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Author: Freddie A. Quinito Publisher: ISBN: Category : Languages : en Pages : 137
Book Description
This paper investigated the interplay between cognitive and affective processes that impact one's counseling skills (Kusche & Greenberg, 2004) by exploring the relationship of both thinking styles and emotional intelligence to the respondents' self-efficacy in counseling. The research subjects involved 114 PRC-licensed counselors in 32 schools in Metro Manila. To determine the relationship among the variables, the tests administered were Thinking Style Inventory Scale-Revised, BarOn Emotional Quotient Inventory, and the Counselor Self-Efficacy Scale. Results revealed that the highest mean scores were in the areas of External (5.71/0.82), characterized by preference to have opportunities to collaborate with fellow counselors; Hierarchical (5.70/0.67), characterized by carefully setting priorities and then sticking to them, rather than preference to work toward multiple objectives without setting clear priorities; Executive (5.20/0.84), characterized by having a preference for tasks, projects, and situations that provide structure, procedures, or rules to work with; and Liberal (5.20/0.87), characterized by constantly seeking alternative ways of solving counselees' problems. The level of emotional intelligence results for male and female counselor-respondents reveal of emotional genders scored low in all domains of El: intrapersonal (F=78.36; M=74.61), interpersonal (F=64.60; M=65.28), stress management (F=78.34; M=78.89), and adaptability (F=68.45; M=67.50). Lastly, the School Counselor Self-Efficacy Scale indicated that the respondent-counselors are generally satisfied (4.24/0.46) with the performance of their counseling tasks. The researcher therefore supports the need for further researches on how thinking styles and emotional intelligence, as well as other probable factors, can further relate to the overall efficacy among school counselors.
Author: Freddie A. Quinito Publisher: ISBN: Category : Languages : en Pages : 137
Book Description
This paper investigated the interplay between cognitive and affective processes that impact one's counseling skills (Kusche & Greenberg, 2004) by exploring the relationship of both thinking styles and emotional intelligence to the respondents' self-efficacy in counseling. The research subjects involved 114 PRC-licensed counselors in 32 schools in Metro Manila. To determine the relationship among the variables, the tests administered were Thinking Style Inventory Scale-Revised, BarOn Emotional Quotient Inventory, and the Counselor Self-Efficacy Scale. Results revealed that the highest mean scores were in the areas of External (5.71/0.82), characterized by preference to have opportunities to collaborate with fellow counselors; Hierarchical (5.70/0.67), characterized by carefully setting priorities and then sticking to them, rather than preference to work toward multiple objectives without setting clear priorities; Executive (5.20/0.84), characterized by having a preference for tasks, projects, and situations that provide structure, procedures, or rules to work with; and Liberal (5.20/0.87), characterized by constantly seeking alternative ways of solving counselees' problems. The level of emotional intelligence results for male and female counselor-respondents reveal of emotional genders scored low in all domains of El: intrapersonal (F=78.36; M=74.61), interpersonal (F=64.60; M=65.28), stress management (F=78.34; M=78.89), and adaptability (F=68.45; M=67.50). Lastly, the School Counselor Self-Efficacy Scale indicated that the respondent-counselors are generally satisfied (4.24/0.46) with the performance of their counseling tasks. The researcher therefore supports the need for further researches on how thinking styles and emotional intelligence, as well as other probable factors, can further relate to the overall efficacy among school counselors.
