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Relevant bibliographies by topics / Emotional readiness

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Academic literature on the topic 'Emotional readiness'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Emotional readiness"

1

Frijda, Nico H., Peter Kuipers, and Elisabeth ter Schure. "Relations among emotion, appraisal, and emotional action readiness." Journal of Personality and Social Psychology 57, no. 2 (1989): 212–28. http://dx.doi.org/10.1037/0022-3514.57.2.212.

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Drossinou-Korea, Maria, and Aspasia Fragkouli. "EMOTIONAL READINESS AND MUSIC THERAPEUTIC ACTIVITIES." Journal of Research in Special Educational Needs 16 (August 2016): 440–44. http://dx.doi.org/10.1111/1471-3802.12305.

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Vasilyeva, Olga, Nadezhda Blinova, and Tatiana Kondratieva. "Readiness to forgive as an educational strategy for the development of emotional intelligence in students." E3S Web of Conferences 210 (2020): 18085. http://dx.doi.org/10.1051/e3sconf/202021018085.

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One of the strategic objectives of education is the development of emotional intelligence. The paper examines the relationship between readiness to forgive and emotional intelligence with the level of subjective control. The study of emotional intelligence was carried out according to the method “Emotional intelligence” (N. Hall), the study of the level of subjective control was carried out according to the method of J. Rotter. To determine the level of readiness for forgiveness, the author's questionnaire "Readiness for forgiveness" was compiled. Readiness for forgiveness creates conditions for the development of a personality as a forgiver as well as the personality of the forgiven person. It appears as a result of deeper understanding of the traumatic situation and the reasons for its occurrence. Readiness to forgive, to our opinion, is a base tool for the transformation of emotional manifestation. We found a significant correlation between the integrative index of emotional intelligence and a level of a readiness for forgiveness. Subjects with a high readiness for forgiveness are capable of efficient regulation of their emotional sphere. Various forms of organization of group work help students to adjust their ideas about readiness for forgiveness, which contributes to the development of emotional intelligence, harmonization of both intrapersonal and interpersonal space. Formation of a deeper and adequate understanding of readiness for forgiveness is an important task of the education.

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Sabilah, Jihan, Silvania Nurfandi Riyanti, and Nopriadi Saputra. "Kesiapan Kerja Generasi Milenial di DKI Jakarta Raya: Pengaruh Kecerdasan Emosional dan Keterampilan Digital." Jurnal Akuntansi, Keuangan, dan Manajemen 2, no. 3 (2021): 225–42. http://dx.doi.org/10.35912/jakman.v2i3.379.

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Purpose: This study aimed to determine the level and effect of emotional intelligence and digital skills on the work readiness of the millennial generation in DKI Jakarta. Research Methodology: This study was based on quantitative approaches using the computation of regression. It used primary data through the questionnaire distribution with 401 respondents of the millennial generation in DKI Jakarta. Results: The results of the study indicate that emotional intelligence and digital skills influence work readiness. Limitations: This research only assessed emotional intelligence, digital skills, and work readiness variables, and only the millennial generation in DKI Jakarta. Contribution: This study shows the level of emotional intelligence, digital skills, and work readiness and how emotional intelligence and digital skills affect work readiness. The millennial generation can use this research to improve their work readiness by implementing emotional intelligence and digital skills.

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Korotsinska, Julia. "YOUNG PEOPLE’ PSYCHOLOGICAL READINESS FOR MASTERING THE SKILLS OF EMOTIONAL SELF-REGULATION." PSYCHOLOGICAL JOURNAL 7, no. 4 (2021): 48–56. http://dx.doi.org/10.31108/1.2021.7.4.5.

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At the present stage of Ukrainian society, requirements to an individual’s social and professional aspects grow significantly: the present demands activity, purposefulness, mobility, flexibility, and self-confidence from young people. These qualities cannot be manifested without formed skills of emotional self-regulation. The article analyzes the study on young people’s readiness for mastering the emotional self-regulation skills. Four levels of readiness for mastering the emotional self-regulation skills were identified and described. All of them were determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, effectiveness of emotional self-regulation skills. The correlations were determined between young people’s readiness for mastering the skills of emotional self-regulation and such personal characteristics as: reflexivity, emotional competence and emotional self-awareness. The young people’s awareness of the need for emotional self-regulation and knowledge about them, their emotional sphere and formed reflexivity are essential prerequisites to form such personal characteristics as emotional consciousness, emotional competence, emotional stability and emotional maturity. The article determines that personal motivation for self-development and emotional-volitional control influence positively on the emotional self-regulation skills. Young people who are able to monitor their emotional states and their causal relationships with other internal processes and with effectiveness of their activities have higher motivation for emotional self-regulation and a wider range of emotional self-regulative methods that help them to achieve adequate socialization and productivity. Many young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need in real life situations.

