Related Research Articles
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Emotional intelligence (EI) is defined as the ability to perceive, use, understand, manage, and handle emotions. People with high emotional intelligence can recognize their own emotions and those of others, use emotional information to guide thinking and behavior, discern between different feelings and label them appropriately, and adjust emotions to adapt to environments.
Daniel Goleman is an American psychologist, author, and science journalist. For twelve years, he wrote for The New York Times, reporting on the brain and behavioral sciences. His 1995 book Emotional Intelligence was on The New York Times Best Seller list for a year and a half, a bestseller in many countries, and is in print worldwide in 40 languages. Apart from his books on emotional intelligence, Goleman has written books on topics including self-deception, creativity, transparency, meditation, social and emotional learning, ecoliteracy and the ecological crisis, and the Dalai Lama's vision for the future.
Intelligence has been defined in many ways: the capacity for abstraction, logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and problem-solving. It can be described as the ability to perceive or infer information; and to retain it as knowledge to be applied to adaptive behaviors within an environment or context.
Emotional reasoning is a cognitive process by which an individual concludes that their emotional reaction proves something is true, despite contrary empirical evidence. Emotional reasoning creates an 'emotional truth', which may be in direct conflict with the inverse 'perceptional truth'. It can create feelings of anxiety, fear, and apprehension in existing stressful situations, and as such, is often associated with or triggered by panic disorder or anxiety disorder. For example, even though a spouse has shown only devotion, a person using emotional reasoning might conclude, "I know my spouse is being unfaithful because I feel jealous."
Relational aggression, alternative aggression, or relational bullying is a type of aggression in which harm is caused by damaging someone's relationships or social status.
Peter Salovey is an American social psychologist and academic administrator. He served as the 23rd president of Yale University from 2013 to 2024. He previously served as provost of Yale University from 2008 to 2013, dean of Yale College from 2004 to 2008, and dean of Yale Graduate School of Arts and Sciences from 2003 to 2004. Salovey is one of the early pioneers in emotional intelligence.
Life skills are abilities for adaptive and positive behavior that enable humans to deal effectively with the demands and challenges of life. This concept is also termed as psychosocial competency. The subject varies greatly depending on social norms and community expectations but skills that function for well-being and aid individuals to develop into active and productive members of their communities are considered as life skills.
The term emotional literacy has often been used in parallel to, and sometimes interchangeably with, the term emotional intelligence. However, there are important differences between the two. Emotional literacy was noted as part of a project advocating humanistic education in the early 1970s.
Bullying is abusive social interaction between peers and can include aggression, harassment, and violence. Bullying is typically repetitive and enacted by those who are in a position of power over the victim. A growing body of research illustrates a significant relationship between bullying and emotional intelligence.
Intelligence and personality have traditionally been studied as separate entities in psychology, but more recent work has increasingly challenged this view. An increasing number of studies have recently explored the relationship between intelligence and personality, in particular the Big Five personality traits.
The Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) is an ability-based measure of emotional intelligence. The test was constructed by academics John D. Mayer, Peter Salovey, and David R. Caruso at Yale and the University of New Hampshire in cooperation with Multi-Health Systems Inc. The test measures emotional intelligence through a series of questions and tests the participant's ability to perceive, use, understand, and regulate emotions. Using questions based on everyday scenarios, the MSCEIT measures how well people respond to social tasks, read facial expressions, and solve emotional problems. The MSCEIT is used in corporate, educational, research, and therapeutic settings.
Reuven Bar-On is an Israeli psychologist and one of the leading pioneers, theorists and researchers in emotional intelligence. Bar-On is thought to be the first to introduce the concept of an “EQ” to measure “emotional and social competence”, although the acronym was used earlier to describe ideas that were not associated with emotional intelligence per se. In the first copy of his doctoral dissertation, which was submitted in 1985, Bar-On proposed a quantitative approach to creating “an EQ analogous to an IQ score”.
Roger P. Weissberg was a researcher in the field of psychology. He was the NoVo Foundation Endowed Chair in Social and Emotional Learning and LAS/UIC Distinguished Professor of Psychology & Education at University of Illinois at Chicago. He was the chief knowledge officer and board vice chair of the Collaborative for Academic, Social, and Emotional Learning (CASEL). He held a PhD in psychology from the University of Rochester and graduated summa cum laude with a BA in psychology from Brandeis University.
School climate refers to the quality and character of school life. It has been described as "the heart and soul of the school ... that essence of a school that leads a child, a teacher, and an administrator to love the school and to look forward to being there each school day." A positive school climate helps people feel socially, emotionally and physically safe in schools. It includes students', parents' and school personnel's norms, beliefs, relationships, teaching and learning practices, as well as organizational and structural features of the school. According to the National School Climate Council, a sustainable, positive school climate promotes students' academic and social emotional development.
