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Author: J. Laurece Abraham Publisher: ISBN: Category : Emotional intelligence Languages : en Pages : 0
Book Description
Online learning is now entrenched in the mainstream educational system and continues to provide educational opportunities for millions of Americans. However, as online education increases, there is a need to improve the quality of education. This dissertation examines the extent to which emotional intelligence, locus of control, and self- efficacy contribute to the perception of online learning. The applied research methodology was a quantitative cross-correlational design. The statistical population was 156 online students selected from a Midwest university. A survey containing 21 items with Likert-type responses was developed to assess students' overall perceptions of online learning. The research questions for this study integrated emotional intelligence, locus of control, and self-efficacy concepts. The result indicated a statistically significant correlation for males and is inconsistent with extant literature that has examined students' perception of online learning. Additionally, study findings indicated a statistically significant relationship among emotional intelligence, locus of control, and self-efficacy with regard to students’ online learning. This will help learners cultivate emotional intelligence, locus of control, and self-efficacy, and importance of competence in students' success in online learning.
Author: J. Laurece Abraham Publisher: ISBN: Category : Emotional intelligence Languages : en Pages : 0
Book Description
Online learning is now entrenched in the mainstream educational system and continues to provide educational opportunities for millions of Americans. However, as online education increases, there is a need to improve the quality of education. This dissertation examines the extent to which emotional intelligence, locus of control, and self- efficacy contribute to the perception of online learning. The applied research methodology was a quantitative cross-correlational design. The statistical population was 156 online students selected from a Midwest university. A survey containing 21 items with Likert-type responses was developed to assess students' overall perceptions of online learning. The research questions for this study integrated emotional intelligence, locus of control, and self-efficacy concepts. The result indicated a statistically significant correlation for males and is inconsistent with extant literature that has examined students' perception of online learning. Additionally, study findings indicated a statistically significant relationship among emotional intelligence, locus of control, and self-efficacy with regard to students’ online learning. This will help learners cultivate emotional intelligence, locus of control, and self-efficacy, and importance of competence in students' success in online learning.
Author: Marcy Levy Shankman Publisher: John Wiley & Sons ISBN: 111882167X Category : Education Languages : en Pages : 408
Book Description
A how-to guide to help for facilitators and instructors developemotionally intelligent leadership capacities in their students The Emotionally Intelligent Leadership for Students:Facilitation and Activity Guide delivers a comprehensivecurriculum for those who want to help students foster the 19emotionally intelligent leadership (EIL) capacities presented inthe book Emotionally Intelligent Leadership: A Guide forStudents. Research from around the world has demonstrated thatthere is a relationship between emotional intelligence andleadership. For the all-new second edition, the authors havecompletely rewritten all the modules according to their revised,data-based EIL model. These activities bring theory into practice,targeting specific learning outcomes that will help students becomebetter leaders. This guide will allow you to lead students through theEmotionally Intelligent Leadership for Students: StudentWorkbook and can be used with or without the EmotionallyIntelligent Leadership for Students: Inventory, which helpsstudents to assess their EIL capacities. Contains 23 all new modules consisting of step-by-stepinstructions for facilitating leadership activities Reflects 19 emotionally intelligent leadership capacitiesderived from new research Provides hands-on learning experiences and case studies thatallow students to enhance their leadership abilities Includes clear instructions for modifying activities to fit anysetting or time constraint The Emotionally Intelligent Leadership for Students suiteof resources offers an immersive and transformative educationalexperience, fostering growth and promoting intense self-reflection.Students will be empowered to develop into the effective leaders ofthe future.
Author: Zayda Costa Publisher: ISBN: Category : Academic achievement Languages : en Pages : 46
Book Description
The following literature review examined the relationship between Emotional Intelligence (EI) and self-efficacy among the higher education population. Furthermore, this literature review examined if both constructs contribute to student success within higher education programs and if self-efficacy is more influential than EI as a contributing factor to student success. For this study, a total of eight articles were analyzed. The selected articles examined both constructs, together and separate, within the higher education context. These results demonstrated a correlation between the two constructs and that both constructs contribute to student success. The results also indicated that self-efficacy is less influential than EI in contributing to student success.
Author: Achraf Touati Publisher: ISBN: Category : Emotional intelligence Languages : en Pages : 133
Book Description
"As online learning continues to grow, particularly amid the COVID pandemic, so too has interest among educational practitioners and researchers to understand the personal and contextual factors that shape students' emotions in these environments. The control-value theory of achievement emotions has emerged as a useful framework for examining the antecedents and consequences of different emotions that students experience in online learning. The purpose of the present study was to validate the assumptions of the control-value theory in an asynchronous online graduate program, and to examine the role of emotional intelligence in this social-cognitive process. Data were collected from 102 graduate students enrolled at a public university in the United States. Results showed that online self-efficacy was a significant predictor of achievement emotions (enjoyment and anxiety). However, student value appraisals of the online program only predicted anxiety. Hierarchical regression analyses also revealed that only anxiety was a significant predictor of self-regulated learning. Further moderation analyses were conducted and showed that emotional intelligence moderated the relationships between achievement emotions and self-regulated learning. The implications for research, theory, and practice are discussed."--Boise State University ScholarWorks.
