共查询到19条相似文献，搜索用时 531 毫秒
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为了验证教育干预对中学生情绪智力的影响,经过严格筛选,课题组确定了广州市B中学初二(1)班作为实验班,初二(3)班作为对照班,对实验班策划实施了一系列针对性较强的团体辅导,采用王才康教授修订的情绪智力量表分别对对照班和实验班学生的情绪智力进行测验,干预前测验结果显示,对照班与实验班学生的情绪智力没有显著差异,后测结果显示,对照班与实验班学生在情绪智力总分以及情绪感知、自我情绪调控、运用情绪等维度呈现出显著差异。实验结果对如何将情绪智力纳入学校教育课程,通过提高与培养学生的情绪智力促进学生全面发展具有启迪与借鉴作用。 相似文献
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通过问卷调查和深度访谈法,对有过在线学习经历的高校学生进行调查。研究发现：大部分学生的情绪智力与深度学习处于中等以上水平;学生情绪智力对深度学习有显著相关关系和正向预测作用。因此,通过对高校学生的情绪智力进行合理干预,有利于提高学生深度学习水平。 相似文献
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采用问卷调查法,以漳州市三所中学434名高中生为调查对象,运用《情绪智力量表》和《学生学习自我控制量表》进行测试。结果发现：1）高中生的情绪智力不存在学校、性别、年级和专业的差异;2）高中生的学习自控力存在学校和年级的交互作用;3）情绪智力与学习自控力具有中等水平的相关;4）高中生的情绪智力、学习自控力与学业成绩都达到中等程度的相关,学习自控力对学业成绩具有较好的预测作用。 相似文献
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语文智力训练对小学生语文能力整体发展具有较大的影响。通过对芜湖市王家巷小学三年级学生一学期的语文智力训练，实验结果表明，语文智力训练课显著提高了实验班学生群体的语文学习能力和学习成绩，使实验班多数学生的语文学习能力和学习成绩得到迅速提高 相似文献
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情绪是影响学习的重要因素,文章应用自编的《初中生情绪调节能力问卷》、《学生学习自控问卷》对康桥中学、福州十八中、福建师大附中、永定高陂中学四所不同类型中学的初中三个年级的466名学生进行调查。结果发现：1）初中生的情绪调节能力在年级、性别、是否是独生孩子等方面没有显著的差异,但在城市重点中学和农村普通中学上有显著差异;2）高低情绪调节能力组在学习自控力及各维度上都有显著差异;3）情绪调节能力及各维度与学习自控力及各维度有高正相关。 相似文献
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语料、情感和策略对英语自主学习能力的作用研究 总被引：1，自引：0，他引：1
张素敏 《河北师范大学学报(教育科学版)》2010,12(12)
从定量和定性两个角度入手,通过为期四个学期的教学干预,探索了即时语料输入、情感干预和策略培训对英语自主学习能力的影响作用.实验结果显示,干预手段有利于降低学生情感过滤和激发学生内在学习兴趣,从而提高了学生的英语自主学习能力.实验同时显示,与控制班相比,实验班师生情感认可度也良性发展显著. 相似文献
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Silvia Postigo-Zegarra Konstanze Schoeps Inmaculada Montoya-Castilla 《Infancia y Aprendizaje》2019,42(2):303-336
The literature reveals multiple benefits of emotional education in adolescents’ development. This study examines the effects perceived by participants in the Emotional Education Programme for Adolescents (PREDEMA), which is based on the ability model of emotional intelligence and assumes a dialogical paradigm geared at meaningful learning. A total of 293 students aged 11 to 15 participated in the programme. A mixed methodology was used to evaluate the intervention, analysing participants’ perceived learning and exploring their subjective experience in depth. The results indicate significant learning in all four emotional competences described by the emotional intelligence model, as well as in related areas. The contribution of the qualitative methodology in combination with quantitative analysis is discussed to explore the effects of emotional education programmes that promote adolescents’ emotional awareness. 相似文献
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尹鸾 《安徽科技学院学报》2015,(1):125-128
本研究目的是探究高校学困生情绪智力与主观幸福感关系。结果发现,学困生情绪智力和主观幸福感总体处于中等水平,其中情绪智力和主观幸福感在性别和年级两个变量上被试得分差异显著,女生得分高于男生且高年级学生得分高于低年级学生,但是在专业变量上被试得分差异不显著。学困生情绪智力和主观幸福感之间正相关,情绪智力水平越高的学生可以体验到更多的主观幸福感。 相似文献