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Rahmawati, Anayanti. "CHILDREN’S SCHOOL READINESS ENTERING ELEMENTARY SCHOOL." Early Childhood Education and Development Journal 1, no. 1 (2019): 20. http://dx.doi.org/10.20961/ecedj.v1i1.33250.

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School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.

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Quirk, Matthew, Erin Dowdy, Ariel Goldstein, and Katherine Carnazzo. "School Readiness as a Longitudinal Predictor of Social-Emotional and Reading Performance Across the Elementary Grades." Assessment for Effective Intervention 42, no. 4 (2017): 248–53. http://dx.doi.org/10.1177/1534508417719680.

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This study is a brief psychometric report examining the Kindergarten Student Entrance Profile (KSEP). Multiple regression models were tested examining associations between kindergarten teachers’ ratings of children’s social-emotional and cognitive readiness during the first month of kindergarten with academic and social-emotional outcomes almost 6 years later. Significant associations ( p < .05) were identified between children’s cognitive readiness at kindergarten entry and reading fluency in Grade 5, as well as between children’s social-emotional readiness and multiple aspects of their social-emotional well-being in Grade 5. This study provides evidence supporting the long-term predictive validity of KSEP screener ratings and highlights the importance of screening for social-emotional, as well as cognitive, indicators of readiness when children enter kindergarten. Practical implications are discussed.

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Paolini, Allison C. "Social Emotional Learning: Key to Career Readiness." Anatolian Journal of Education 5, no. 1 (2020): 125–34. http://dx.doi.org/10.29333/aje.2020.5112a.

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Garaeva, Elena Viktorovna. "EMOTIONAL-VOLITIONAL READINESS AS INTEGRATIVE COMPONENT OF READINESS CHILDREN TO SCHOOL TRAINING." Pedagogical Education in Russia, no. 6 (2019): 125–30. http://dx.doi.org/10.26170/po19-06-17.

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Karunia, Nurlita Endah, Salsabilah Salsabilah, and Sri Wahyuningsih. "Kesiapan Menikah Perempuan Emerging Adulthood Etnis Arab." Jurnal Psikologi Islam dan Budaya 1, no. 2 (2018): 75–84. http://dx.doi.org/10.15575/jpib.v1i2.3303.

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Emerging adult from Arabic-Muslim families, have fulfilled expectations of their families to married immediately. Marriage readiness are needed to evaluate the degree of readiness into marriage life The aim of this study is to explore marriages readiness of emerging adult in Arabic culture. Data were collected from 118 women between 18 – 25 years old. Most of participants have high degree of marriage readiness. In addition, most of participants have greater readiness based on several criteria: moral, contextual-social, and marital-life skilsl. The other hands, participants evaluated their readiness quite well on financial and emotional criteria. The results indicate that social-cultural, religion, and emotional maturity factors became basic evaluation of marriage readiness in emerging adult.

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Dissertations / Theses on the topic "Emotional readiness"

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Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.

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Allan, Mark Rodney. "Qualitative Study of Kindergarten School Readiness and Personal and Social Development." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28985.

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Kindergarten school readiness and the phenomenon of students entering kindergarten without the necessary personal and social skills they need to be successful in kindergarten was explored in this qualitative study. How this phenomenon impacts the school setting, including administrative support systems and classroom instructional practices implemented by kindergarten teachers, was explored. Elementary principals and kindergarten teachers who experienced this phenomenon were interviewed using semi-structured interviews. Official documents relating to the phenomenon being studied were collected and analyzed to provide for triangulation of the data. Findings of this study provide insights into current classroom practices that are currently being implemented to solve the problem of students' personal and social skill deficits. Findings will assist division level leaders, elementary principals and kindergarten teachers to guide and shape classroom practices designed for enhancing and improving students' personal and social skills. Findings report what current resources are being used by kindergarten teachers to provide personal and social skill instruction and how teachers' instructional practices in this domain are being guided and directed by administrators. Division level leaders and school level leaders are provided with information about instructional practices for improving kindergarten students' personal and social skills. Findings of the study show how elementary principals' and kindergarten teachers' beliefs about kindergarten students' personal and social skill development are aligned to the Virginia Department of Education's Foundation Blocks for Early Learning for certain skills and how they are not aligned for other skills.<br>Ph. D.

