scholarly journals Virtual Actor with Social-Emotional Intelligence

2018 ◽  
Vol 123 ◽  
pp. 76-85 ◽  
Author(s):  
Daniil A. Azarnov ◽  
Artur A. Chubarov ◽  
Alexei V. Samsonovich
Keyword(s):  
Emotional Intelligence ◽  
Social Emotional ◽  
Virtual Actor

scholarly journals Brief report: Associations between adolescent girls' social–emotional intelligence and violence perpetration

2014 ◽  
Vol 37 (1) ◽  
pp. 67-71 ◽  
Author(s):  
Amy L. Gower ◽  
Rebecca J. Shlafer ◽  
Julie Polan ◽  
Annie-Laurie McRee ◽  
Barbara J. McMorris ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Adolescent Girls ◽  
Social Emotional ◽  
Violence Perpetration

scholarly journals Strategies to Develop Emotional Intelligence in Early Childhood

2021 ◽  
Author(s):  
İlkay Ulutaş ◽  
Kübra Engin ◽  
Emine Bozkurt Polat
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Academic Success ◽  
Early Childhood Education ◽  
Behavioral Problem ◽  
Early Years ◽  
Social Emotional ◽  
Only Children ◽  
Childhood Education ◽  
Emotional Intelligence Training

Children have many opportunities in early childhood education that support their emotions. These opportunities need to be transformed into learning situations appropriate to their development and developed. Learnings cannot happen independently of emotional intelligence. Social–emotional skills must be developed in education to achieve both academic success and success in life. It is important to support emotional intelligence in early childhood education to enable children to be emotionally healthy, to cope with difficulties, to respect differences, and to gain a social perspective by working in collaboration with others. Emotional intelligence training helps not only children but everyone in the classroom setting, especially educators who are unsure of how to work with a child with an emotional or behavioral problem. Since emotional intelligence can be developed and strengthened by training at all ages, it can be a way of teaching for educators as they regularly include methods and techniques in the program. Based on this, in this section, the emotional intelligence of children, programs methods and strategies will be discussed in terms of supporting emotional intelligence in the early years.

scholarly journals DEVELOPING SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLAYING ACTIVITIES FOR EARLY CHILDHOOD

2019 ◽  
Vol 7 (5) ◽  
pp. 946-950
Author(s):  
Yuni Astuti ◽  
Andika Prajana ◽  
Damrah ◽  
Erianti ◽  
Pitnawati
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Qualitative Method ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Social And Emotional ◽  
Positive Attitudes ◽  
The Social ◽  
Hereditary Factors ◽  
Emotional Aspects

Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

scholarly journals A Review of Emotional Intelligence on Self Esteem: It’s Impact on Adolescents Stage

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Ms. Rajni ◽  
Dr. S. P. Singh
Keyword(s):  
Emotional Intelligence ◽  
Self Esteem ◽  
Physical Growth ◽  
Male Students ◽  
Social Self ◽  
Social Emotional ◽  
Social And Emotional ◽  
The People ◽  
Physical Disorders ◽  
Adolescence Period

Emotional Intelligence (EI) is considered to be a very powerful tool to students to manage relationships of Emotional Intelligence & Self Esteem. Self esteem as an affective phenomenon which is considered as a feeling or emotions. This brings us to the conclusion that a child’s self esteem should, maintain a balance between the low and high self esteem. Adolescent means the period of life from puberty to the completion of physical growth. Adolescence period leads to social, emotional, vocational, physical, disorders or consequences. Caruso Emotional Intelligence Test- Youth Research Version (2002). Researcher had finding that there is correlation between EI & SE is central factor and that is based to the people social and emotional compatibility. Social self-esteem, family self- behavior, and moral self-behavior dimensions than male students, but higher on physical self-esteem.

STUDY OF EMOTIONAL INTELLIGENCE AND SOCIAL ADJUSTMENT OF ADOLESCENTS

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Neetu Khokhar
Keyword(s):  
Emotional Intelligence ◽  
Social Adjustment ◽  
Emotional State ◽  
Self Awareness ◽  
Social Emotional ◽  
Adjustment Problems ◽  
Mental Experience ◽  
The Future ◽  
The Face ◽  
The Relationship

The youth is said to be the future of the nation upon which the destiny of the country depends to a large extent. Most of the students during adolescence suffer from frustrations, conflicts, complexes, anxieties and worries. They experience problems in physical, mental, social, emotional and other adjustments. Since, it is encountered by students during psychologically disturbing and difficult years of their adolescence; it is consequently major mental experience for most of them. However, whatever is needed is an understanding of their adjustment problems and thereby seeking the solution of those problems. Therefore, it becomes an important area of studying their adjustment problems. This study has been taken to know the relationship between emotional intelligence and social adjustment in adolescents because emotional intelligence includes traits like self-awareness, social deftness, and the ability to delay gratification, to be optimistic in the face of adversity, to channel strong emotions and show empathy towards others. It involves recognition, use, understanding and management of one’s and others emotional state to solve problems and regulate behavior.

scholarly journals Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

2020 ◽  
Vol 9 (2) ◽  
pp. 148
Author(s):  
Neslihan Arikan
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Control Group ◽  
Social Emotional ◽  
Control Groups ◽  
Final Test ◽  
Personal And Social Responsibility ◽  
And Control

Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

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