Effect of Intellectual Intelligence, Emotional Intelligence, Intelligence Spiritual, and Behavior Study on the Level of Understanding of Students

2019 ◽  
Author(s):  
Osly Usman ◽  
Vanesha Priskillaa
Keyword(s):  
Emotional Intelligence ◽  
Behavior Study ◽  
Level Of Understanding ◽  
And Behavior

scholarly journals ESTILOS DE APRENDIZAJE ÉTICO - SOSTENIBLE DEL CONTADOR PÚBLICO

2018 ◽  
Vol 9 ◽  
pp. 13-41
Author(s):  
FEIBERT GUZMAN ◽  
◽  
LINA MAYA ◽  
LUIS PEREZ ◽  
MARIO FLOREZ
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Iso 26000 ◽  
Teacher Student ◽  
Self Knowledge ◽  
Object Of Study ◽  
Teaching Learning ◽  
Corporate Social ◽  
And Behavior ◽  
The Impact

This paper, show the impact that the use of the Ethical-Sustainable reference framework (emphasis on Corporate Social Responsibility- ISO 26000) and behavior with social and ethical responsibility of the population has on the teaching-learning process, object of study. Methodologically and with the support of the multivariable statistical method, teacher-student learning styles are validated in terms of emotional intelligence, developing critical thinking that potentializes autonomous and collaborative learning, with the aim of transcending knowledge under the framework of integration of sustainability and ethics in professional practice. Finally, the measurement indicators are obtained through empirical evidence with several structured questionnaires that measure the factors of the learning styles, based on the emotional intelligence, which are reflected in the self-knowledge and behavior of the students, under a framework of ethical- sustainable reference.

scholarly journals Size-Controlled Preparation and Behavior Study of Phospholipid–Calcium Carbonate Hybrid Nanoparticles

2020 ◽  
Vol Volume 15 ◽  
pp. 4049-4062 ◽  
Author(s):  
Cheng Wang ◽  
Shaoqing Chen ◽  
Lu Bao ◽  
Xuerong Liu ◽  
Fuqiang Hu ◽  
...  
Keyword(s):  
Calcium Carbonate ◽  
Hybrid Nanoparticles ◽  
Behavior Study ◽  
And Behavior ◽  
Controlled Preparation ◽  
Size Controlled

Executive summary of the Brakke management and behavior study

2000 ◽  
Vol 217 (3) ◽  
pp. 332-338 ◽  
Author(s):  
William L. Cron ◽  
John V. Slocum ◽  
David B. Goodnight ◽  
John O. Volk
Keyword(s):  
Executive Summary ◽  
Behavior Study ◽  
And Behavior

Emotional Intelligence Subscales: Are They Correlated with Child Anxiety and Behavior in the Dental Setting?

2013 ◽  
Vol 38 (1) ◽  
pp. 61-66 ◽  
Author(s):  
NA Aminabadi ◽  
ZE Adhami ◽  
SG Oskouei ◽  
E Najafpour ◽  
Z Jamali
Keyword(s):  
Emotional Intelligence ◽  
Stress Management ◽  
Rating Scale ◽  
Child Anxiety ◽  
Anxiety Score ◽  
Dental Procedures ◽  
Emotional Quotient Inventory ◽  
Dental Setting ◽  
Affective Information ◽  
And Behavior

Objectives: The present study aimed at evaluating the correlation between emotional intelligence subscales and child's anxiety and behavior in the dental setting. Study design: The study included 123 children aged 7-12 years, who were scheduled to attend two consecutive sessions. In the first session, the Bar-On Emotional Quotient Inventory: Youth Version (Bar-on EQ-I: YV) was administered to participants. The anxiety and behavior in children was evaluated during similar dental procedures in the second session using the Clinical Anxiety Rating Scale and the Frankl scale, respectively. Results: 23 children were eliminated from the study, leaving 100 participants (47 boys and 53 girls) with a mean age of 9.32 ± 1.59 years for study. There were statistically significant positive correlations between Frankl score and EQ total score (p<0.001), interpersonal scale (p<0.001), intrapersonal scale (p<0.001), stress management (p=0.03) and adaptability scale (p<0.001). Significant negative correlations were found between anxiety score and, EQ total score (p<0.001), interpersonal scale (p<0.001), intrapersonal scale (p<0.001), and adaptability scale (p<0.001). Anxiety and stress management were not correlated (p=0.16). Total EQ and EQ subscales can predict significance variance of Frankl score (p<0.05) and anxiety score (p<0.05) without confounding effect of age and sex (p>0.05). Conclusions: The results provide evidence that children with higher total EQ as well as higher scores of intrapersonal, interpersonal, adaptability and stress management scales can generally be flexible and effective in coping in the dental setting. Higher score in stress management subscale seems to be related to better control over affective information including anxiety compared with other subscales in stressful situations. Overall, they behave and cooperate better than children with lower scores.

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