The Continuity Dilemma in Emotional Competence

Saarni, Carolyn

doi:10.1080/1047840x.2001.12128916

Cited by 75 publications

(110 citation statements)

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“…Third, emotions operate within social norms, and the norms governing appropriate gendered behavior for men and women are different. In everyday experience, expressing emotions that violate social norms and display rules can lead to social consequences (Frijda & Mesquita, 1994;Saarni, 1999); thus, learning to regulate these emotions is adaptive (Goffman, 1959;Hochschild, 1983). Gender norms may influence how emotional abilities operate in men and women.…”

Section: Does Ei Contribute To Social Competence?mentioning

confidence: 99%

Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence.

Brackett¹,

Rivers²,

Shiffman³

et al. 2006

Journal of Personality and Social Psychology

791

617

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Three studies used J. D. Mayer and P. Salovey's (1997) theory of emotional intelligence (EI) as a framework to examine the role of emotional abilities (assessed with both self-report and performance measures) in social functioning. Self-ratings were assessed in ways that mapped onto the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a validated performance measure of EI. In Study 1, self-ratings and MSCEIT scores were not strongly correlated. In Study 2, men's MSCEIT scores, but not self-ratings, correlated with perceived social competence after personality measures were held constant. In Study 3, only the MSCEIT predicted real-time social competence, again, just for men. Implications for analyzing how emotional abilities contribute to social behavior are discussed, as is the importance of incorporating gender into theoretical frameworks and study designs.

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Section: Does Ei Contribute To Social Competence?mentioning

confidence: 99%

Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence.

Brackett¹,

Rivers²,

Shiffman³

et al. 2006

Journal of Personality and Social Psychology

791

617

View full text Add to dashboard Cite

show abstract

“…Several large-scale projects followed cohorts of children from infancy into adulthood in an attempt to chart links between risk and resilience factors in infancy and later outcomes or address the emergence of personality traits (Caspi, 1993;Elder, 1999;Rutter, 1996;Werner & Smith, 1992). However, the controversy remains as to whether continuity or change is the typical course of early social develop-ment (Emde, 1994;Kagan, 2003), and researchers are continuously searching for specific, theoretically based mechanisms that link indexes of the infant's ecology with adaptation and competence in the older child (Caspi & Brent, 1999;Rutter, 1984;Saarni, 2001). Furthermore, because development in the first months of life is highly unstable, defining mechanisms that link specific components of the parent-infant relationship with specific outcomes in adolescence and adulthood is further complicated.…”

mentioning

confidence: 99%

Mother-infant synchrony and the development of moral orientation in childhood and adolescence: Direct and indirect mechanisms of developmental continuity.

Feldman¹

2007

American Journal of Orthopsychiatry

163

147

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Links between the temporal parameters of mother-infant synchrony and moral orientation in adolescence were examined in 31 children monitored from 3 months to 13 years. At 3 and 9 months, mother's and infant's affective states during face-to-face play were microcoded and synchrony was assessed with time-series analysis. Verbal IQ, behavior problems, child self-regulated compliance, and maternal warm control discipline were examined at 2, 4, and 6 years. Moral cognition and dialogical empathy were evaluated at 6 and 13 years. Three mechanisms of continuity were proposed: continuity in small steps, continuity through a mediating variable, and direct continuity. Mother-infant synchrony across the 1st year, indexed by the lagged associations between maternal and infant affective involvement, predicted verbal IQ and behavior adaptation, which in turn predicted moral cognition. Child self-regulated compliance across the toddler and preschool years mediated the relations between the lead-lag structure of early interactions and the adolescent's dialogical skills. Direct associations were found between mother-infant synchrony and the capacity for empathy in adolescence. Participating in a synchronous exchange may sensitize infants to the emotional resonance and empathy underlying human relationships across the life span.

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“…Ability to function and be oneself in the world Emotional Self-awareness: becoming aware of and applying a set of interrelated personal values and attitudes (Saarni, 1999, cited in Fragoso-Luzuriaga, 2015Goleman, Boyatzis, and Mckee, 2002) -Emotional awareness -Self-assessment -Self-confidence Self-management: managing emotions so that they are appropriate for living and interacting with others. They also manage the responsibilities that those feelings involve in social, work and personal environments (American Management Association, AMA, 2012; Goleman, 2011) (Caballo, 1993;Goldstein et al, 1989;Gresham, 1986, cited -Knowledge of global issues and problems -Solving global problems -Critical thinking capacity -Protecting the environment and human rights Cultural intelligence: Students act effectively in a variety of contexts, both domestic and international; adapt to diverse cultural situations and unfamiliar behaviors; effectively make cultural decisions; and work with multicultural teams (Deardorff, 2006;Gacel-Ávila, 2017) -Cultural intelligence -Cultural intelligence strategy -Cultural intelligence action -Cultural knowledge Sources: Adapted from Goleman et al (2002), CASEL (2003, Deardorff (2006), Gacel-Ávila (2017 and UNESCO (2006UNESCO ( , 2015 JME 17,1 educational programs that seek to develop SEI competences, thus acknowledging the formative role of educational institutions not only in the disciplinary aspect but also in the personal and academic development of students, which is connected with their development of intercultural skills (Bridgeland et al, 2013).…”

Section: Comp Dimensionsmentioning

confidence: 99%

Students’ self-perception of social, emotional, and intercultural competences in a public higher education institution in Colombia

Granda

Yepes

Granada

et al. 2022

JME

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Purpose Since social, emotional and intercultural (SEI) competences can help individuals manage their feelings, deal with stressful situations and build relationships with others, they have become useful tools for university students. The purpose of this study is thus to assess students’ self-perception of their SEI competences in a public higher education institution in Colombia. Design/methodology/approach For this purpose, we used a cross-sectional quantitative design and a sample of 413 students from different academic programs and levels. The differences across gender, age, socioeconomic stratum and participation in internationalization strategies were examined using statistical and linear regression analysis. Findings According to the results, students exhibited “satisfactory” or high levels of social, emotional and intercultural competences in general. Self-management, global citizenship and intercultural intelligence had the highest average scores, whereas self-awareness, social awareness and relationship skills had the lowest scores. Remarkably, we found a positive relationship between older students and global citizenship and relationship skills and between internationalization strategies and global citizenship and intercultural intelligence, as well as a low correlation between social awareness and younger students (aged 15 to 25 years). Originality/value To offer high-quality academic opportunities and internationalization strategies to university students, this article provides insights into how these students perceive and develop eymotional, social and intercultural competences throughout their academic program, considering their sociodemographic conditions. Finally, we recommend incorporating teaching strategies that favor the development of SEI competences into the curriculum.

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The Continuity Dilemma in Emotional Competence

Cited by 75 publications

References 0 publications

Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence.

Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence.

Mother-infant synchrony and the development of moral orientation in childhood and adolescence: Direct and indirect mechanisms of developmental continuity.

Students’ self-perception of social, emotional, and intercultural competences in a public higher education institution in Colombia

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