Academic literature on the topic 'EQ skill'

This study aimed to determine the effect of emotional quotient (EQ) and communication skill(CS) on student academic achievement (AC). This quantitative studyis explanation type using quota sampling and the analysis used classical assumption test and multiple linear regression analysis.The result of t test showed that both independent variableX1 (EQ) and independent variable X2 (CS) had no effect on dependent variable Y (AC) as evidenced by significance value X1=0.185 (e”0.05) and value significance X2=0.398 (e”0.05). F test results showed that there was no effect between independent variable X1 and independent variable X2 to dependent variable Y simultaneously known from F significance value that is equal to 0.410 (e”0.05). The conclusions are: EQ has no effect on academic achievement; communication skill has no effect on academic achievement; and simultaneously EQ and communication skill have no effect on academic achievement.

The Problem Leadership development is one of the most pressing issues for human resource practitioners within organizations. Recently, coaching to enhance emotional intelligence (EQ) has become a major focal area for human resource and leadership development. The concept of EQ has received overwhelming research and practical support, suggesting that it, more so than technical skills or cognitive ability, is the key determinant of success in leaders. However, EQ alone may not help leaders in creating an inclusive work environment and proactively recruiting and developing diverse employees. The Solution Diversity intelligence (DQ), recently introduced by Hughes, is another important skill that has significant impact on the interpersonal relationships at work. The current article seeks to integrate the concepts of EQ and DQ with a practical and strategic approach for human resource development professionals. A theoretical review, qualitative examination, and practical application of the main models of EQ with a focus on how specific components of these models can be utilized in coaching for increased DQ is presented. Using concepts of executive coaching and general principles of leadership development, the current study examines which facets, or dimensions, of EQ should be highlighted and developed to increase DQ. The Stakeholders In addition to identifying which facets of each EQ model are essential for DQ, practical applications for human resource development practitioners and leaders are presented.

English language as one of the most important international scientific languages used in Iran (and many other countries) is of crucial importance and a great amount of time and expenses are being invested on learning and teaching it. Increasing the speed of learning this language is certainly an urgent need, as many common people and academicians spend a lot of time on learning it, sometimes without a major breakthrough. Thus, the effect of increasing Emotional Intelligence on Listening Skill was examined in this study in an empirical way. An “Interchange Placement Test” was given to university students who studied English as a Foreign Language (EFL learners) in Iran. Subjects were Intermediate level students who also took an IELTS test, so that the researchers could more exactly evaluate their proficiency in listening skill at the beginning of the project. Next, the Emotional Intelligence of them was evaluated and consequently Emotional Intelligence (EQ/I) was taught. After a one educational-year course of concurrently teaching EI and listening skill, the same IELTS along with the EQ test was administered in treatment and control group. To observe the development in each category, the difference in scores of both EQ and IELTS test (pre-test and post-test) were statistically calculated. Ultimately, it was found that both EI and listening skill of the learners in treatment group were developed in a significant way whereas no significant change was detected in control group who did not receive any instructions on EI. The findings of the study can contribute in the promotion of the knowledge on the effect of emotional intelligence in language learning and also syllabus design.

Objective: To verify the effect of adjusting the challenge–skill balance with respect to rehabilitation process. Design: A single-blind, two-arm, parallel-group, randomized controlled trial. Setting: Recovery rehabilitation unit of Harue Hospital, Japan. Subjects: The trial included 72 clients (mean (SD): age, 74.64 (9.51) years; Functional Independence Measure score, 98.26 (15.27)) with cerebral or spinal disease or musculoskeletal disease. Interventions: Clients were randomly divided into two groups: the experimental group, who received occupational therapy with adjustment of the challenge–skill balance, and the control group who received conventional occupational therapy. Time from admission to discharge was considered the implementation period; the final evaluation was conducted at three months after discharge. Main measures: The primary outcome was subjective quality of life (Ikigai-9). Secondary outcomes were the health-related quality of life (EuroQol–5 Dimensions, Five Levels (EQ-5D-5L)), the Flow State Scale for Occupational Tasks, and the Functional Independence Measure. A cost-effectiveness analysis was conducted using total cost and quality-adjusted life-year based on the EQ-5D-5L. Results: Significant differences were observed between the experimental and control groups with respect to the Ikigai-9 score ( P = 0.008) and EQ-5D-5L ( P = 0.038), and the effect sizes were 0.76 (95% confidence interval [CI]: 0.27–1.24) and 0.62 (95% CI: 0.14–1.10), respectively. No significant between-group differences in other outcomes were observed, for example, the Functional Independence Measure score improved in both experimental and control groups (119.80 (5.50) and 118.84 (6.97), respectively. The incremental cost-effectiveness ratio was US$5518.38. Conclusions: Adjusting the challenge–skill balance may be a useful approach to improve the participant’s subjective quality of life in the rehabilitation process.

