On the science and teaching of emotional intelligence

Heller, Rafael

doi:10.1177/0031721717696473

Cited by 4 publications

(5 citation statements)

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“…Our results further support this conclusion and show that there is a strong need for educators to understand students' discrete affective experiences, including their possible causes and consequences, in order to both enhance teaching practices and create more positive classroom and school climates. Educators also can more directly support students' emotional development through direct instruction on emotional skills (Brackett, Rivers, Reyes, & Salovey, 2012;Heller, 2017), which help students to effectively manage both positive and negative feelings. Note.…”

Section: Social-emotional Learningmentioning

confidence: 99%

High school students’ feelings: Discoveries from a large national survey and an experience sampling study

Moeller

Brackett

Ivčević

et al. 2020

Learning and Instruction

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We investigated students' feelings at high school in a nation-wide survey of 21,678 US students (study 1), and in a four-week study using experience sampling methodology (ESM) with 472 students across 5 high schools (study 2). Both studies combined mixed methods, including open-ended questions and rating scales (e.g., PANAS). In study 1, seventy-five percent of the feelings students reported in their responses to open-ended questions were negative. The three most frequently mentioned feelings were tired, stressed, and bored. Similar findings emerged with rated items, The prevalence of negative feelings was largely similar across demographic groups. Study 2 largely corroborated the findings from study 1. Although the retrospective measures showed similar results to study 1, the in-the-moment measures also showed frequent positive feelings. We discuss the findings in light of the 'sleep deprivation epidemic', the achievement motivation literature, and implications for the validity of state-and trait measures of academic emotions.

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Section: Social-emotional Learningmentioning

confidence: 99%

High school students’ feelings: Discoveries from a large national survey and an experience sampling study

Moeller

Brackett

Ivčević

et al. 2020

Learning and Instruction

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show abstract

“…También se consideraron factores transversales que influyen en la intervención, como el nivel de funcionalidadcomorbilidad, la reactancia, las preferencias, el estilo de afrontamiento, la participación activa, la espiritualidad/religiosidad, la conciencia del problema, los principios de cambio-motivación y el estilo de apego. Este resultado obtenido ha sido reafirmado por otros autores que han trabajado esta temática (Barkley et al, 2014;Zimmerman, 2015;Brackett et al, 2021;Eisenberg et al, 2022).…”

Section: Discussionunclassified

“…La intervención aplicada se enfoca en el desarrollo de habilidades transversales, como el trabajo en equipo, el pensamiento crítico, la resolución creativa de problemas, la empatía y la adaptación al cambio en entornos complejos. Además, se promueven habilidades para la vida como la resiliencia, la gestión y solución de problemas, la regulación emocional, el ocio y tiempo libre, la cultura, la alfabetización mediática y financiera, la competencia cívica, medioambiental, y la salud física y mental (Barkley et al, 2014;Zimmerman, 2015;Eisenberg et al, 2020;Brackett y Rivers, 2021).…”

Section: Los Servicios Sociales De Ayuda En Procesos De Inclusión Socialunclassified

Transferencia de conocimiento e innovación social desde la Universidad para la ruptura de la brecha digital desde los servicios sociales

Herrera-Hernández,

Gutiérrez-Barroso

2023

m.rcs

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El artículo que aquí se presenta es resultado de un proyecto de investigación de transferencia de conocimiento e innovación social desde una corporación local (Ayuntamiento de Candelaria, Tenerife, Canarias), con enfoque transdisciplinar y una intervención online para la inclusión social en los servicios sociales a través de programas de rentas mínimas. El objetivo principal es examinar cómo la evaluación sistemática y basada en evidencias contribuye a mejorar la efectividad de estos programas considerando el diseño, implementación y resultados. En cuanto a la metodología, se aplicó la técnica de la encuesta para analizar aspectos clave como el enfoque multidimensional, la participación activa de los beneficiarios, el enfoque basado en derechos y el enfoque comunitario. Los resultados medidos de las intervenciones aplicadas muestran mejoras y éxito en los programas de rentas mínimas, según la valoración de los participantes a lo largo del proceso. Se observan mejoras en competencias, calidad de vida y acceso a la tecnología. Un aspecto destacado es la superación de la brecha digital, garantizando un acceso universal, asequible, de calidad y no discriminatorio a la tecnología.

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“…The meter defines the present emotions and from there the individual is encouraged to decide if they want to remain in that mood or make choices to change where they are on the meter. RULER recognizes that no one can consistently be in a state of happiness and there are moments when an alternative emotion is appropriate (Heller, 2017).…”

Section: Ruler Theorymentioning

confidence: 99%

“…Training in the RULER approach can have an impact on the five core SEL competencies that have been highlighted by The Collaborative for Academic, Social, and Emotional Learning (CASEL) to help gain understanding of social norms (Shonkoff et.al., 2016). The program aims to meet the needs of youth and educators by creating an environment that is safe and supportive as adults learn to ask for student opinions and support the competencies highlighted by CASEL (Heller, 2017). When students believe that their ideas are respected, they are more motivated to participate and become more engaged in the learning (Guess & Bowling, 2014;Shonkoff et.al., 2016).…”

Section: Ruler Theorymentioning

confidence: 99%

Actions to achieve a whole teacher approach

Wade

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This qualitative study provides insight into the lived experiences of public middle school teachers who have taught for more than five years. This research investigates what systemic supports can positively impact the personal health and wellness of educators to create a whole teacher approach. Using a narrative inquiry, this study used the following research question: How do public education systems implement a whole teacher approach that acknowledges the importance of teacher personal health and wellness development in American Middle Schools that can impact the well-being of teachers and students to improve the climate for teaching and learning? Through a series of interviews, teachers reflected on the positive and negative emotions associated with the day in the life of a teacher. They provided examples of when they felt most successful and when they left work feeling defeated. They also offered instances of support strategies that were helpful and those that have no benefit to their teaching. The results of the study indicate that there are steps that can be taken to build skills in the recognition and regulation of self-awareness, self-management, social awareness, and social skills creating a whole teacher approach to positively impact the well-being of teachers.

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On the science and teaching of emotional intelligence

Cited by 4 publications

References 0 publications

High school students’ feelings: Discoveries from a large national survey and an experience sampling study

High school students’ feelings: Discoveries from a large national survey and an experience sampling study

Transferencia de conocimiento e innovación social desde la Universidad para la ruptura de la brecha digital desde los servicios sociales

Actions to achieve a whole teacher approach

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