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.

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

Police, personality and the ability to deceive

2019 ◽  
Vol 22 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Monica Semrad ◽  
Bridie Scott-Parker
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Law Enforcement ◽  
Personality Traits ◽  
Police Officers ◽  
Self Esteem ◽  
Dark Triad ◽  
Social Self ◽  
Selection Processes ◽  
Human Source

Effectiveness as an undercover operative or human source (informant) handler relies on the believability of police in fictious roles, yet the use of deception by law enforcement in covert fields of policing and criminal interviews remains relatively underexplored in the literature. Moreover, selection processes for these critical police roles do not currently include a test of deception ability. This study investigates the lie production and truth production ability of 50 Australian police officers-in-training by comparing their results on a game of deception with their personality traits as tested by the HEXACO-PI-R-100 item version, the Short-D3 and the MSCEIT. Results indicate that sex, age, dark triad traits and emotional intelligence have no relationship with either truth or lie production. HEXACO results indicate low social self-esteem was related to high lie production ability. Further research is needed to explore extraversion, social skills, and confidence as they relate to the credibility of a ‘storyteller’.

scholarly journals Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion

2015 ◽  
Vol 2 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Moana Monnier
Keyword(s):  
Emotional Intelligence ◽  
Educational Context ◽  
Conceptual Level ◽  
Structural System ◽  
Social Emotional ◽  
Social And Emotional ◽  
Educational Pathways ◽  
Emotional Aspects ◽  
Time Required ◽  
Social Competences

Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person’s ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation. However, in looking for a generally approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emotional aspects, a structural system to facilitate the transfer into the educational context is proposed.

Emotional Intelligence Self-Assesment – Study Among Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 3-11
Author(s):  
Veneta Uzunova ◽  
Doncho Donev
Keyword(s):  
Emotional Intelligence ◽  
Well Being ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Self Management ◽  
Modern World ◽  
Personal Construct ◽  
Personal Distress ◽  
Social Emotional ◽  
Self Assessment

The digitalization of the modern world makes the topic of emotional intelligence more relevant. Emotional intelligence is becoming a basic characteristic of the modern man, and therefore the need to study, research and develop it in the educational environment is of utmost importance. There is still little talk about the emotional intelligence of teachers. This study is oriented towards them and their self-esteem in relation to this personal construct. Through self-assessment questionnaires, teachers determine their level of personal emotional awareness, emotional self-management, social emotional awareness and relationship management - the main markers of emotional intelligence. The results are linked to the sense of well-being and the problem of personal distress in teachers.

scholarly journals “Customer is king”: Staging consumer culture in a food aid organization

2020 ◽  
pp. 146954052093595
Author(s):  
Thirza Andriessen ◽  
Hilje Van der Horst ◽  
Oona Morrow
Keyword(s):  
Consumer Culture ◽  
Charitable Giving ◽  
Food Aid ◽  
Consumer Society ◽  
Market Exchange ◽  
Social Emotional ◽  
Social And Emotional ◽  
The People

This paper intervenes in critical debates on the role of charitable food aid in meeting the material, social, emotional, and cultural needs of the people who depend on this aid. It offers a detailed case study of a social grocery in Belgium that attempts to circumvent the power inequalities and negative social and emotional impacts of charitable giving through staging consumer culture, and treating clients as customers. This is accomplished with supporting performances of consumption norms around product choice, the act of paying, and the selection of appropriate foods – which improves the ability of participants to meet their personal needs as well as the broader standards of consumer society that they are otherwise excluded from. These other ways of doing food aid are theorized through the lens of consumer culture, to explain what is at stake in performing the norms of market exchange in a consumer society.

scholarly journals Perpetration and Victimization in Offline and Cyber Contexts: A Variable- and Person-Oriented Examination of Associations and Differences Regarding Domain-Specific Self-Esteem and School Adjustment

2021 ◽  
Vol 18 (19) ◽  
pp. 10429
Author(s):  
Christoph Burger ◽  
Lea Bachmann
Keyword(s):  
School Performance ◽  
Indirect Effects ◽  
School Adjustment ◽  
Self Esteem ◽  
Theory And Practice ◽  
Social Self ◽  
Adjustment Problems ◽  
Social And Emotional ◽  
Domain Specific ◽  
Bullying Programs