Abstrak: Penelitian ini merupakan kajian teoritis tentang kecerdasan yang dimiliki oleh manusia yang kemudian dengan kecerdasan itu dapat mengarahkan dirinya untuk memiliki kepribadian, karena kecerdasan dapat diartikan sebagai sebuah kecakapan yang dimiliki oleh seorang individu. Beberapa pendapat mengatakan bahwa di dalam diri manusia tidak hanya kecerdasan intelektual (IQ), melainkan juga terdapat kecerdasan emosi (EQ) dan kecerdasan spiritual (SQ). Sehingga pertumbuhan dan perkembangan individu manusia akan selalu dipengaruhi oleh pertumbuhan dan perkembangan ketiga jenis kecerdasan itu sendiri. Keseimbangan pertumbuhan dan perkembangan ketiga kecerdasan itu akan berakibat pada keseimbangan pertumbunhan dan perkembangan kepribadian. Dalam kajian ini penulis akan menjelaskan korelasi antara IQ, EQ & SQ dalam pembentukan pribadi mukmin, serta bagaimana proses pembentukan pribadi mukmin. Kata Kunci: IQ, EQ, SQ, Pribadi Mukmin Abstract : This study is a theoretical study of intelligence possessed by the human intellect then it can lead a person to have a personality, as intelligence can be defined as a skill possessed by an individual. Some opinions say that in a human being is not just intellectual intelligence (IQ), but there are also emotional intelligence (EQ) and spiritual intelligence (SQ). So that the growth and development of the human individual will always be influenced by the growth and development of three types of intelligence itself. Balance growth and development of the three intelligence will result in the balance and personality development. In this study the authors will describe the correlation between IQ, EQ and SQ believer in personal formation, and how the process of personal formation believer. Keyword: IQ, EQ, SQ, Personal Believer.

Abstract Before using the Schaake shuffle or empirical copula coupling (ECC) to reconstruct the dependence structure for postprocessed ensemble meteorological forecasts, a necessary step is to sample discrete samples from each postprocessed continuous probability density function (pdf), which is the focus of this paper. In addition to the equidistance quantiles (EQ) and independent random (IR) sampling methods commonly used at present, the stratified sampling (SS) method is proposed. The performance of the three sampling methods is compared using calibrated GFS ensemble precipitation reforecasts over the Xixian basin in China. The ensemble reforecasts are first calibrated using heteroscedastic extended logistic regression (HELR), and then the three sampling methods are used to sample calibrated pdfs with a varying number of discrete samples. Finally, the effect of the sampling method on the reconstruction of ensemble members with preserved space dependence structure is analyzed by using EQ, IR, and SS in ECC for reconstructing postprocessed ensemble members for four stations in the Xixian basin. There are three main results. 1) The HELR model has a significant improvement over the raw ensemble forecast. It clearly improves the mean and dispersion of the predictive distribution. 2) Compared to EQ and IR, SS can better cover the tails of the calibrated pdfs and a better dispersion of calibrated ensemble forecasts is obtained. In terms of probabilistic verification metrics like the ranked probability skill score (RPSS), SS is slightly better than EQ and clearly better than IR, while in terms of the deterministic verification metric, root-mean-square error, EQ is slightly better than SS. 3) ECC-SS, ECC-EQ, and ECC-IR all calibrate the raw ensemble forecast, but ECC-SS shows a better dispersion than ECC-EQ and ECC-IR in this study.

