Search results for "Emotional Competence"

Cross-Cultural Validity of the Emotion Matching Task

2019

Objectives We aimed to provide evidence of the cross-cultural validity of the Emotion Matching Task (EMT), as a measure of emotion knowledge in preschool children in different cultures, namely, the United States, Italy, and Spain. In particular, we analyzed: (1) the psychometric properties of the scale in each of the three subsamples; (2) the relations between sex, age, verbal ability, and EK, in the overall sample and in the three different cultures; (3) the pattern of acquisition of the various dimensions of emotion knowledge in the overall sample and in the three different countries. Methods Participants were 500 children from Spain (N = 180), the United States (N = 158), and Italy (N = …

Covert digital manipulation of vocal emotion alter speakers' emotional states in a congruent direction

2016

International audience; Research has shown that people often exert control over their emotions. By modulating expressions, reappraising feelings, and redirecting attention, they can regulate their emotional experience. These findings have contributed to a blurring of the traditional boundaries between cognitive and emotional processes, and it has been suggested that emotional signals are produced in a goal-directed way and monitored for errors like other intentional actions. However, this interesting possibility has never been experimentally tested. To this end, we created a digital audio platform to covertly modify the emotional tone of participants' voices while they talked in the directi…

The Effectiveness of EMOVERE: An Emotional Education Program for Young Couples

2021

Our aim was to assess the effectiveness of EMOVERE, a psychoeducational and experiential program to increase emotion regulation in couples. Forty-four young couples (n = 88) aged between 18 and 36 years old participated in the study (53.4% women

Maternal Parenting and Preschoolers’ Psychosocial Adjustment: A Longitudinal Study

2022

Previous research reported that positive parenting and parenting stress might impact children’s psychosocial adjustment. The current longitudinal study aimed at evaluating the associations over time between mothers’ positive parenting, their parenting stress, and their preschoolers’ social–emotional competence and emotional–behavioral difficulties. Participants were 53 Italian mothers, aged between 24 and 47 years (M = 35.30, SD = 5.28) at T0, and their children (females = 51%), aged between 3 and 6 years (M = 4.48, SD = 0.84) at T0. Mothers completed self-report scales at 2 time points (with a 2-year lag). An autoregressive cross-lagged model was tested that h…

Social Emotional Competence, Learning Outcomes, Emotional and Behavioral Difficulties of Preschool Children: Parent and Teacher Evaluations

2022

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional co…

DEVELOPING EMOTIONAL COMPETENCE: A PSYCHO-EDUCATIONAL INTERVENTION BASED ON STORYTELLING AND DRAMA WITHIN A KINDERGARTEN

2019

A number of studies shows the role of emotions in psycho-educational processes during childhood, as well as the importance of emotional variables in social interactions in school context. One of the major contributions to emotional domains in childhood is the model of Emotional Competence (EC) developed by Saarni. EC, which includes one's self, one's moral disposition, and one's developmental history, is crucial to children’s ability to interact and form relationships with others, and develops from 3 to 6 years of age. In Italy, there is a growing interest towards affective education in schools. However, it is rather difficult toidentify common operationalization and intervention protocols.…

Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

2016

Abstract This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the…

Emotional Intelligence

2004

Qualitative Evaluation of Emotional Intelligence During Conversation Classes

2014

For centuries the main emphasis in education has been placed upon cognitive abilities. Emotional aspects have long been neglected and on occasion not even considered at all. Nevertheless, it is not only parents at present who have to assume responsibility for shaping emotions of their children. The introduction of emotional intelligence in the school curriculum is seemingly inevitable and promises to bring about a radical change in educating the whole human being. This study examines the impact of emotional intelligence on the first year students’ communicative competence. The author of this article created a training program entitled ‘Activities for Developing Emotional Intelligence in SLA…

Propiedades psicométricas del Cuestionario de conciencia emocional en población infantil española

2016

La competencia emocional es la capacidad para percibir, expresar, comprender, regular y controlar nuestras emociones y las de los demás. La conciencia emocional es la competencia básica que permite el desarrollo del resto de competencias emocionales durante la infancia y la adolescencia. En este trabajo, se han estudiado las propiedades psicométricas de la versión española del Cuestionario de conciencia emocional, administrado a 1476 niños/as españoles (8-12 años). Se ha replicado la estructura original formada por seis factores. Se han estudiado la fiabilidad de los ítems y del instrumento, la validez de constructo, de contenido y concurrente, los resultados han sido satisfactorios. Se han…