RETRACTED ARTICLE: Developing emotional intelligence in student teachers in universities

Tuyakova, Ulbossyn; Baizhumanova, Bibianar; Mustapaeva, Talshyn; Alekeshova, Lyazzat; Otarbaeva, Zhansaya

doi:10.1057/s41599-022-01173-w

Cited by 16 publications

(14 citation statements)

References 19 publications

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“…Aligning treatment options according to the level of socio-emotional functioning may strengthen the efficacy and increase the outcome of treatment of certain mental disorders. Furthermore, teaching emotional competencies may further improve skills such as emotional awareness, managing of own emotions and emotions of other people, self-motivation and empathy [ 78 ].…”

Section: Impact Of the Social Brain Development On Treatment And Supportmentioning

confidence: 99%

Developmental Delays in Socio-Emotional Brain Functions in Persons with an Intellectual Disability: Impact on Treatment and Support

Sappok

Hassiotis

Bertelli³

et al. 2022

IJERPH

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Intellectual disability is a neurodevelopmental disorder with a related co-occurrence of mental health issues and challenging behaviors. In addition to purely cognitive functions, socio-emotional competencies may also be affected. In this paper, the lens of developmental social neuroscience is used to better understand the origins of mental disorders and challenging behaviors in people with an intellectual disability. The current concept of intelligence is broadened by socio-emotional brain functions. The emergence of these socio-emotional brain functions is linked to the formation of the respective neuronal networks located within the different parts of the limbic system. Thus, high order networks build on circuits that process more basic information. The socio-emotional skills can be assessed and complement the results of a standardized IQ-test. Disturbances of the brain cytoarchitecture and function that occur at a certain developmental period may increase the susceptibility to certain mental disorders. Insights into the current mental and socio-emotional functioning of a person may support clinicians in the calibration of treatment and support. Acknowledging the trajectories of the socio-emotional brain development may result in a more comprehensive understanding of behaviors and mental health in people with developmental delays and thus underpin supports for promotion of good mental health in this highly vulnerable population.

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Section: Impact Of the Social Brain Development On Treatment And Supportmentioning

confidence: 99%

Developmental Delays in Socio-Emotional Brain Functions in Persons with an Intellectual Disability: Impact on Treatment and Support

Sappok

Hassiotis

Bertelli³

et al. 2022

IJERPH

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“…There are studies showing that emotional intelligence is a skill that can be developed through education. In general, it has been emphasized that the high level of emotional intelligence is very important in solving the problems encountered ( 89 , 97 – 99 ). Especially for doctors who have to work under high stress in the field of health, it will be possible to get positive results from activities to improve their emotional intelligence.…”

Section: Discussionmentioning

confidence: 99%

The effect of perceived stress on organizational silence in emergency service doctors in Turkey: The mediating role of emotional intelligence

ERDOĞAN

Bayraktar

Uçan

et al. 2022

Front. Public Health

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ObjectivesThe purpose of this study is to determine the role of emotional intelligence in the relationship between the stress perceptions of emergency medicine doctors and their organizational silence behaviors.MethodsData were collected digitally from 434 doctors working in emergency departments in Turkey. On the assumption that perceived stress was effective on organizational silence behavior and that emotional intelligence mediates this relationship, hypotheses were developed and a mediating effect model was established. The research model and hypotheses were shaped through Structural Equation Modeling (SEM). Hayes 4th model was used to test the research hypotheses. The research model was tested via SPSS Process v4.1 by Andrew F. Hayes.ResultsAccording to the correlation analysis to determine the relationship between the variables, it was determined that perceived stress was positively correlated with organizational silence behavior, emotional intelligence was negatively correlated with perceived stress, and emotional intelligence was negatively correlated with organizational silence. As a result of the mediating effect model test, it was determined that emotional intelligence had a statistically significant mediating effect in the effect of perceived stress on organizational silence.ConclusionWithin the framework of the findings, it is thought that emotional intelligence is a key variable in turning the negative energy between stress and silence into positive.

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“…This is actually counterintuitive because teachers who have high EI are likely not to have much concern about the complexities in inclusive education. They may possess the skills to establish interpersonal relationship, use both verbal and verbal cues that are appropriate, are aware of the feelings of others and theirs as well as manage their emotions and those of others (Birol, Atamtürk and Silman et al., 2009; Long, Yaacob and Chuen, 2016; Naqvi et al., 2016; Tuyakova, Baizhumanova and Mustapaeva et al., 2022). Hence, they are likely to brace up with the challenges to implement inclusive education practices in their classes.…”

Section: Discussionmentioning

confidence: 99%

Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education: teacher professional‐related factors as control variables

Nwosu

Wahl

Anyanwu

et al. 2022

Research in Spec Educ Needs

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Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional‐related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional‐related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional‐related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep‐seated beliefs on inclusion. Implications of the study were highlighted.

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RETRACTED ARTICLE: Developing emotional intelligence in student teachers in universities

Cited by 16 publications

References 19 publications

Developmental Delays in Socio-Emotional Brain Functions in Persons with an Intellectual Disability: Impact on Treatment and Support

Developmental Delays in Socio-Emotional Brain Functions in Persons with an Intellectual Disability: Impact on Treatment and Support

The effect of perceived stress on organizational silence in emergency service doctors in Turkey: The mediating role of emotional intelligence

Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education: teacher professional‐related factors as control variables

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