This study analyzed the emotional intelligence (EQ) that occurred in the branch of Bank Muamalat Tasikmalaya associated with the behavior and performance of employees serving customers, with the number of respondents reached 68 people. The test is done by using simple linear regression with devenden variable (Y1) serving and Behavior (Y2) performance, where the indevendent variable (X) is emotional intelligence (EQ) in self-awareness identification, self-regulation, motivation, empathy and social skill. From the result of research found that emotional intelligence (EQ) have significant effect to service behavior 48,5% and influence to employee performance equal to 39,7% significantly. The influence of t count value from 7,886 to model the influence of emotional intelligence on the service behavior and t count 6,587 to model the influence of emotional intelligence on performance and tested at α = 5% and prove the independent variable which influenced on the dependent variable, while regression analysis showed as 10,257 constants the results for the behavioral model of the influence of emotional intelligence function, and the constant of 9,553 for the model of the influence of emotional intelligence on performance, the results of this test explains that emotional intelligence (EQ) in employee roles improves the behavior and performance of Bank employees serving the branch Muamalat Tasikmalaya.

This study analyzed the emotional intelligence (EQ) that occurred in the branch of Bank Muamalat Tasikmalaya associated with the behavior and performance of employees serving customers, with the number of respondents reached 68 people. The test is done by using simple linear regression with devenden variable (Y1) serving and Behavior (Y2) performance, where the indevendent variable (X) is emotional intelligence (EQ) in self-awareness identification, self-regulation, motivation, empathy and social skill. From the result of research found that emotional intelligence (EQ) have significant effect to service behavior 48,5% and influence to employee performance equal to 39,7% significantly. The influence of t count value from 7,886 to model the influence of emotional intelligence on the service behavior and t count 6,587 to model the influence of emotional intelligence on performance and tested at α = 5% and prove the independent variable which influenced on the dependent variable, while regression analysis showed as 10,257 constants the results for the behavioral model of the influence of emotional intelligence function, and the constant of 9,553 for the model of the influence of emotional intelligence on performance, the results of this test explains that emotional intelligence (EQ) in employee roles improves the behavior and performance of Bank employees serving the branch Muamalat Tasikmalaya.

LANGUAGE NOTE | Document text in Chinese; abstract also in English. Emotions are an integral and significant aspect of human nature and the motivation for behavior. Regular Exercise participation substantially help individual to maintain and increase positive mood. Purposes: to compare the differences of EQ in the following variables: different level of exercise participation, PE class and non-PE class. Methods: BarOn EQ-I measured the EQ of 326 college students, the data was analyzed by Independent group t ratio, Independent Group ANOVA, and Independent Group MANOVA, using the Statistical Package for the Social Sciences (SPSS), version 10.0. Results: The major findings were as follows: 1) College students participated in higher levels of exercise was significantly (p< .05) higher than lower levels exercisers in total EQ score, the five composite scores, and the 15 EQ subscale scores; and 2) Students attending physical education class was significantly (p< .05) higher than the non physical education students in the scores of 'intrapersonal skill', 'interpersonal skill’, 'adaptability’，’stress management’, and 'general mood’. Conclusion: From the above findings, the more the exercise and the physical education participation, the higher the EQ in the college students was ascertained. The importance of increasing exercise participation and physical education should be reinforced and implemented in the college level. Furthermore, the mind-body linkage has been proved through this research. 情緒智力(Emotional Intelligence, El)是察覺，整合，瞭解，及管理情緖之智力；也是関於瞭解自己及別人，與別人建立關係，適應及因應週遭環境，更能成功的應付環境需求的自覺能力。透過從事規律運動所帶來的正面回饋，個人之正向情緒感受會大為提昇。目的：旨在探討不同運動參與程度與體育課參與情況，對大學生情緒智力表現是否有差異。方法：使用BarOn EQi測量326名大學生之情緒智力，統計方法分別採用獨立樣本t考驗、單因子變異數與多因子變異數等加以分析。結果：一、運動參與程度較高之大學生在情緒智商(Emotional Quotient, EQ)總分、五個量表、及15項EQ因子之分數、皆顯著(p< .05)高於運動參與程度較低之大學生。二、參與體育課程之大學生在EQ總分、五個EQ分量表之得分，皆顯著 (p< .05)高於無參與體育課程之大學生。結論：大學生運動參與時間愈多，比運動參與時間較少之大學生有更高的EQ；再者，參與體育課程比沒有參與體育課程之大學生有較高的EQ，因此，本研究中顯示出運動參與及體育課對大學生之重要性，更進而強化身心一元之理論。

