Investigating the Relationship Between Emotional Intelligence and Cultural Intelligence to Attitudes Towards Team-based Learning in Undergraduate Pre-health Profession Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Investigating the Relationship Between Emotional Intelligence and Cultural Intelligence to Attitudes Towards Team-based Learning in Undergraduate Pre-health Profession Students PDF full book. Access full book title Investigating the Relationship Between Emotional Intelligence and Cultural Intelligence to Attitudes Towards Team-based Learning in Undergraduate Pre-health Profession Students by Kevin Alonzo Harris. Download full books in PDF and EPUB format.
Author: Kevin Alonzo Harris
Publisher:
ISBN:
Category : Cultural intelligence
Languages : en
Pages : 209
Get Book Here
Book Description
Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O'Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that "[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics" (Knebel & Greiner, 2003, p. 3). Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students' attitudes towards team-based learning. A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work. This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students' attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student's development influences their preparation for health professions careers.
Author: Kevin Alonzo Harris
Publisher:
ISBN:
Category : Cultural intelligence
Languages : en
Pages : 209
Get Book Here
Book Description
Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O'Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that "[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics" (Knebel & Greiner, 2003, p. 3). Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students' attitudes towards team-based learning. A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work. This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students' attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student's development influences their preparation for health professions careers.
Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1799843610
Category : Education
Languages : en
Pages : 462
Get Book Here
Book Description
While many school districts and institutions of higher education still cling to the traditional agrarian school year with a factory model delivery of education and Carnegie units based on seat time when most people are no longer farmers, factory workers, or reliant on learning in a classroom, there are bursts of promising practices that buck the norm by questioning the educational value of these traditions. Though researchers have investigated the potential of students learning in their own homes via personalized instruction delivered by computers rather than attending traditional institutions, the status quo in education has remained stubbornly resistant to change. Mixed-reality simulations, year-round schooling, grouping students by competencies instead of age, and game-based teaching are just a few of the educational innovations that seek to maximize learning by recognizing that innovation is essential for successfully teaching students in the modern era. The Handbook of Research on Innovations in Non-Traditional Educational Practices is a comprehensive reference source that examines various educational innovations, how they have developed workarounds to navigate traditional systems, and their potential to radically transform teaching and learning. With each chapter highlighting a different educational innovation such as experiential learning, game-based learning, online learning, and inquiry-based learning and their applications in all levels of education, this book explores the issues and challenges these educational innovations face as well as their impact. It is intended for academicians, professionals, administrators, and researchers in education and specifically benefits academic deans, vice presidents of academic affairs, graduate students, faculty technology leaders, directors of teaching and learning centers, curriculum and instructional designers, policymakers, principals and superintendents, and teachers interested in educational change.
Author: Rania Maalouf
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 0
Get Book Here
Book Description
The purpose of this phenomenological study was to develop an understanding of how students' Emotional Intelligence (EQ) and Cultural Intelligence (CQ) influence their communication with teachers and peers. This investigation is rooted in Daniel Goleman's Theory of Emotional Intelligence and Christopher Earley's work on Cultural Intelligence. Responses from one-on-one interviews with five teachers were analyzed for qualitative data. The analysis led to eleven emerging themes. The findings indicate that students' EQ and CQ can influence students' communications with peers and teachers. When students possess EQ skills such as naming emotions, recognizing others' emotions, and responding appropriately to those emotions their communication in the classroom with peers and teachers is enhanced. Other skills also help students, such as self-advocacy and vocabulary/language. Students' CQ encompasses both the ability to connect and empathize with others. Students' ability to connect and empathize also influence their classroom communication. Teachers actively develop learners' skills by modeling and providing the students with opportunities to practice their EQ and CQ skills in multiple settings. The current study is expected to contribute to the existing body of literature by providing insight into how EQ and CQ affect the lives of the public-school students and the roles of the public-school teachers. The study may influence future K-12 public school planning by highlighting the need for EQ and CQ skills development for all students. Further research is encouraged in this area to investigate a teacher's role in the successful development of EQ and CQ skills for all students.
