author refers to a number of American anthropologists who directly or indirectly yet critically appeal to Geertz’s heritage to show what is necessary to compose the foundations of the perspective in question. In this respect, G. Marcus’s and M. Fischer’s crisis of representation, L. Abu-Lughod’s the particular, J. Limón’s modernity-postmodernity relation, and P. Rabinow’s, A. Stavrianakis’s and J. Faubion’s triad of the present, the actual and the contemporary is discussed. The author offers a model to analyse the interaction in question. At the same time, the author suggests that the anthropological perspective should be understood in terms of self-awareness and complexity to approach other (wo)men creatively and critically.

THE STRUGGLE FOR SELF-AWARENESS AS REFLECTED IN MARK RAVENHILL S PLAY SOME EXPLICIT POLAROIDS

The concern with self-awareness has dominated the Western philosophy and literature being reflected mostly through the ancient Greek motif “know thyself”. The awareness of the self would promote one’s identity as a unique entity, which should be capable of expressing individual thoughts and experiences in order to confer moral significance to one’s actions. The present study focuses on Mark Ravenhill’s play Some Explicit Polaroids which offers a portrait of the societal chaos in a desensitised London, where human life and emotions are commodified and engender the human potential for genuine feelings and expression of moral judgement, thus thwarting the creation of true relationships. Through the characters of his play, Ravenhill generates an awareness of the moral vacuum, which is created as a result of indifference or/and violence of the government apparatus which forces the individual to develop survival mechanisms that abandon altogether the moral significance of their actions and, respectively, any concern with the development of an authentic self. Nadia, a character in Ravenhill’s play, who lacks individual critical judgement and self-knowledge, forms her identity in terms of transaction and exchange that allows her to be easily objectified. This research explores Nadia’s attempt to regain self-value and self-awareness in terms of the transformative power of negativity and will to truth as the transgression and destabilization of the illusion of perfections as to bring the conflictual state into focus by posing the lethargic values and disintegration of faith which are inherent in the happy world myth.

Fish out of water: Insights from a case study of a highly social animal that failed the mirror self-recognition test

Mirror self-recognition (MSR) tests have been conducted with a variety of species with the aim of examining whether subject animals have the capacity for self-awareness. To date, the majority of animals that have convincingly passed are highly social mammals whose wild counterparts live in complex societies, though there is much debate concerning what constitutes passing and what passing means in terms of self-awareness. Amid recent reports that a fish (cleaner wrasse, Labroides dimidiatus ) passed, it is intriguing that a mammal as highly social, tolerant, attentive, and cooperative as the grey wolf ( Canis lupus ) reportedly failed the test. Given the many possible reasons for failure, we aimed to elucidate the wolves’ responses at various stages of the MSR test to pinpoint potential problem areas where species-appropriate modifications to the test may be needed. Thus, we evaluated 6 socialized, captive grey wolves as a case study of failed MSR in socially complex canids. At a minimum, wolves did not respond to their reflection as an unfamiliar conspecific. Unfortunately, the wolves rapidly lost interest in the mirror and were uninterested in the applied marks. We note limitations of the MSR test for this species, recommend changes for future MSR tests of wolves, discuss other emerging self-cognizance methods for socially complex canids, and highlight the need for a suite of ecologically relevant, potentially scalable self-cognizance methods. Our findings and recommendations may aid in understanding self-cognizance in other untested highly social, cooperatively-hunting, coursing, terrestrial carnivores such as African wild dogs ( Lycaon pictus ), spotted hyenas ( Crocuta crocuta ), and African lions ( Panthera leo ).