Penelitian ini bertujuan untuk mengembangkan model pendidikan karakter di Sekolah Menengah Pertama (SMP), yang pada umumnya cenderung berorientasi pada pendidikan berbasis hard skill (keterampilan teknis), dan lebih bersifat mengembangkan intelligence quotient (IQ, sedangkan kemampuan soft skill yang tertuang dalam emotional intelligence (EQ) dan spiritual intelligence (SQ) masih sangat kurang. Lokasi penelitian ini dilaksanakan di Lembaga Kesejahteraan Sosial Anak Uswatun Hasanah, yang berlokasi di Jl. Cendrawasih Cengkareng Jakarta Barat. Metode penelitian yang digunakan adalah kualitatif dengan pengunakan observasi berperan serta, wawancara, serta studi dokumentasi. analisis data bersifat induktif. Unruk menguji keabsahan data dilakukan dengan triangulasi, diskusi teman sejawat, serta menggunakan bahan referensi. Pada penelitian ini ditemukan bahwa model pendidikan karakter yang dilaksanakan di SMP Uswatun Hasanah, baru dilaksanakan pada tahap pembiasaan, dan belum pada tahapan perilaku serta budaya. Hasil yang dicapai dalam penelitian ini adalah artikel jurnal untuk di publikasikan, dan draft buku pengembangan model pendidikan karakter di Sekolah Menengah Pertama, dengan disain sampai pada tahapan perilaku dan budaya.

Monsalve, Carlos. (2010) Emotional skills of a high school teaching staff. Experiences from six teachers. Master in Pedagogy - final examination, 30 hp, Institute of Pedagogy, Stockholm University. This research will be conducted as a final examination for the Master in Pedagogy, which I am currently attending in the Institute of Pedagogy at the Stockholm University (Sweden). My interest on this research grew up from the moment in which I identified in my experience as a teacher, the importance of a good emotional management (own emotions and other's as well) by teachers at a high school in the city of Badajoz, Spain. This is so, because this educational institute is localized in a low socio-economical status (marginalized area), which causes the students to have specific emotional difficulties that affect their normal performance in their studies and outcomes. In the same way and as a consequence of the above, it became evident to me the conclusion that teachers should be properly prepared for an effective support that students with such difficulties required. As another main reason for this investigation, it should be pointed out the existing necessity of new input in the researching ground required within the Emotional Intelligence area and its relationship with education. Most of the concepts in this respect will be supported by the formulations of the American psychologist D. Goleman. (1996). In this work, I would also like to contribute with a different analysis, employing the phenomenological method of the French philosopher Merleau-Ponty for interview analysis. Within this research, six teachers from the mentioned institution were interviewed so as to find out about their personal experiences related to the emotional ambit. Such experiences were analyzed using the phenomenological method formulated by Merleau-Ponty as I mentioned before. After the respective conclusions derived from the analysis conducted on the interviews, they followed a confrontation with the Emotional Intelligence theory by Goleman, (1996), and finally, the formulation of a conclusion which enables a solution to the questions posed in the objectives, and consequently responds to the hypothesis conceived.   Key words: EQ, Emotional Intelligence (IE), Emotional Skills, Phenomenology of Merleau-Ponty, Phenomenological Methodology of Merleau-Ponty.
Competencia Emocional del profesorado de un Instituto de Bachillerato. Experiencias de seis profesores. Máster en pedagogía – Examen final, 30 hp, Instituto de Pedagogía, Universidad de Estocolmo. Este estudio de investigación es realizado como examinación final del máster en pedagogía que actualmente curso en el instituto de Pedagogía de la Universidad de Estocolmo (Suecia). Mi interés en la investigación surgió al haber identificado y evidenciado, según mi experiencia como profesor, la importancia que tiene el buen manejo de las emociones (las propias y la de los demás) por parte de los profesores de un instituto de bachillerato de la ciudad de Badajoz, España. Ello, por encontrarse el instituto ubicado en un área social de estrato bajo (zona de marginación) por lo que los alumnos tienen especiales dificultades emocionales que afectan el desempeño normal de sus estudios y sus resultados. Así mismo y como consecuencia de lo anterior, me resulta clara la conclusión de que los profesores deben estar preparados adecuadamente para un apoyo efectivo que requieren dichos alumnos con ese tipo de dificultades. Como otro motivo primordial, cabe señalar la necesidad existente de nuevos aportes en el ámbito investigativo que requiere el ámbito de la Inteligencia Emocional y su relación con la educación. La mayoría de los conceptos al respecto, estarán apoyados en las formulaciones del psicólogo americano Goleman (1996). En este trabajo, deseo también aportar un análisis diferente, empleando el método fenomenológico del filósofo francés Merleau-Ponty para el análisis de las entrevistas. En la investigación se entrevistó a seis profesores de bachillerato del citado instituto para así indagar sobre sus vivencias o experiencias personales relacionadas con el ámbito emocional. Dichas vivencias fueron luego analizadas utilizando el método fenomenológico formulado por Merleau-Ponty como mencioné con anterioridad. Después de las respectivas conclusiones del análisis de las entrevistas, se procedió a confrontarlas con la teoría de la inteligencia emocional de Goleman (1996), para finalmente formular una conclusión y así llegar a una solución de  las preguntas formuladas en los objetivos y consecuentemente responder a la hipótesis planteada. Palabras claves: EQ, Inteligencia Emocional (IE), Competencia Emocional, Fenomenología, Metodología Fenomenológica de Merleau-Ponty.