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Australian universities are enrolling a larger and more diverse undergraduate student population. Counter to this trend, several states have developed plans to restrict entrance into the teaching profession. This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Eighty-three regionally enrolled pre-service teachers agreed to complete self-report questionnaires that assessed engagement with learning and emotional intelligence. The questionnaire data were supplemented with findings from a series of focus groups. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average. Measures of emotional intelligence did not add to the model. The results support the need to consider pre-service teachers’ motivation and engagement with learning, especially given the high stakes nature of proposed reforms to initial teacher education programmes. 相似文献
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A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. One hundred eighty-six teachers from ten elementary schools in Israel participated in this study. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course. Participants’ reflective assignments indicated an increase in self introspection, emotional awareness, emotional regulation and understanding others. 相似文献
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Hongbiao Yin 《Teachers and Teaching》2013,19(7):789-810
Teachers can be seen as emotional workers often needing to be sensitive to the demands that their work makes on their emotions, and skilful in regulating their feelings, but few quantitative studies have examined this issue systematically. Using hierarchical regression analysis to examine this issue, this study investigates teachers’ perceptions of the relationships among the emotional job demands, emotional intelligence, emotional labour strategies and teaching satisfaction, with a particular focus on the moderating role of emotional intelligence. The results of a survey of 1281 Chinese teachers reveal that teachers’ perceptions of emotional job demands and emotional intelligence significantly predict the three emotional labour strategies. Emotional intelligence significantly moderates the impact of emotional job demands on surface acting and expression of naturally felt emotion but not deep acting. Even after controlling for emotional job demands and emotional intelligence, deep acting and expression of naturally felt emotion still have a positive influence on teachers’ teaching satisfaction. Deep acting and expression of naturally felt emotion are more effective emotional labour strategies for teachers. A teacher development programme is suggested to make teachers clear about these emotional demands and different emotional labour strategies, and enhance teachers’ emotional intelligence. 相似文献
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Maria S. Poulou 《Early education and development》2017,28(8):996-1010
The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool. 相似文献
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人本主义心理学的发展使焦虑等情感因素越来越受到重视,大学生外语学习焦虑的诸多因素都与情感智力有着密不可分的关系。通过对100名在读大学生的调查研究发现,情感智力与大学生外语学习的焦虑心理存在负相关。关注大学生的情感智力,可以有效降低大学生外语学习的焦虑心理。 相似文献
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陈红 《北京教育学院学报》2009,23(2):68-70,80
由于师生间时空分离的特性,网络学习在带给学习者学习便利的同时,也使得学习缺少了实时的监控机制,学习得以进行几乎完全依赖于学习者的学习动机、自主意识和自控力,所以网络学习最大的问题是学员自我学习控制能力不足与网络学习方式的高要求之间的反差。因此,从网络学习的外控入手,寻找提高网络学习质量的基本策略就成为网络教师的必需。 相似文献
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张爱华 《河北能源职业技术学院学报》2012,(1):81-83
学习心理学认为,学生学习英语的过程,是以学生的整体心理活动为基础的英语认知活动和情智活动不断相互统一的过程。在学习过程中,每个学生个体都具有独特的情感体验。因此,在英语教学过程中要加强学生学习情感的培养与激发,以境激情、以知育情、以情生情、以情优教,从而达到学生对英语的有效学〉--j。 相似文献