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Waajid, Badiyyah I. "The Relationship Between Preschool Children's School Readiness, Social-Emotional Competence and Student-Teacher Relationships." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1459.

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Mtati, Cebokazi Ngcakani. "A systematic review: Instruments that measure emotional and social competency as a domain of school readiness of preschool children in South Africa." University of Western Cape, 2020. http://hdl.handle.net/11394/7668.

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Magister Artium (Psychology) - MA(Psych)<br>Given the lack of standardised and locally developed school readiness assessment tools in South Africa, as well as the under-emphasis on emotional and social competency in favour of cognitive domains in assessment of school readiness, many South African children enter mainstream schooling with their emotional wellbeing significantly compromised. Therefore, emphasis on children’s emotional and social competency as a domain of school readiness is essential. The study aims to identify and summarise aspects of the instruments that measure emotional and social competency as a domain of school readiness in preschoolers and their psychometric properties. All ethical considerations in terms of the systematic review process were adhered to

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Rogers, Megan Ann. "Individual Personality and Emotional Readiness Characteristics Associated with Marriage Preparation Outcomes of Perceived Helpfulness and Change." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5574.

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Little is known about the role that personality and emotional readiness factors may play in participation and outcomes of premarital education programs in varying formats. Data collected via the RELATionship Evaluation Questionnaire (RELATE: Busby et al., 2001) was used to analyze how personality and emotional readiness factors affect perceived change and helpfulness in self-directed and workshop formats of premarital education for 384 individuals who participated in such interventions. Depression was significantly and negatively related to participant perception of positive change and helpfulness in a workshop setting. Kindness was positively and significantly related to perceived positive change in both workshop and self-directed formats, and income was negatively and significantly related to perceived positive change in workshop settings. Anxiety was significantly and positively related to perceived helpfulness in workshop settings. Implications of these findings are discussed. More research is needed to compare these results to other formats of premarital interventions, such as classes and counseling formats, and to more diverse population samples.

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Collett, Gale A. "How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1237.

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Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.

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Ek, Lina, and Sanna Ström. "Organizational AI Readiness : Evaluating Employee Attitudes and Management Responses." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53412.

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Background - As a result of the latest advances in artificial intelligence (AI), the world ofbusiness is facing a major transformation where basic organizational principlesare redefined initiating a new era. It is predicted that AI in the coming decadeswill make a significant imprint and organizations aiming to stay at the forefrontcannot afford not to change. AI adoption can bring great benefits to organizationswhere a crucial factor is to establish AI readiness. However, as in any change,different perceptions are raised among employees which can either hinder orfoster organizational AI readiness, placing leaders in a crucial position. Purpose - The purpose of this study is to investigate how managers can foster organizationalAI readiness by understanding distinctive features of employee AI attitudes. Byidentifying how employees develop change attitudes towards AI, the opportunityto explore how managers should respond to these attitudes in order to achieve AIreadiness opens. Method - To gain a greater understanding of the phenomenon managing AI attitudes and tofulfil the purpose of the study, a mix of a qualitative and quantitative researchmethodology was used. The empirical data were abductively collected through asingle case study via a survey containing 80 respondents and through a focusgroup including six participants holding different roles affected by an AIimplementation. The empirical data were processed using thematic analysis andfurther analysed through systematic combining. Conclusions - The conclusions in this study confirm already existing theory. It also expands itas the phenomenon managing attitudes towards AI change was placed in a newcontext. The research results indicate that employees’ change attitudes towardsAI are affected by the organizational AI maturity, personal interest, and personaland organizational AI knowledge. They also indicate that employees develop theirchange attitudes towards AI depending on how managers handle or not handletheir attitudes. Finally, four dimensions along which leaders should manageemployee change attitudes to promote AI readiness were elaborated.