The purpose of this study was to explore and describe the possible facilitation of emotional intelligence with learners who experience verbal learning disabilities. An empirical study of limited extent was conducted from an interpretivist-positivist paradigm. I followed a multi-method approach and employed a case study design, involving two learners as participants, both of whom had been diagnosed with verbal learning disabilities. I utilised qualitative as well as quantitative data collection methods, including observation, informal interviews, analysis of documents, a reflective diary, field notes (qualitative strategies) and the Bar-On EQ-i:YV™ self-report questionnaire (quantitative technique). After having obtained baseline information with regard to the emotional intelligence of the two participating learners at the onset of the study, I identified two skills that could potentially be enhanced, namely intrapersonal and adaptability skills. I then planned and facilitated intervention with the two participants, focussing on these two skills. Upon completion of the intervention, I re-administered the Bar-On EQ-i:YV™ self-report questionnaire to compare the results of the pre- and post-tests. The findings of the study were, firstly, that learners with verbal learning disabilities often experience challenges in terms of the emotional intelligence skills identified by Bar-On and Parker (2000). Secondly, it seems possible to facilitate the improvement of emotional intelligence skills with learners who experience verbal learning disabilities. Besides improvement in terms of their intrapersonal and adaptability skills, the participants displayed enhanced interpersonal and stress management skills.
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008.
Educational Psychology
unrestricted

The landscape of banking has changed drastically over the past two decades. Client loyalty is key for banks to stay relevant and deliver sustainable growth. In that context the objective of this research is to identify the main factors that determine client loyalty of small to medium sized businesses to banks and to rank these according to importance. The purpose of the study is using management information systems to determine the client loyalty drivers in SMEs within the banking industry as well as ranking them according to the level of importance. The study defines and provides a broad overview of the different concepts. It further provides an overview of the banking industry and casual factors driving the need to focus on client loyalty. A high-level overview of SMEs are also covered The current problem statement has a look at the various areas of concern to the banking industry such as high level debt ratios, weak corporate demand, and more The research methodology; objectives; design; scope; significance and the limitations of the study are outlined. Obtaining high levels of client loyalty remains a challenge for banks; failing, places banks at risk and hampers their ability to grow. MIS is the main enabler in understanding client loyalty, tracking client behaviour and changing needs. For this purpose a questionnaire was employed to obtain a deeper understanding of what drives client loyalty. A secondary source of information incorporated into the study is recent surveys done by KPMG, Accenture, Ernest & Young, and others. The model currently used by banks is based on the net promoter system. Client satisfaction, and Relationship and Service Quality are factors that get measured and incorporated in the net promoter system. Other factors that showed relevance and impact on client loyalty are Product Quality, Skills/EQ and Corporate/brand image. The researcher aims to explain the effect and influence the aforementioned have on client loyalty as well as rank these in order of importance in small to medium-sized business banking clients in South Africa. Primary data has been used in this study complemented by secondary data. A quantitative method has been adopted for this study. The techniques employed are: Frequency, Reliability (including the mean, standard deviation & Cronbach’s Alpha coefficient) and the Spearman Rank Order Correlations. The sample consisted of SMEs in Johannesburg Central Region and 200 questionnaires were distributed to conveniently selected SMEs out of a total population of 550. Sixty one (61) SMEs responded resulting in a 31% response rate. The study evidenced that the factors listed are interlinked and have an influence on client loyalty. The study has also demonstrated that the link between customer loyalty and true sustainable organic growth is well established. Limitations of the study are discussed. The researcher also recommends that a management information system be employed; that the study be extended to include large and corporate business and that the framework be broadened to include trust, product/channel, skills/EQ and brand/image.
MBA, North-West University, Potchefstroom Campus, 2014