Author: Li-fang Zhang Publisher: Springer Publishing Company ISBN: 0826106676 Category : Education Languages : en Pages : 435
Book Description
[B]ecause of the thoroughness of the literature reviews and the comprehensive coverage of the chapter topics, [this book] should be required reading for any scholar working in related areas of personality or intelligence."--PsycCRITIQUES "This book is a masterly attempt to bring order and cohesion to a field that for many years has been riven with claims and counterclaims. The editors and authors are to be congratulated for addressing a very complex task so helpfully." John Biggs, PhD Honorary Professor of Psychology University of Hong Kong "If you are interested in intellectual stylesópeople's preferred ways of processing informationóthen this book belongs on your bookshelf." Richard E. Mayer, PhD Professor of Psychology University of California, Santa Barbara "For more than half a century, the construct of styleówhether designated as cognitive, thinking or learningóhas been in or out of fashion in the history of psychology and education. The editors of the present Handbook have invigorated the style construct in the form of intellectual styles, and have brought together a distinguished international panel of chapter authors who offer up-to-date surveys of the assessment, development, correlates, and educational and organizational applications of intellectual styles. For those seeking to familiarize themselves with current theory and research in an intellectually exciting field, the present Handbook is essential." Nathan Kogan, PhD Professor Emeritus, Department of Psychology New School for Social Research, New York, NY The concept of intellectual styles has had a controversial history based on diverse philosophical and theoretical foundations. Most recently, the idea of intellectual stylesóan umbrella term that covers such closely related constructs as "cognitive styles," "learning styles," "teaching styles," and "thinking styles"óhas gained momentum as an explanation for why different people succeed in different professional and organizational settings. Previously, it was thought that high-achievers simply had more innate abilities than their less successful peers, but research has shown that individuals have different intellectual styles that are better suited for varying types of contexts and problems. Based on the most current and expansive research, this handbook is the first to provide a comprehensive review of research on the construct of intellectual style, from its foundations and development, to its relations to allied constructs, its roles in school and job performance, its applications in various populations, and its future.. This understanding of intellectual styles as a valid concept for both individuals and groups has far-reaching implications for researchers in cross-cultural psychology, multicultural education, organizational behavior and work performance, and many other academic disciplines, as well as practitioners in education and beyond. Key Features: Provides a comprehensive review of intellectual styles from multiple perspectives Written for students and scholars in diverse academic arenas, as well as practitioners in education and other fields Includes contributions from researchers from diverse disciplines, such as psychology, business, education, and health sciences
Author: Robert J. Sternberg Publisher: Cambridge University Press ISBN: 9780521657136 Category : Psychology Languages : en Pages : 198
Book Description
Sternberg presents a theory of thinking styles that aims to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability.
Author: Robert J. Sternberg Publisher: Routledge ISBN: 1135663610 Category : Education Languages : en Pages : 331
Book Description
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
Author: Christopher P. Neck Publisher: Pearson College Division ISBN: 9780136066453 Category : Business & Economics Languages : en Pages : 158
Book Description
This landmark book offers a practical perspective that should serve as the foundation for the study of management and is based on a simple yet revolutionary principle: First learn to lead yourself, and then you will be in a solid position to effectively lead others."--BOOK JACKET.
Author: Narineh Krikorian Publisher: ISBN: Category : Big Five model Languages : en Pages : 0
Book Description
The purpose of this study was to conduct correlation and regression analyses to investigate the relationship between and the contribution of Emotional Intelligence, the Big Five personality traits to Career Decision Self-Efficacy. The research investigated 6 hypotheses. Data for this study was collected from a sample of 200 students receiving education from three American system universities in Beirut (HU, AUB, & LAU). The data were analyzed by using the Statistical Package for the Social Sciences (SPSS) 20.0 software. Firstly, Reliability Analyses of all measurement instruments were conducted and their factor structure was revised based on the results. Then a correlation analysis was done to test correlation between EI, the Big Five, and CDSE. The results showed that neuroticism was not significantly correlated with CDSE, while Openness, Extraversion, Agreeableness, and Conscientiousness were significantly positively correlated. Furthermore, the mediating role of Emotional Self Effica ...
Author: Brian Luke Seaward Publisher: Jones & Bartlett Publishers ISBN: 1449675654 Category : Body, Mind & Spirit Languages : en Pages : 609
Book Description
Managing Stress, Seventh Edition, provides a comprehensive approach to stress management honoring the integration, balance, and harmony of mind, body, spirit, and emotions. The holistic approach taken by internationally acclaimed lecturer and author Brian Luke Seaward gently guides the reader to greater levels of mental, emotional, physical, and spiritual well-being by emphasizing the importance of mind-body-spirit unity. Referred to as the “authority on stress management” by students and professionals, this book gives students the tools needed to identify and manage stress while teaching them how to strive for health and balance.
Author: Freddie A. Quinito
Author: Freddie A. Quinito
Author: Korinne Lee Cikanek
Author: Li-fang Zhang
Author: Crystal J. Easton
Author: Li-fang Zhang
Author: Robert J. Sternberg
Author: Robert J. Sternberg
Author: Christopher P. Neck
Author: Narineh Krikorian
Author: Brian Luke Seaward