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Clare, Emily P. "The Business Communities' Perspectives on Work-based Learning and Career Readiness for High School Students." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1615650103164532.

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Quinones, Donetta Doris. "Military Wife Participation in the Family Readiness Group During the Deployment Cycle." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6477.

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A comparative review of statistical summary results of the Survey of Army Families demonstrated that there is a gap in the research on the emotional experiences of civilian military wives who do not participate in the Family Readiness Group (FRG). The purpose of this transcendental phenomenological study was to supplement the limited amount of scholarly research on the emotional experiences of civilian military wives and their lack of participation in the FRG during the deployment cycle. The theoretical framework of this study explored the military family syndrome through application of the double ABCX model in examining this phenomenon. The foundational research question inquired about the deployment-related emotional experiences of civilian military wives who do not participate in a FRG. Phenomenological interviews with 5 civilian military wives narrowed the gap in research as their specific experiences with the FRG of their soldier's unit were analyzed and coded to identify different categories and themes. Study results suggested that familiarity with the deployment cycle was a crucial determinant in how civilian military wives experience the deployment cycle and perceive the use of the FRG as a source of support. The perceived detached communication and engagement of the FRG organization and its leaders were also found to be contributing factors to civilian military spouse participation. The implications of these findings for positive social change are to inform FRG leadership of the importance of addressing the needs of new and seasoned civilian military wives to foster a more favorable perception of the organization and to promote the potential participation of new members.

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Munnik, Erica. "The development of a screening tool for assessing emotional social competence in preschoolers as a domain of school readiness." University of the Western Cape, 2018. http://hdl.handle.net/11394/6099.

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Philosophiae Doctor - PhD (Psychology)<br>Literature identified that emotional/ social competence is under-emphasised in favour of cognitive domains in assessment of school readiness. Socio-cultural and risk factors in the South African context complicate school readiness assessment. Thus, there is a need for a contextually appropriate screening tool for emotional-social competence. The aim of the study was to develop a screening tool for emotional/ social competence as a domain of school readiness. Ethics approval was obtained from the UWC ethics committee (14/2/8) and all ethics principles were upheld. The study had four successive phases - each conceptualised as a separate study with independent methodologies. Phase One consolidated the literature reporting on measures and definitions of emotional social readiness through two systematic reviews. Phase Two developed a concept map of stakeholders’ perceptions about emotional/ social competence as a domain of school readiness. Seven focus groups and two individual interviews were facilitated with parents and teachers of grade R children, as well as health professionals involved in assessment of school readiness. The findings from Phase One and Two informed the construction of a screening tool for emotional/ social competence in Phase Three. The resultant screening tool had nine subdomains.

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Books on the topic "Emotional readiness"

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Weight management the fitness way: Exercise, nutrition, stress control, emotional readiness. Jones and Bartlett, 1989.

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Schiller, Pamela Byrne. Seven Skills for School Success: Activities to Develop Social and Emotional Intelligence in Young Children. Gryphon House, 2009.

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Zabłocki, Kazimierz Jacek, and Wojciech Brejnak. Emocjonalno-społeczne uwarunkowania dojrzałości szkolnej: Praca zbiorowa. Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2008.

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Seven skills for school success. Gryphon House, 2009.

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Kast, Verena. Through emotions to maturity: Psychological readings of fairy tales. Fromm International, 1993.

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Feminism and emotion: Readings in moral and political philosophy. Macmillan, 2000.

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Today I will do one thing: Daily readings for awareness and hope for those of us with addiction and emotional or psychiatric illness. Hazelden, 1995.

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Deuze, Mark, and Mirjam Prenger, eds. Making Media. Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789462988118.

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Making Media uncovers what it means and what it takes to make media, focusing on the lived experience of media professionals within the global media, including rich case studies of the main media industries and professions: television, journalism, social media entertainment, advertising and public relations, digital games, and music. This carefully edited volume features 35 authoritative essays by 53 researchers from 14 countries across 6 continents, all of whom are at the cutting edge of media production studies. The book is particularly designed for use in coursework on media production, media work, media management, and media industries. Specific topics highlighted: the history of media industries and production studies; production studies as a field and a research method; changing business models, economics, and management; global concentration and convergence of media industries and professions; the rise and role of startups and entrepreneurship; freelancing in the digital age; the role of creativity and innovation; the emotional quality of media work; diversity and inequality in the media industries. Open Uva Course: the University of Amsterdam has a open course around the book. The course offers a review of the key readings and debates in media production studies. Course slides 2020 Take a look at the Making Media Facebook page here. Take a look at the Table of Contents and Introduction here.