Text in Afrikaans. Abstracts in Afrikaans, English and Zulu
This study explored how nine adolescent learner-participants with cerebral palsy or other physical disabilities responded to an emotional support programme (EOP) of 20 intervention sessions, aimed at developing their emotional intelligence. The research study highlighted the utilisational value and importance of emotional intelligence, which is associated with problem-solving skills, career success, selfactualisation, stress management and the like. The rationale for compiling the EOP was in accordance with the rationale for the research study, being embedded in diverse learning needs, support for learners, and the design of learner opportunities. The study focused among others on the development and implementation of an EOP based on Bar-On as conceptual model (2000), together with the five core competencies of social and emotional learning (SEL), namely: responsible decision-making, emotional self-awareness, self-management, social awareness, and relationship skills. The Lions Quest SEL-programme, Skills for Adolescence, formed the basis of the EOP, although the researcher had to adapt it for her learner-participants’ special educational needs. The EOP was further extended with the knowledge obtained through the literature study regarding emotional intelligence and adolescence, and was aligned with the aims of the South African school curriculum in respect of emotional intelligence skills, as stated in the aims of the subject Life Skills. The researcher’s embedded, mixed-method research design allowed the larger qualitative component to include the smaller quantitative component, so that the specific phenomenon could be understood from different participants’ perspectives. Qualitative data was collected by means of metaphor interviews and collage activities. The quantitative research component of the study refers to the standardised Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) together with the researcher’s own structured questionnaire. The researcher did not interpret the data obtained from the quantitative data collection instruments in isolation, but used it to expand and verify the results of her qualitative generated data. The integrated data results of the learner-participants brought the answer to the research problem: most of the adolescent learner-participants with special educational needs who had participated in the EOP, did indeed benefit through their involvement, and their emotional intelligence (the phenomenon under scrutiny) had improved.
Die studie ondersoek hoe nege adolessente leerder-deelnemers met serebrale en fisieke gestremdhede op ’n emosionele ondersteuningsprogram (EOP) van 20 intervensiesessies reageer met die doel om hulle emosionele intelligensie te ontwikkel. Die benuttingswaarde en belangrikheid van emosionele intelligensie word deur die navorsingstudie uitgelig. Hoë emosionele intelligensie word geassosieer met probleemoplossingsvaardighede, werksukses, selfverwesenliking en streshantering, onder andere. Die rasionaal vir die samestelling van die EOP stem ooreen met die rasionaal vir die navorsingstudie en is gevestig in uiteenlopende leerbehoeftes, ondersteuning aan leerders, en die skep van leergeleenthede. Die studie fokus op die samestelling en implementering van ’n emosionele ondersteuningsprogram (EOP) gebaseer op Bar-On (2000) se konstruk van emosionele intelligensie as konseptuele model van die studie saam met die vyf kernbevoegdhede van sosiale en emosionele leer (SEL), naamlik: verantwoordelike besluitneming, emosionele selfbewussyn, selfbestuur, sosiale bewussyn en verhoudingsvaardighede. Die Lions Quest SEL-program, Skills for Adolescence, vorm die grondslag van die EOP, alhoewel die navorser baie aanpassings vir haar leerder-deelnemers se spesiale onderwysbehoeftes moes maak. Die EOP is verder uitgebrei deur die kennis wat die navorser tydens die literatuurstudie ingewin het ten opsigte van emosionele intelligensie en adolessensie, en sluit aan by die Suid-Afrikaanse skoolkurrikulum-doelwitte wat verband hou met emosionele intelligensie-vaardighede soos uiteengesit