The relationships between emotional competence and team learning behaviours

Gerbeth, Sebastian; Stamouli, Elena; Mulder, Regina H.

doi:10.1016/j.edurev.2022.100439

Cited by 8 publications

(3 citation statements)

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“…An essay titled Record on the Subject of Education in a Chinese classic 2000 years ago argued that it is difficult for one studying alone to become knowledgeable, emphasizing the importance of cooperation and communication with peers in the learning process, to draw on each other’s strengths and make progress together. This study controlled for relevant variables and found that underprivileged-background students had better development of social and emotional skills in more cooperative school climates, which is consistent with the findings of some previous studies [ 57 , 65 , 66 ]. Most of the current studies on cooperative school climate have been carried out from the perspective of cooperative learning.…”

Section: Conclusion and Discussionsupporting

confidence: 90%

How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data

Wang

Xiao

et al. 2022

Children

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Background: Promoting the development of the social and emotional skills of underprivileged-background students is an integral part of educational and social equity. To date, there has been a lack of relevant research in this field. Aims: This study investigated the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students. Sample: This study used the data of Chinese underprivileged-background students (N = 1739) from the Study on Social and Emotional Skills conducted by the Organisation for Economic Cooperation and Development (OECD-SSES2019). Methods: This study selected the ordinary least squares (OLS) analysis method and the quantile regression (QR) analysis method. Results: The ordinary least squares (OLS) analysis results showed that cooperative school climates promoted the development of various dimensions of the social and emotional skills of underprivileged-background students, while competitive school climates had significant negative impacts on the collaboration and emotional regulation of underprivileged-background students and had no significant impact on the other three major domains, namely engagement with others, open-mindedness, and task performance. A quantile regression analysis further explored the heterogeneity in the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students through quantile regression and found that the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were homogeneous, while the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were heterogeneous. Conclusions: These findings provide a greater insight into the roles of school cooperative climate and school competitive climate in the development process of the social and emotional skills of underprivileged-background students.

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Section: Conclusion and Discussionsupporting

confidence: 90%

How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data

Wang

Xiao

et al. 2022

Children

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“…The current evidence also suggests that dealing with emotions in the team is strongly related to TLBs for teams that provide care and assistance, which was surprising at first. TLBs and emotional competence at individual level and at team level are moderately positively related ( Gerbeth et al, 2022 ), suggesting that dealing with emotions in the team, which measures actual observable activities as perceiving, discussing, expressing and reacting to emotions, is also only moderately positively related to TLBs. In the domain of caring and assistance to elderly, youth, physically and/or mentally disabled, work tasks of teams are often linked to emotional aspects (e.g., decisions concerning a patient and his family).…”

Section: Discussionmentioning

confidence: 99%

Team behaviors as antecedents for team members’ work engagement in interdisciplinary health care teams

Gerbeth

Mulder

2023

Front. Psychol.

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IntroductionDue to the increasing complexity and diversity of work tasks in teams, teams need team members who are dedicated and energetic, both characteristics attributed to team members’ work engagement. Especially in the domain of health care, high demands at work impact professionals’ work engagement. Despite teams being the main work unit in this domain, team research on antecedents of work engagement has been neglected. The present study examines the role of team behaviors such as reflection activities in the relationships between demands at work and team members’ work engagement. In doing so, the study aims to extend findings on team behaviors by considering cognitive and work-task related team behaviors as well as team behaviors that focus on emotional aspects.MethodsData of 298 team members of 52 interdisciplinary teams of health and social care organizations which provide care and assistance were collected in this cross-sectional survey study. Relationships between team demands at work, team learning behaviors, dealing with emotions in the team and team members’ work engagement were estimated in a mediation model using structural equation modeling (SEM).ResultsThe results indicate that team members’ work engagement is positively related to team learning behaviors and dealing with emotions in the team. Cognitive team demands at work such as the complexity of work tasks, were found to relate positively to team members’ work engagement, while emotional team demands such as the amount of emotional labor at work had a negative relationship. Team learning behaviors and dealing with emotions in the team were found to mediate the relationship between team demands at work and team members’ work engagement.DiscussionOur results provide insights into the actual behavior of teams in the domain of health care, both on cognitive and emotional aspects, and the capability of team learning behaviors and dealing with emotions in the team to mediate the relationship between team demands at work and team members’ work engagement. The findings encourage future researchers and practitioners to address cognitive, emotional and motivational components in team research to provide a better understanding of team conditions, team behavior and team outcomes.

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“…Es por ello que, aquí cobra una importancia vital el desempeño de las competencias emocionales, que se hallan estrechamente relacionadas con la inteligencia emocional, la cual se define como la habilidad de identificar, expresar, comprender, manejar y usar emociones (Gerbeth et al, 2022). Por ese motivo, se puede decir que las competencias emocionales son el conjunto de capacidades, habilidades, conocimientos y actitudes que posee una persona para reconocer y controlar sus emociones, cuando se relaciona con el medio que lo rodea (Fernández-Gavira et al, 2021).…”

Section: Introductionunclassified

Competencias emocionales y aprendizaje cooperativo de estudiantes universitarios en el contexto de la educación en línea

Erazo-Moreno,

Colichón-Chiscul,

Nina-Cuchillo

et al. 2023

Form. Univ.

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La presente investigación tiene como finalidad determinar la relación entre las competencias emocionales y el aprendizaje cooperativo de los estudiantes de una universidad pública de Lima (Perú), en el contexto de la educación en línea, durante el primer semestre del año 2022. Se desarrolla un estudio de tipo básico, de nivel correlacional descriptivo y de diseño no experimental. La población se conforma por 1150 estudiantes universitarios de la carrera de Educación. Se seleccionan los participantes con un muestreo aleatorio simple, siendo la muestra 289 individuos, a quienes se les aplica cuestionarios de forma virtual. Los resultados evidencian que las competencias emocionales alcanzan un nivel bajo (42.2%) y el aprendizaje cooperativo es deficiente (40.2%). Además, la autoconciencia, la autorregulación, la motivación, la empatía y las destrezas sociales se relacionan de forma directa y significativa con el aprendizaje cooperativo. Se concluye que existe relación directa y significativa entre las competencias emocionales y el aprendizaje cooperativo, siendo el grado de correlación elevado.

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The relationships between emotional competence and team learning behaviours

Cited by 8 publications

References 98 publications

How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data

How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data

Team behaviors as antecedents for team members’ work engagement in interdisciplinary health care teams

Competencias emocionales y aprendizaje cooperativo de estudiantes universitarios en el contexto de la educación en línea

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