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Spencer-Hall, Alicia. Medieval Saints and Modern Screens. Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789462982277.

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This ground-breaking book brings theoretical perspectives from twenty-first century media, film, and cultural studies to medieval hagiography. Medieval Saints and Modern Screens stakes the claim for a provocative new methodological intervention: consideration of hagiography as media. More precisely, hagiography is most productively understood as cinematic media. Medieval mystical episodes are made intelligible to modern audiences through reference to the filmic - the language, form, and lived experience of cinema. Similarly, reference to the realm of the mystical affords a means to express the disconcerting physical and emotional effects of watching cinema. Moreover, cinematic spectatorship affords, at times, a (more or less) secular experience of visionary transcendence: an 'agape-ic encounter'. The medieval saint's visions of God are but one pole of a spectrum of visual experience which extends into our present multi-media moment. We too conjure godly visions: on our smartphones, on the silver screen, and on our TVs and laptops. This book places contemporary pop-culture media - such as blockbuster movie The Dark Knight, Kim Kardashian West's social media feeds, and the outputs of online role-players in Second Life - in dialogue with a corpus of thirteenth-century Latin biographies, 'Holy Women of Liège'. In these texts, holy women see God, and see God often. Their experiences fundamentally orient their life, and offer the women new routes to knowledge, agency, and belonging. For the holy visionaries of Liège, as with us modern 'seers', visions are physically intimate, ideologically overloaded spaces. Through theoretically informed close readings, Medieval Saints and Modern Screens reveals the interconnection of decidedly 'old' media - medieval textualities - and artefacts of our 'new media' ecology, which all serve as spaces in which altogether human concerns are brought before the contemporary culture's eyes.

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(Organization), Zero to Three, ed. Heart start: The emotional foundations of school readiness. The Center, 1992.

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Book chapters on the topic "Emotional readiness"

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Di Fabio, Annamaria, and Donald H. Saklofske. "Emotional Intelligence and Youth Career Readiness." In The Springer Series on Human Exceptionality. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90633-1_13.

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Boyatzis, Richard Eleftherios, Daniel Goleman, Fabrizio Gerli, and Sara Bonesso. "Emotional and Social Intelligence Competencies for Project Management." In Cognitive Readiness in Project Teams. Productivity Press, 2019. http://dx.doi.org/10.4324/9780429490057-8.

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Boyatzis, Richard Eleftherios, Daniel Goleman, Fabrizio Gerli, Sara Bonesso, and Laura Cortellazzo. "Emotional and Social Intelligence Competencies and the Intentional Change Process." In Cognitive Readiness in Project Teams. Productivity Press, 2019. http://dx.doi.org/10.4324/9780429490057-7.

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Skinner, Ellen. "Children’s Developmental Needs During the Transition to Kindergarten: What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us?" In Kindergarten Transition and Readiness. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_2.

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Mares, Sarah, and Catherine McMahon. "Attachment Security: Influences on Social and Emotional Competence, Executive Functioning and Readiness for School." In Health and Education Interdependence. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3959-6_4.

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Ackesjö, Helena. "Parents’ Emotional and Academic Attitudes Towards Children’s Transition to Preschool Class – Dimensions of School Readiness and Continuity." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58329-7_10.

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Shukla, Shanu. "Media Multitaskers and Attentional Bias Toward Emotional Stimuli." In Applied Psychology Readings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2796-3_3.

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Okabe, Noriko. "Interaction of Psychological Contract Violation and Emotional Labour: Recovery of Organizational Trust and Job Satisfaction." In Applied Psychology Readings. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8034-0_14.

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Widyarini, Ika. "Moral Emotions: An Explorative Study on Elementary School Teachers of Yogyakarta." In Applied Psychology Readings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2796-3_6.

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Azar, Beth, and Scott Sleek. "Motivation and emotion." In Close up on psychology: Supplemental readings from the APA Monitor. American Psychological Association, 1997. http://dx.doi.org/10.1037/10230-003.

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Conference papers on the topic "Emotional readiness"

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Emelyanenkova, A. V., and S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.