in die doelwitte vir die vak Lewensvaardighede. Die navorser se ingebedde, gemengdemetode-navorsingsontwerp laat toe dat die groter kwalitatiewe komponent die kleiner kwantitatiewe komponent insluit, sodat die spesifieke fenomeen vanuit verskillende deelnemers se perspektiewe verstaan kon word. Kwalitatiewe data is deur middel van die metafooronderhoud en collage-aktiwiteit ingesamel. Die kwantitatiewe navorsingskomponent van die studie verwys na die gestandaardiseerde Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) tesame met die navorser se eie gestruktureerde vraelys. Die navorser het die data wat sy uit die kwantitatiewe datainsamelingsinstrumente verkry het, nie net in isolasie geïnterpreteer nie, maar dit ook gebruik om die resultate van haar kwalitatief-gegenereerde data uit te brei en te verifieer. Die geïntegreerde data-resultate van die leerder-deelnemers bied die antwoord op die: die meerderheid van die adolessente leerderdeelnemers met spesiale onderwysbehoeftes wat aan die EOP deelgeneem het, het inderdaad gebaat by hulle deelname, en hulle emosionele intelligensie (die fenomeen wat ondersoek is) het verbeter.
Ucwaningo luhlola ukuthi ngabe ukuzibandakanya kwabafundi abangabadlalindima abayisishiyagalolunye abasesigabeni sobubhungu/sobutshitshi abakhubazeke ngokwengqondo noma ngayiphi indlela emzimbeni baphendule kanjani kuhlelo oluxhasa ngokommoya (emotional support programme) kumihlangano engama- 20 yokunceda, ehlose ekuqiniseni ubuhlakani bommoya. Isifundo socwaningo siveze ukubaluleka kokusebenzisa kanye nokubaluleka kobuhlakani bommoya, okuhambisana namakhono okuxazulula izinkinga, impumelelo yobizo lomsebenzi, ukuzibonakalisa, ukulawula ingcindezi yengqondo kanye nokunye. Isizathu sokuhlela i-ESP sasihambisana nenhloso yesifundo socwaningo, esitholakala kwizidingo zemfundo ezahlukahlukene, kanye nokuhleleka kwamathuba omfundi. Ucwaningo lubheke hlangana nokunye nokuthuthukiswa kanye nokusetshenziswa kohlelo lwe-ESP olususelwa ku-Bar-On njengemodeli yegama (2000), kanye namanye amacebo abalulekile amahlanu ohlelo lokufunda kwabantu kanye nokufunda ngokwemizwa (SEL), wona yilawa alandelayo: Ukumelana nezinqumo ozithethe, ukwazi imizwa yakho, ukuziphatha ngokwakho, ukuxwayiswa komphakathi kanye namakhono okwenza ubudlelwano. Uhlelo lwe- Lions Quest SEL, Skills for Adolescence, akha isisekelo se-ESP, yize umcwaningi kwakufanele aluguqule lolu hlelo ukwenzela ukuba luhambisane nezidingo ezikhethekile zemfundo yafundi abadlala indima. . Uhlelo lwe--ESP lwaqhubeka nokukhuliswa ngolwazi olwalutholakala ngocwaningo lombhalo wobuciko obumayelana nobuhlakani bokusebenzisa imizwa kanye nesigaba sobutshitshi/sobubhungu, kanti lolu hlelo lwaluhambisana nezinhloso zekharikhulami yezikole zaseNingizimu Afrika mayelana namakhono okusebenzisa obuhlakani bokusebenzisa imizwa, njengoba kushiwobkwizinhloso zesifundo samaKhono Empilo (Life Skills). Isakhiwo somcwaningi esequkethwe, sohlelo-oluvangene locwaningo siye savumela isigaba esikhulu socwaningo olugxile kukhwalithi (qualitative) ukuba sixube isigaba esincane esigxile kumanani (quantitative), ukuze kuzwisiseke uhlelo oluthize ngokwemiqondo yabadlalindima abehlukahlukene. Idatha yohlelo lwequalitative yaqoqwa ngokusebenzisa izinhlolombono zokungathekisa kanye nemisebenzi yokuhlanganisa imifanekiso eminingi. Isigaba socwaningo olugxile kumanani sichaza uhlelo olufanayo lwe--Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV) kanye nemibhalo yemibuzo ehlelwe wumcwaningi. Umcwaningi akazange achaze idatha etholakele kumathuluzi okuqoqa idatha encike kumanani yodwa, kodwa le datha iye yasetshenziselwa ukukhulisa kanye nokuqinisekisa imiphumela yakhe eyakhiwe ngokwendlela yekhwalithi. Imiphumelo ehlangene yedatha yomfundi ongumdlalindima ilethe impendulo kwinkinga yocwaningo: Iningi labafundi abadlala indima abasesesigabeni sobubhungu/sobutshitshi abadinga imfundo ekhethekile abazibandakanye ohlelweni lwe-ESP, ngempela baye bazuza ngokuzibandakanya kwabo, kanti-ke izinga labo lokusebenzisa ikhono lobuhlakani bemizwa buye bathuthuka kakhulu (the phenomenon under scrutiny).
Inclusive Education
D. Ed. (Inklusiewe Onderwys)