THE THEORETICAL BASES OF HONEST BEHAVIOUR IN HUMANITIES

The article analyses theoretically the approaches to understanding of honesty in psychology and pedagogy. It notes that honesty is considered as a personal moral quality manifested in sincerity, decency and truthfulness, fidelity to accepted responsibilities and principles. The modern world has a tendency to depreciate spiritual values. This is especially true for such values as conscience, honesty and honour. It is a characteristic today’s trend that many people do not even fully understand the essence of these values, while others are familiar with them only in words, forgetting to use them in business. Honesty for a modern person means less than a career or a successful business. In our purely materialistic world, pragmatism becomes the dominant ethical system in business. Honesty and truthfulness are important traits of a person’s character. They are closely related. However, honesty is a broader concept than truthfulness. It manifests itself not only in the fact that a person is truthful, but also in his/her behaviour at all, in attitudes to his/her responsibilities, to people around, to him/her and his/her behaviour. A truly honest person acts actively and not because of fear of condemnation, punishment and so on, but because of an internal need, a desire to do just that, and not otherwise. An honest person is demanding of him/herself, honest in front of him/herself, he/she does not make a difference between words and deeds. The main factors influencing the education of honesty are factors of family, school, teachers and social environment. Honesty characterises actions of an individual toward others, its basis is observance of social norms and rules, and therefore honesty is an individual manifestation of conscience in interpersonal relationships. Honesty is the basis of people's trust in each other. The studies of honesty, carried out in different traditions, note an important role of the motivational component for its development, as well as the phenomenon that we designate as “honesty” self-attitude. At the same time, honesty is considered as a moral and communicative personal quality; its structure is understood as a unity of three interconnected components: cognitive, motivational and behavioural. The article determines that honesty as a moral phenomenon can be described through four relatively independent aspects. The first one is honest behaviour. This is understood as voluntary observance of honesty rules, even if their violation promises a person certain benefits without punishment. Honesty is always associated with a free moral choice. The second aspect is related to personal motives and needs; here, the determining factor is an honest attitude to other people. The third aspect is cognitive one, including moral knowledge, ideas and judgments related to the honesty norm. It describes mastery by a person of various sides of honesty as a moral category: the content of the honesty norm, the requirements that it imposes on a person, the criteria of honesty - self-estimation and assessment of other people’s honesty. Finally, the fourth aspect is the experience of one’s own or someone else’s honesty in terms of self-awareness whether moral standards are observed, or vice versa, violated.

German bike messengers’ experiences and expressions of cycling anger

Objective: The present study has 3 objectives: First, we wanted to examine whether the Cycling Anger Scale (CAS) applies to German professional bike messengers, because this scale was previously developed with nonprofessional cyclists in Germany. Second, we wanted to look at possible differences in cycling anger experience and expression between professional German bike messengers and nonprofessional German cyclists. Third, we explored whether cycling anger is somehow related to driving anger and general anger.Methods: We applied German versions of the CAS, the Driving Anger Scale (DAS), and the State–Trait Anger Expression Inventory (STAXI) to a sample of 123 professional German bike messengers. Then we compared their ratings with the results of 421 nonprofessional German cyclists.Results: Regarding our first objective, results indicate that the CAS model fit is better for nonprofessional than for professional cyclists. However, the CAS in a slightly modified version can be used for professional cyclists as well. As for our second objective, we show that professional cyclists experience significantly less cycling anger than nonprofessional cyclists. However, bike messengers report more frequent aggressive cycling behaviors when angry, indicating a weaker link between trait anger while cycling and aggressive behavior among professionals. Thirdly, we found relations between cycling anger, driving anger, and general anger.Conclusions: We conclude that the CAS in its slightly modified 13-item version with the established 4 subscales produces an acceptable model fit and can be applied to professional German bike messengers for further research purposes or applied issues; for example, traffic education or self-awareness in terms of accident prevention behaviors. In addition, for professional cyclists, less anger does not result in less aggressive cycling behaviors. Subsequent research should explore the role of anger in behavioral regulation of cyclists’ unsafe cycling behaviors taking different levels of experience and professionalism into account in order to reduce adverse effects of anger on traffic safety.

Profile of emotional intelligence and spiritual intelligence of adolescents from divorced families

This research aims to reveal the emotional intelligence of adolescents from divorced families in terms of self-awareness, self-regulation, self-motivation, empathy, and social skills, and spiritual intelligence seen from the aspects of critical existential thinking, personal meaning production, trancendental awareness, and conscious state expansion. This research is descriptive, with research subjects being adolescents from divorced families in the Padang City, amounting to 30 people. The instrument used was a questionnaire with a Likert scale model. The data obtained were analyzed using percentage techniques. The research findings regarding emotional intelligence show that most adolescents from divorced families in Padang City have moderate emotional intelligence. Based on the aspects of emotional intelligence it was found that most of them had moderate self-awareness, self-regulation, self-motivation, empathy, and social skills. The research findings regarding spiritual intelligence show that most adolescents from divorced families in Padang City have moderate spiritual intelligence. Based on the aspect of spiritual intelligence it was found that most of them had moderate critical existential thinking, personal meaning production, transcendental awareness, and conscious state expansion.