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Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.

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Akelaitis, Arturas. "Development Of Emotional Skills Among 15–16-Year-Old Adolescents In Physical Education Classes." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-24.

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Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p < .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p < .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p < .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.

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Emelyanenkova, Anna Valerevena. "Diagnostics of Perceptive and Emotional Components of Psychological Readiness for Self-Regulation in Professional Activity." In Personal and Regulatory Resources in Achieving Educational and Professional Goals in the Digital Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.04.16.

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Tajuddin, Azza Jauhar Ahmad, Raihana Romly, Yusnita Hamzah, Wan Rauhan Wan Hussin, and Wan Mariam Wan Muda. "Lecturers’ Readiness and Emotional Presence on Online Teaching Data in a Malaysian University During COVID-19." In First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210312.088.

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Sobczak, Slawomir. "THE IMPORTANCE OF PARENT READING OF VARIOUS LITERARY TEXTS IN DEVELOPING CHILDREN’S EMOTIONAL AND SOCIAL SCHOOL READINESS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1070.

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Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.

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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.

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CHiginceva, O. N. "Methods for the diagnosis of physiological and emotional-psychological indicators of the readiness of the elderly person's personality for self-realization in visual activity." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-06-2020-07.

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Petrova, T. V. "Dependence of the level of ICT competence of subjects of the educational process on psycho-emotional state, personality traits, desire and readiness get involved in the informatization process." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-06-2020-14.

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Gerli, Fabrizio, Sara Bonesso, and Laura Cortellazzo. "Nurturing students’awareness of their behavioral competencies: The Competency Lab experience." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9232.

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Behavioral competencies, also defined emotional and social competencies (ESCs), are considered to be increasingly important for graduates’ workplace readiness. Drawing on studies that adopt the “whole person” learning approach and the Intentional Change Theory (ICT), this paper illustrates a teaching approach that higher educational institutions should implement, across different curricula and disciplinary fields, in order to improve students’ awareness of their behavioral compentecies and to direct their development coherently with the future professional and personal objectives. In doing this, we give an illustration of the lessons learned from an educational initiative, Competency Lab, designed by a research center of a public university in Italy, that was devoted to master’s students. From the analysis of the students’ learning outcomes, the paper shows the positive impact of : i) proposing the ICT approach, through which students assume personal responsibility for the development of ESCs; ii) integrating multiple learning methods and tools with a specific application of experiential methods to stimulate self-reflection and active experimentation; and iii) encouraging students’ engagement through web-based technologies. We provide implications for educators illustrating how students can self-define the ESCs to develop, following a rigorous method that is tailored to their specific level of maturity and personal motivation.

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Ekstrom, Thomas E. "Reliability Measurements for Gas Turbine Warranty Situations." In ASME 1992 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/92-gt-208.

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Reliability performance is currently receiving significant attention in the bid requests for new gas turbine generating units. Reliability guarantees backed by liquidated damages clauses are becoming the rule rather than the exception. But the power generation industry does not have a universally accepted set of reliability measurements and the more commonly used measurements are not sufficiently refined for the warranty situation. This paper is intended to provide the guidance, structure and refinement needed for meaningful reliability warranties. Four key areas of reliability measurement: starting reliability, running reliability, availability and equivalent availability are separately addressed. And within each of these areas there is the flexibility, the methodology and the need to adapt the measurement system to the varied operating regimes and philosophies encountered such as: peaking vs. continuous service, attended vs. unattended sites, different levels of maintenance intensity, chargeable vs. non-chargeable outage events and emotional/political/optical acceptability (i.e., 3% Forced Outage Factor vs. 40% Forced Outage Rate). Warranty structuring rationale and suggested contract language are provided to address such needs as a rigorous and explicit operating log, certification of data, measurement accuracy, statistical confidence, assurance of readiness and risk assessment. The suggestions presented herein have been constructed with logic and fairness. This paper will be beneficial to all Architect Engineers, Utilities, Independent Power Producers and OEM’s that become involved with the structuring of reliability warranties.

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Reports on the topic "Emotional readiness"

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Weston, Louise Marie. Experimental methods to validate measures of emotional state and readiness for duty in critical operations. Office of Scientific and Technical Information (OSTI), 2007. http://dx.doi.org/10.2172/920458.

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