This paper highlights the dimensions of emotional quotients (EQ) of Malay women entrepreneurs who own either micro enterprises or small and medium size enterprises in Klang Valley, Malaysia. EQ comprise of five dimensions which are social skills, self-awareness, self-regulation, self-motivation, and empathy. About 1000 questionnaires were distributed around Klang Valley, Malaysia, with a 20% response rate. Out of 200, only 169 questionnaires were able to be used for the analysis of this study. The findings show that the most important dimension of EQ during economic crisis was self-regulation followed by self-motivation, empathy, social skills, and self-awareness. After the economic crisis, the most important dimension was self-awareness followed by social skills, self-motivation, self-regulation, and empathy. Hence, emotional quotients are important for Malay women entrepreneurs during the economic crisis to remain positive and endure business challenges in managing their business operations for business sustainability. The findings also highlighted that after the economic crisis, the focus was more towards facing business challenges from employees, customers, and other stakeholders due to increasing demand in products/services and business activities. To conclude, all the elements of each dimension were considered important for Malay women entrepreneurs during and after the economic crisis.

Traditional course design assumes a synchronous, in-person learning environment and relies on a skilled instructor to observe nonverbal communication and guide interactions between learners. However, the nature of online learning has changed instructor-student connections so that providing real-time, guided interactions and feedback are not always practical. The loss of these interactions has particularly affected social and emotional learning (SEL), or how people recognize and manage emotions, empathize with, and relate to others, and make responsible decisions. SEL—popularly known as emotional intelligence, EI, or EQ—has gained recognition as the foundation of vital “soft skills” that contribute to improved job satisfaction, performance, and productivity. When institutions simply convert in-person curricula to digital, the resulting online courses often do not account for the loss of real-time SEL and metacognitive guidance from an instructor. This chapter provides guidance on how to integrate SEL into the design of online courses.

We seem to be entering an era of enhanced digital connectivity. Computers and Internet have become so embedded in the daily fabric of people’s lives that people simply cannot live without them (Hoffman, Novak, & Venkatesh, 2004). We use this technology to work, to communicate, to shop, to seek out new information, and to entertain ourselves. With this ever-increasing diffusion of computers in society, human–computer interaction (HCI) is becoming increasingly essential to our daily lives. HCI design was first dominated by direct manipulation and then delegation. The tacit assumption of both styles of interaction has been that the human will be explicit, unambiguous, and fully attentive while controlling the information and command flow. Boredom, preoccupation, and stress are unthinkable even though they are “very human” behaviors. This insensitivity of current HCI designs is fine for well-codified tasks. It works for making plane reservations, buying and selling stocks, and, as a matter of fact, almost everything we do with computers today. But this kind of categorical computing is inappropriate for design, debate, and deliberation. In fact, it is the major impediment to having flexible machines capable of adapting to their users and their level of attention, preferences, moods, and intentions. The ability to detect and understand affective states of a person we are communicating with is the core of emotional intelligence. Emotional intelligence (EQ) is a facet of human intelligence that has been argued to be indispensable and even the most important for a successful social life (Goleman, 1995). When it comes to computers, however, not all of them will need emotional intelligence and none will need all of the related skills that we need. Yet human–machine interactive systems capable of sensing stress, inattention, and heedfulness, and capable of adapting and responding appropriately to these affective states of the user are likely to be perceived as more natural, more efficacious, and more trustworthy. The research area of machine analysis of human affective states and employment of this information to build more natural, flexible (affective) HCI goes by a general name of affective computing, introduced first by Picard (1997).