Education and Emotions Research
The idea of emotional intelligence arose in the business community, where it was felt that traditional intelligence measures such as IQ testing were inadequate to explain all forms of intelligence. The idea of emotional intelligence was developed in the works of Daniel Goleman, and other scholars have sought to refine the concept. Frameworks such as those provided by Salovey and Mayer (1990) sought to define the traits of emotional intelligence and differentiate them from the more patterns and systems-based IQ-type intelligence. Indeed, by the mid-1990s, Goleman (1996) wrote that "school success is predicted largely by emotional and social measures," highlighting that scholars of emotion already recognized the value of developing emotional intelligence in order for students to perform better academically. It should not surprise anybody who works in education that emotional intelligence plays a role in success -- how a student handles stress, interacts with peers in a learning environment, and relates to teachers/professors all play a role in influencing his/her success.
The existing body of research has examined the role that emotions play in high school success (Parker, Creque et al., 2004; Marquez et al., 2006), in the transition from high school to university (Parker, Summerfeldt et al., 2004), on the links between EQ and deviant behavior in school (Petrides, et al., 2004). One of the unresolved issues with this field of study is that there are many individual variables that comprise emotional intelligence. Whatever links between emotional intelligence and academic achievement might be found, any one of these variables could conceivably be the primary explanatory factor (Barchard, 2003). Thus, study in this field should begin unravelling individual elements of emotional intelligence to test each facet of EI with respect to its ability to predict academic success.
This research will further explore the...
Personality and Academic Success Personality is very important to academic success. Everyone has a unique personality and he or she must identify it in order to know what is the best method for to study. Learning approaches are not the same for everyone, because of differences and personality is a major factor in that. As Kiss, Kotsis and Kun (2014) note, there is a relationship between intelligence, personality style and academic
These studies show that while EI is being integrated into the British educational policy, many concrete steps still have to be taken to make full use of EI skills. Evidence in favor of Emotional Literacy There is growing scholarly evidence that shows definitive links between higher emotional intelligence (EI) and overall success in life. For instance, Rubin (1999) in his study found that students with high EI skills are less likely
Graduate Employability Once each student graduates from the various colleges and training institutions, it is their expectations that they will be able to either get gainful employment that is equivalent to their academic and training levels and one that is sustainable. If the graduates will not be able to get the gainful employment, then it is hoped that they should be able to create employment as the contemporary trends are. There
To empathize will not even require a person to understand the reason why some people feel that way, or feel different. Empathizing, as a component of emotional intelligence, is just mere knowing and/or being aware of how they feel and nothing more (Anderson, 1985). The fifth and last component of emotional intelligence deals with handling relationships. This component is parallel to the management of various emotions to others, socialization, and
This is discussed at length by Fusick and Bordeau (2004) "...school-based counselors need to be aware of the disturbing inequities that exist in predominantly Afro-American urban school districts, where nearly 40% of Afro-American students attend school in the United States" (Fusick and Bordeau, 2004) This again places emphasis on the need for mental health programs in these areas of concern. This is also related to findings from a study
PSYCHOSOCIAL ISSUES AFFECTING African-American STUDENTS PSYCHOSOCIAL ISSUES AFFECTING African-American STUDENTS "They never want to hear what I have to say…it doesn't matter who started a fight, or what a teacher said to you that made you mad. You might have something heavy going on at home but no one asks. They're not interested. They just want you out of the school." 17-year-old 11th grade African-American female student, NYC (Sullivan, 2007, p. iii). In New York City, one of
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