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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https://doi.org/10.1007/978-3-030-64586-1roversies 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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https://doi.org/10.1007/978-90-313-9739-6 emotion regulation, and emotion knowledge and review evidence of how these skills facilitate children’s social competence and school success. Within an early childhood educational system of practice, we then consider how educational standards, teacher socialization of emotion, and assessment can wo

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Ethische Entscheidungen am Lebensended support the emotions of their students and educators, they create a climate where people feel secure, appreciated, and inspired..The ability-based theory of emotional intelligence maintains that the skills of perceiving, using, understanding, and regulating emotions can be improved through instruc

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Ethische Entscheidungen am Lebensendeerventions. 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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Susanne Kränzle,Christian Albrecht Maychievement and school violence and promoting positive development and well-being. Atypically developing children—those with a diagnosed mental health condition, intellectual exceptionality, or history of maltreatment—are at an increased risk for experiencing academic, social, and/or emotional diffic

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Ethische Entscheidungen am Lebensendeond, to have an intervention focus achieved through applied activities that enable the development of different dimensions of EI. The chapter begins with an introduction to the theory that underpins EI in sports – the tripartite model comprising knowledge, ability, and trait levels. Subsequently, me

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Susanne Kränzle,Ulrike Schmid,Christa Seeger other educational leaders, on how to effectively scale up high-quality social-emotional and character development (SECD) in all schools. First, we define SECD, social-emotional learning (SEL), and related competencies, identify effective approaches to developing these competencies through universal

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