Daniel Cordaro is an American research scientist and psychologist who specializes in emotion psychology and human wellbeing. As a former faculty member at Yale University, Cordaro is best-known for his research in human emotion and positive psychology. Formerly the director of the Universal Expression Project at the University of California, Berkeley, Cordaro has conducted various worldwide studies on human emotional expression.
Mark T. Greenberg is the emeritus holder of The Bennett Endowed Chair in Prevention Research in the Penn State College of Health and Human Development, and founding director of the Edna Bennett Pierce Prevention Research Center at the Pennsylvania State University. He is the chair of CREATE for Education, a non-profit organization that promotes caring and compassion in education.
The Yale Center for Emotional Intelligence is a unit within the Yale Child Study Center at the Yale School of Medicine’s Child Study Center that designs and researches evidence-based approaches for supporting school communities in understanding the value of emotions, teaching and practicing the skills of emotional intelligence, and building and sustaining positive emotional climates. The Yale Center for Emotional Intelligence (YCEI) provides training to school and district leaders, teachers, and school staff to support the systemic implementation of Social and Emotional Learning (SEL) and foster SEL skills in all stakeholders in these communities. YCEI's mission is to use the power of emotions to create a healthier, more equitable, productive and compassionate society today and for future generations.
Social and emotional learning (SEL) is an educational method that aims to foster social and emotional skills within school curricula. SEL is also referred to as "social-emotional learning," "socio-emotional learning," or "social–emotional literacy." In common practice, SEL emphasizes social and emotional skills to the same degree as other subjects, such as math, science, and reading. Furthermore, SEL emphasizes an importance upon preparing students to become knowledgeable, responsible, and caring members of society when they reach adulthood.
Robin Stern is an American psychoanalyst at Yale University, associate director for the Yale Center for Emotional Intelligence, an associate research scientist at the Yale Child Study Center, and is on the faculty of Teachers College, Columbia University.
References
- ↑ Tordesillas, Cesar E. (11 December 2005). "The Traveling Ambassador of Emotional Intelligence". Manila Times. Retrieved 6 December 2015.
- ↑ "About Us". medicine.yale.edu. Retrieved 2023-11-22.
- ↑ Merritt, Grace (2013-07-01). "Help for teens being bullied on Facebook". CT Mirror. Retrieved 2023-11-22.
- ↑ "Facebook Debuts New Anti-Bullying Features". www.wbur.org. Retrieved 2023-11-22.
- ↑ Gomes, Suruchi Kapur (2021-09-25). "RULER to manage emotions". The Sunday Guardian Live. Retrieved 2023-11-22.
- ↑ Stringer, Kate (2019-10-07). "To Build Emotional Intelligence in Students, Start With the Adults. SEL Pioneer Marc Brackett Helps Schools Do Both in 'Permission to Feel'" . Retrieved 2023-11-22.
- 1 2 "The Ruler Approach". Archived from the original on 18 January 2013. Retrieved 12 January 2013.
- ↑ Camacho, Natalie Arroyo (2022-02-14). "Take Yale's Social and Emotional Learning Training Course". Well+Good. Retrieved 2023-11-22.
- ↑ "Marc A. Brackett". www.nprinc.com. Retrieved 2023-11-22.
- ↑ "RULER: Elementary SELect Program". casel.org. Retrieved 2020-04-05.
- ↑ Susan E. Rivers & Marc A. Brackett, "Achieving Standards in the English Language Arts (and More) Using The RULER Approach to Social and Emotional Learning" Reading & Writing Quarterly Volume 27, Issue 1-2, 2010, Special Issue: "Emotions Matter: How Social–Emotional Learning (SEL) Helps Struggling Readers and Writers," p.75-100 open access version "This article introduces RULER (RULER) to social and emotional learning, with a particular focus on its Feeling Words Curriculum."--abstract
- ↑ Marc A. Brackett, Susan E. Rivers, Maria R. Reyes, Peter Salovey "Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum" Learning and Individual Differences Volume 22, Issue 2, April 2012, Pages 218–224 open access version Archived 2013-06-02 at the Wayback Machine
- ↑ "Ruler approach extended to different cultures". Archived from the original on 15 April 2013. Retrieved 12 January 2013.
- ↑ "Past Recipients". casel.org. Retrieved 2020-12-21.
- ↑ "About the Contributors". Review of Research in Education. 40: 886–903. 2016. doi:10.3102/0091732X16682474. ISSN 0091-732X. JSTOR 44668640. S2CID 220340802.
- ↑ "Positioned for the Future" (PDF). Retrieved 2020-12-21.
- ↑ "Introducing the Facebook Bullying Prevention Hub - Yale Center for Emotional Intelligence". Yale Center for Emotional Intelligence. 2013-11-07. Retrieved 2018-01-31.