Author: Juan Moisés De La Serna Publisher: Tektime ISBN: 8893981033 Category : Psychology Languages : en Pages : 80
Book Description
When we talk about emotional intelligence we are actually referring to the development of the person. This topic has been on the rise for a few decades and it has proven to be useful not only on a personal level but also in the workplace. Research on the benefits of a proper development of Emotional Intelligence is on the increase, advising on the training of it as early as possible. Therefore, school is the most suitable environment for young children and even adolescents to get to know and to develop Emotional Intelligence. Translator: Susana Hyder PUBLISHER: TEKTIME
Author: Alozie Eugene Iheanyi Publisher: AuthorHouse ISBN: 1504988841 Category : Education Languages : en Pages : 136
Book Description
In the past ten years of pastoral vocation as a Catholic Priest, I have dedicated not less than eight years in apostolates intrinsically tied to mentoring of young people and classroom teaching. After completing my bachelors degree; I worked for six years as a secondary school principal in Nigeria before I received the call to come over to Europe for the continuation of my ministerial experience and learning. In all these years, both from studies and in practical experience, I have realized that education is meant to enhance the lives of people and improve them. In the course of researching for my Masters degree, I became aware of the concept of emotional intelligence. I saw in it an apt and timely addendum to the entire course of research and to educational research in particular. The fact is that human life, its reality and goals is the very context inside which learning should be done and for which learning is done. This is what makes education have meaning and determines its usefulness, and it is only in this context that we can say that education prepares one for life and its challenges. Directly or indirectly, emotional intelligence makes a contribution to preparation for living in the modern world. Educational enterprise is not exclusive to the activities that take place within the four walls of a formal classroom. I accept the educational learning theory which says that learning is everywhere for a conscious mind, though it always needs to be tuned and guided. In fact there are a huge number of para-teachers, such as parents, coaches, mentors, pastors, inspirers, trainers and leaders, who do not know the extent to which their day-to-day teachings and drilling of others affect the psychology of society at large. This is because the teaching, mentoring and coaching of such para-teachers influences the emotional intelligence of their followers and learners, most often in a positive way. Emotional intelligence was a ground-breaking theory developed by Daniel Goleman, not only on to teach how best to teach and inspire, but also to make an important link between the learning achievement of the classroom and success in real life situations. This is called knowledge transfer in education.
Author: Kevin T. Murphy Publisher: ISBN: 9781109866902 Category : Languages : en Pages : 240
Book Description
This study investigated the relationship between Emotional Intelligence (EI) and Satisfaction with Life (SWL) among community college students. Some researchers suggest a relationship exists between EI and important outcome variables (e.g., occupational success & satisfaction with life). However, other researchers suggest measures of EI may simply assess personality variables known to predict these variables. I used the Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) to investigate how much additional variance in SWL, EI predicts after three personality variables (self-esteem, depression, and locus of control). A convenience sample of 200 Central Florida Community College Students completed the following instruments: (1) MSCEIT (Mayer, Salovey, and Caruso Emotional Intelligence Test, 2002) to assess EI. (2) RSES (Rosenberg Self-Esteem Scale, 1965) to assess self-esteem. (3) BDI-II (Beck Depression Inventory II) Beck, Steer, and Brown (1997) to assess depression. (4) I-E Scale (Internal-External Locus of Control Scale) Rotter (1966) to assess locus of control. (5) SWLS (Satisfaction with Life Scale) Diener, Emmons, Larsen, and Griffin (1985) to assess overall (global) satisfaction with life. Bivariate correlations between the known predictor variables (self-esteem, depression, and locus of control) and the dependant measure (SWL) are in agreement (size and direction) with prior research. However, correlational analysis suggested no correlation between EI as well as all four components of EI with SWL or the known predictor variables. These findings agree with prior research reporting correlations between EI or components of EI with SWL. A series of five hierarchical regression analyses was conducted to investigate whether EI or any of the four components of EI contributes in the prediction of SWL after accounting for known predictors (self-esteem, depression, and locus of control). The results of all five hierarchical regression analysis suggests EI as well as the components of EI do not account for additional variance in SWL among community college students. Therefore, results of the study suggest EI is not an important predictor of SWL among community college students. Limitations of the study as well as suggestions for future research are discussed. In the final sections conclusions as well as some implications for practice in higher education are presented.
Author: Seyyedeh Mitra Niroomand Publisher: LAP Lambert Academic Publishing ISBN: 9783659694035 Category : Languages : en Pages : 68
Book Description
There is an idea that some learners are more successful than others in learning a second or foreign language. In educational contexts, it is observed that some learners learn a new language easily and some with difficulty. In the past decade or so, the focus of pedagogy has shifted from teacher-directed to learner-oriented instruction, and in the process of learning, the most influential factors affecting learners' academic achievement can be related to their emotions, attitudes, and self-beliefs. Hence, emotional intelligence may emerge as a strong predictor of who will be most successful because it is how we handle ourselves that determines how well we do when we are in a particular situation. Self-efficacy, also, is regarded as one of the most influential variable for the prediction of individual behavior. That is, if people do not believe that they can produce desired results by their actions, they will have little motive to act or to continue to cope with difficulties. Thus, it can be stated that high levels of self-efficacy have been related to high levels of achievement in different domains.
Author: J. Laurece Abraham
Author: J. Laurece Abraham
Author: Marcy Levy Shankman
Author: Zayda Costa
Author: Achraf Touati
Author: Juan Moisés De La Serna
Author: Alozie Eugene Iheanyi
Author: Kevin T. Murphy
Author: Albert Bandura
Author: Seyyedeh Mitra Niroomand
Author: Yara DeAndrade