Self-esteem has been identified as a predictor of bullying perpetration and victimization, which, in turn, may lead to school adjustment problems. However, findings regarding the direction and strength of these associations have been inconclusive. This study aimed to resolve this by differentiating between offline and cyber contexts and various self-esteem domains. An online sample of 459 adolescents retrospectively completed measures of self-esteem domains and offline/cyber perpetration and victimization, and a subsample of 194 adolescents also completed measures of loneliness and school adjustment. A mediation analysis of bullying-related variables on the effect of self-esteem domains on school adjustment indicated that offline victimization was the only significant mediator. Positive indirect effects were found for social and emotional self-esteem, and negative indirect effects were found for school performance-related self-esteem. Furthermore, person-oriented analyses examined differences in bullying-related roles regarding self-esteem domains, loneliness, and school adjustment. Victim groups showed lower self-esteem in many domains, but cyber victims showed higher body-related self-esteem. Bullies showed lower school performance-related but higher social self-esteem. Both bullies and victims showed lower school adjustment and more loneliness. Implications for theory and practice are discussed, as the findings are relevant for teachers and could be used to develop and deploy more effective anti-bullying programs.

Associations between Trait Emotional Intelligence and Loneliness in Chinese Undergraduate Students: Mediating Effects of Self-Esteem and Social Support

2014 ◽  
Vol 114 (3) ◽  
pp. 880-890 ◽  
Author(s):  
Jilin Zou
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Group Analysis ◽  
Self Esteem ◽  
Self Report ◽  
Trait Emotional Intelligence ◽  
Social And Emotional ◽  
Multiple Group ◽  
Emotional Loneliness

Prior studies indicate that trait emotional intelligence (EI) is associated negatively with loneliness. However, the mechanisms underlying the relationship are not clear. This study assessed whether both self-esteem and social support mediated the associations between trait EI and loneliness. 469 Chinese undergraduate participants whose age ranged from 18 to 23 years (208 women) were asked to complete four self-report questionnaires, including the Wong Law Emotional Intelligence Scale, the Social and Emotional Loneliness Scale, the Rosenberg Self-esteem Scale, and the Multi-Dimensional Scale of Perceived Social Support. Analyses indicated that self-esteem and social support fully mediated the associations between trait EI and loneliness. Effect contrasts indicated that the specific indirect effect through social support was significantly greater than that through self-esteem. Moreover, a multiple-group analysis indicated that no path differed significantly by sex. These results suggest that social support is more important than self-esteem in the association between trait EI and loneliness. Furthermore, both sexes appear to share the same mechanism underlying this association.

scholarly journals EmoTIC: Impact of a game-based social-emotional programme on adolescents

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250384
Author(s):  
Usue de la Barrera ◽  
Estefanía Mónaco ◽  
Silvia Postigo-Zegarra ◽  
José-Antonio Gil-Gómez ◽  
Inmaculada Montoya-Castilla
Keyword(s):  
Emotional Intelligence ◽  
Social Factors ◽  
Well Being ◽  
Self Esteem ◽  
Control Group ◽  
Emotional Symptoms ◽  
Social Emotional ◽  
Affect Balance ◽  
Use Of Technology ◽  
Experimental Group

Introduction Technologies provide a brilliant opportunity to promote social-emotional competences, well-being and adjustment in adolescence. Game-based programmes and serious games are digital tools that pursue an educational goal in an attractive environment for adolescents. The purpose of this study was therefore to determine the effectiveness of emoTIC, a game-based social-emotional programme designed according to Mayer, Caruso, and Salovey’s model of emotional intelligence. Materials and methods The participants were 119 adolescents between 11 and 15 years, randomly assigned to the experimental group and the control group. The adolescents completed questionnaires to assess their emotional intelligence, self-esteem, affect balance, difficulties, prosocial behaviour, depression, anxiety and stress. Results The MANCOVA results showed that adolescents who completed the game-based programme had improved self-esteem, affect balance, emotional symptoms, behavioural problems, and hyperactivity (Wilks’ λ = .77; F = 2.10; p = .035). Hierarchical multiple regression indicated that adolescents in the experimental group had a greater change in self-esteem and affect balance (positive β), while their emotional problems and hyperactivity decreased (negative β). Anxiety moderated the influence of the intervention on self-esteem (b = .04; t = -2.55; p ≤ .05; LLCI = -0.43, ULCI = -0.05). Adolescents with low or medium anxiety improved their self-esteem with the intervention, while those with high anxiety did not develop it. Conclusions The use of technology in social-emotional programmes could be the first step in increasing adolescents’ interest in emotions and emoTIC could be considered a useful programme which influences their personal, emotional and social factors. Trial registration Clinical Trial identifier: NCT04414449.

