Titlebook: Emotional Intelligence in Education; Integrating Research Kateryna V. Keefer,James D. A. Parker,Donald H. Sa Book 2018 Springer Internation

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書目名稱Emotional Intelligence in Education影響因子(影響力)




書目名稱Emotional Intelligence in Education影響因子(影響力)學(xué)科排名




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書目名稱Emotional Intelligence in Education網(wǎng)絡(luò)公開度學(xué)科排名




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Emotional Intelligence as an Ability: Theory, Challenges, and New Directionsnderstanding EI conceptualized as an ability. We start by identifying the origins of the construct rooted in the intelligence literature and the foundational four-branch model of ability EI, then describe the most commonly employed measures of EI as ability, and critically review predictive validity

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Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educaugh questionnaires and rating scales (Petrides et al. Br J Psychol 98:273–289, .). The construct describes our perceptions of our emotional world (e.g., how good we believe we are in terms of understanding, managing, and utilizing our own and other people’s emotions). Although it has been empiricall

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The Role of Culture in Understanding and Evaluating Emotional Intelligenceroversies surrounding EI, including the lack of agreement on how to define it and measurement inconsistencies. We propose that the key gap in current EI scholarship concerns the lack of awareness of cultural impacts on affective processes that underlie various components of EI abilities. Drawing fro

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School-Based Social and Emotional Learning Interventions: Common Principles and European Applicationerventions. I begin with a working definition and brief discussion of the rationale for SEL, before getting “under the hood” to consider the form, function, and characteristics of available interventions. I provide illustrative examples throughout, with a particular emphasis on those originating in

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Emotional Intelligence and School-Based Bullying Prevention and Interventions. With legislation mandating that schools address the phenomenon, school officials are faced with the decision of selecting a program that meets the unique needs for its students and teachers, while maximizing its potential to reduce bullying. School-based prevention and intervention efforts to red

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