Author: Aliza Dansch
Publisher: GRIN Verlag
ISBN: 3346313697
Category : Psychology
Languages : en
Pages : 109
Get Book Here
Book Description
Master's Thesis from the year 2019 in the subject Psychology - Work, Business, Organisational and Economic Psychology, grade: 1,3, University of Flensburg (Internationales Institut für Management und ökonomische Bildung), language: English, abstract: This study is among the first which identified a relationship between CQ and team performance in a business setting, including a moderating role of virtuality. These findings serve to demonstrate that team performance can be enhanced through intercultural trainings corresponding to different factors of CQ, which hence, serve as a possible starting point for improved international cooperation. The trend of technological development and increasing competition within the global economy requires more profound answers to the question of why some people are more effective in intercultural environments than others. Therefore, research about cultural intelligence (CQ), defined as the ability to cope in intercultural settings, has received increasing attention for the last years. The multidimensional construct of CQ, introduced in 2003 by Earley and Ang, analyses CQ from four different angles: Metacognitive CQ focuses on the awareness of other cultures, while cognitive CQ revolves around adaptive cultural standards. Motivational CQ addresses the interest in meeting other cultures. Finally, behavioral CQ refers to the intuitive behavior of people within intercultural interactions. To tighten the gap of knowledge within this field of research this study is aimed at elucidating the relation between the single factors of CQ and team performance, measured on three indicators. Moreover, the moderating effect of virtuality and team identification on this relation should be examined, since international teams are often characterized by a virtual communication and less cohesion. This should give further insights on how to correctly cope with the increasing local flexibility in the business environment.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 582
Get Book Here
Book Description
Author: Kateryna V. Keefer
Publisher: Springer
ISBN: 331990633X
Category : Psychology
Languages : en
Pages : 467
Get Book Here
Book Description
This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com
Author: Ching Hsiang Zhoc
Publisher:
ISBN: 9781361379608
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "Study on the Interrelationships Between Emotional Intelligence, Self-directed Learning and the First Year Student Engagement in the Hong Kong Context" by Ching Hsiang, Zhoc, 周慶香, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The first year of undergraduate education is a significant transition period. During this time, students are confronted with a variety of new academic and social challenges, which require different emotional abilities so as to support the successful transition in the first year. As such, the study aims to investigate the values of emotional intelligence in facilitating the first year experience. Specifically, a conceptual model is proposed, which postulates that emotional intelligence would have an impact on self-directed learning and student engagement, which in turn, affect the first year learning outcomes. According to Salovey and Mayer (1990), emotional intelligence encompasses the abilities of the appraisal, expression and regulation of the emotions in the self and others as well as the utilization of emotions for problem solving. Its relationship with self-directed learning can be revealed from the analysis of McCombs and Whisler (1989), who suggested that three important elements drive the occurrence of self-directed learning: (i) motivation and positive affect; (ii) self-regulation and (iii) locus of control. They are, indeed, all closely associated with emotional intelligence. Building on abundant evidence showing its relationship with academic study and positive social relationships, emotional intelligence is also expected to influence student engagement. Fredrickson's (1998, 2001) broaden-and-build theory also lays the ground for the relationship between the two, as it proposed that the experience of positive emotions promotes exploration and approach behaviour, which, in turn, creates more learning opportunities. Individuals who are more emotionally intelligent are better at harnessing positive emotions. A mixed-method approach with two stages of data collection was employed in this study. In stage one, a total of 1760 first year students at a university in Hong Kong responded to a survey measuring emotional intelligence and self-directed learning during the registration period. In stage two, a follow-up survey gauging students' engagement and learning outcomes was administered to all participants from stage one at the end of the first year, with 560 responses collected in total. Four focus groups with 18 first year participants with high and low levels of emotional intelligence were also used to explore how they differed in terms of their attitudes and behaviours on self-directed learning and student engagement. Structural equation modelling was performed to test the interrelationships among emotional intelligence, self-directed learning and student engagement. The findings affirmed the values of emotional intelligence in influencing self-directed learning and student engagement, which were found to be significantly linked with student learning outcomes. As a whole, the model proposed was able to explain 14% of the variance of GPA and 34% to 40% of the variance of the cognitive, social and self-growth outcomes. The study not only unveils the interrelationships among emotional intelligence, self-directed learning and student engagement, but more importantly, it sheds light on how best to improve the quality of the first year undergraduate education as the findings suggest that the enhancement of emotional intelligence, self-directed learning and student engageme
Author: Chayendra Dumpala
Publisher: LAP Lambert Academic Publishing
ISBN: 9783844333763
Category :
Languages : en
Pages : 240
Get Book Here
Book Description
authors have taken much care to provide up to date scientific information related to the professional college students and provided socially relevant information which can be used by the professionals, academicians, counselors, mental health workers, social workers and psychologists and educationists. It was aimed at investigating the impact of emotional intelligence and Mental Health status on Academic Achievement of professional and non-professional college students.The researcher also made an attempt to know whether Gender, Management of colleges (government or private) and type of education (Professional, Non-Professional) and contribution of any significant impact on demographic variables viz., father's education, occupation, income and social class or community on Academic Achievement, emotional intelligence and mental health status of the sample. D.CHAYENDRA K.CHANDRAIAH
Author: Moshe Zeidner
Publisher: MIT Press
ISBN: 0262291614
Category : Psychology
Languages : en
Pages : 463
Get Book Here
Book Description
Sorting out the scientific facts from the unsupported hype about emotional intelligence. Emotional intelligence (or EI)—the ability to perceive, regulate, and communicate emotions, to understand emotions in ourselves and others—has been the subject of best-selling books, magazine cover stories, and countless media mentions. It has been touted as a solution for problems ranging from relationship issues to the inadequacies of local schools. But the media hype has far outpaced the scientific research on emotional intelligence. In What We Know about Emotional Intelligence, three experts who are actively involved in research into EI offer a state-of-the-art account of EI in theory and practice. They tell us what we know about EI based not on anecdote or wishful thinking but on science. What We Know about Emotional Intelligence looks at current knowledge about EI with the goal of translating it into practical recommendations in work, school, social, and psychological contexts.
Author: Roy, Shelly R.
Publisher: IGI Global
ISBN: 1466683287
Category : Psychology
Languages : en
Pages : 365
Get Book Here
Book Description
Humans have the capacity to detect and experience a wide spectrum of emotions in everyday life. However, the ability to identify and interpret those emotions is not a skill commonly held by all individuals, despite the significance of this skill. Promoting Trait Emotional Intelligence in Leadership and Education provides the latest information on enabling educators and leaders across industries to monitor the emotions of others as well as their own in order to interact effectively with others. Focusing on best practices and methods for training those in education and leadership positions, this publication is essential to the research needs of education administrators, professors, managers, and professionals in various disciplines.