scholarly journals Effect of Emotional Intelligence on Administrative Performance

2019 ◽  
Vol 8 (3) ◽  
pp. 7136-7139
Keyword(s):  
Emotional Intelligence ◽  
Soft Skills ◽  
Female Students ◽  
Male Students ◽  
Ongoing Research ◽  
Grade Point ◽  
The People ◽  
Grade Point Ratio ◽  
Positive Results

The knowledge of the students can be predicted by the percentage what they are scoring in the academic. To predict the students by their Emotional and grade the Emotional Intelligence and Grade point ratio technique is introduced. The students who can be reached more grades can have much amount of GPR. Normally the people have the thought that the female students can have high amount of GPR so that they can perform good in academics than the male students. Ongoing research is the importance of comparing the hard worker and the emotional intelligence it can be gaining the positive results the publication of Daniel Goleman’s is the popular worker it acts as outperformance. The skills which is non-technical are predicted as soft skills under the soft skills the human reactions which are known as sentimental prediction are compared the hard workers and those who didn’t done the work correctly. In this paper using the sentimental analysis with academics performance of the students who pursuing under graduates using this the we can able to predict the students who perform good in the academics and didn’t perform in their academics. It can now create a very good result in connecting the workers and the sentimental analysis. Depends on the outcome the research will go to another step to create a great impact about the sentimental analysis in education among students.

scholarly journals Age as a Differential-Psychological Factor of the Axiopsychological Design of Life Personal Achievements

2021 ◽  
Vol 3 ◽  
pp. 28-35
Author(s):  
Inesa Hulias
Keyword(s):  
Human Life ◽  
Early Adulthood ◽  
Developed Countries ◽  
Self Esteem ◽  
Physical Growth ◽  
Social Self ◽  
Late Adulthood ◽  
Primary School Teachers ◽  
Cognitive Improvement ◽  
The Individual

The paper considers the concept of “chronological age”, approaches to its understanding, and features of use. The leading psychological characteristics of the period of adulthood – early, middle, and late – are outlined. It is noted that the period of adulthood (or maturity) is the longest phase of ontogenesis (in developed countries it is 3⁄4 of the human life), which tends to achieve the highest development of physical, intellectual, and spiritual abilities of the individual. Signs of adulthood are given, namely: other nature of development, less related to physical growth and rapid cognitive improvement; the ability to react, respond to changes, and successfully adapt to new conditions, constructively resolve contradictions and difficulties; overcoming addiction and the ability to take responsibility for oneself and others; certain character traits (firmness, moderation, reliability, honesty, ability to empathize, etc.); social and cultural guidelines (roles, relationships, etc.) for the success and timeliness of development in adulthood.The hypothesis about the influence of the age category on the course of axiopsychological projection of life achievements of an individual in the period of adulthood – early, middle, and late – is tested and confirmed.It was stated that the study involved 239 people, of whom 90 (38 %) were respondents of early adulthood – students of 4-5 courses majoring in “Primary Education”, 86 (36 %) – respondents of secondary, and 63 (26 %) – late adults – primary school teachers working in general secondary education institutions of Chernivtsi and Chernivtsi region.Based on the results of the empirical study, differences in the determinants of the axiopsychological design of life achievements of the individual by age were established. It was found that respondents of late adulthood better assess their psychological age in contrast to their younger colleagues – representatives of early and middle adulthood; they are also distinguished by a better indicator of subjective life, they are more optimistic, seek new knowledge, have a higher level of self-esteem and social self-efficacy, and better build a strategy of their own lives. The regularity is revealed: from the period of middle to the period of late adulthood, instrumental-subjective abilities acquire special significance in axiopsychological projection of life achievements of the person.

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