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Journal articles on the topic 'Intrapersonal learner'
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1
Savina, Alina, and Nadezhda Moroshkina. "Is It Possible to Read Other People’s Confidence While Testing Their Implicit Learning?" Russian Journal of Cognitive Science 6, no. 4 (December 31, 2019): 39–49. http://dx.doi.org/10.47010/19.4.4.
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Recent studies have shown that observers can accurately read a partner’s confidence in their decision without verbal information exchange. The main question of the present study concerns the possibility of an accurate reading of the metacognitive experiences of others if they make decisions based on implicit knowledge. The second question addressed the predictors of such mindreadings if they are possible. The experiment was conducted using an artificial grammar learning paradigm. Participants worked in dyads: the Learner implicitly learned to classify stimuli as grammatical and non-grammatical, and the Observer observed the classification process while having no access to the stimuli, and not communicating with the partner. The Observer’s judgment of the Learner’s confidence, as well as the Learner's judgment of his/her confidence, were recorded. The results demonstrate that the Learner's confidence judgments correlate with the Observer's judgments of his/her confidence. Moreover, only the confidence judgments of the Learner correlate with the classification accuracy. It is concluded that intrapersonal confidence judgments and interpersonal confidence judgments are partially guided by the same criteria (in particular, response time), however, the Learners’ judgments of their own confidence in the decisions are more sensitive to the implicit knowledge
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Moradi, Sholeh, Shima Ghahari, and Mohammad Abbas Nejad. "Learner- vs. expert-constructed outlines: Testing the associations with L2 text comprehension and multiple intelligences." Studies in Second Language Learning and Teaching 10, no. 2 (June 29, 2020): 359–84. http://dx.doi.org/10.14746/ssllt.2020.10.2.7.
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Cognitive organizers (COs) are text aids which represent objects, concepts, and their relations by the use of symbols and spatial arrangements without adding to semantic content. The present study examines language learners’ text comprehension through outlines, a popular CO, compared with text-only condition, and further investigates the effect of learner-constructed outlines (i.e., systematic note-taking) and expert-constructed outlines (i.e., readymade displays) on comprehension. Finally, the predictive power of multiple intelligences (MI) across different input modalities is scrutinized. Following stratified random sampling, a total of 111 EFL undergraduates were divided into text-only (receiving a text twice), expert-constructed (the text followed by an outline), and learner-constructed (the text followed by an outline to be drawn up by the learner) groups. A TOEFL examination, a 1218-word expository text on systematic sleep disorder, a follow-up reading comprehension test, and a multiple intelligences inventory constituted the data collection measures. The results of multiple regression and ANOVA were as follows: (a) COs lead to more content recall than text displays; (b) expert-constructed and learner-constructed outlines are equally effective; (c) MI significantly predicts the groups’ reading comprehension; (d) interpersonal and intrapersonal intelligences are significant correlates of text-only groups’ performance; and (e) visual, verbal, and intrapersonal intelligences are significantly associated with learner-constructed groups’ reading scores. The study offers several implications for theory and practice.
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Murniati, Wahyuni. "EDUTAINMENT DALAM PENGEMBANGAN MULTIPLE INTELLIGENCES TEORI HOWARD GARDNER PADA ANAK USIA DINI." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 6, no. 2 (December 12, 2018): 301. http://dx.doi.org/10.21043/thufula.v6i2.4775.
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<p><em>There are nine intelligences proposed by Howard Gardner. Nine intelligences include: intelligence language, logical-mathematical, visual-spatial, bodily-kinesthetic, rhythmic-musical, intrapersonal, interpersonal, naturalistic and existential. When speaking of the intelligence then of course it's going to talk about a person's brain. In theory the brain, it is said that the brain will only absorb information if the brain is in a state of happy to get it. Then to condition it, teachers should make learning fun and humanizing learners. Appropriate learning models would improve intelligence learners. One model of learning that can be used to improve the intelligence of the learner is to use the model of edutainment. This article attempts to provide edutainment strategies in the use of the model to the increase of multiple intelligences of children.</em></p>
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Paraskeva, Fotini, Sofia Mysirlaki, and Vasilis N. Vasileiou. "Developing Self-Regulation Skills in Virtual Worlds." International Journal of Online Pedagogy and Course Design 2, no. 2 (April 2012): 25–43. http://dx.doi.org/10.4018/ijopcd.2012040103.
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In order to succeed in today’s life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-learning is its reliance on learner autonomy, also called independent or self-directed learning. In view of the need for the design of e-learning environments that would provide self-regulation strategies for the maximization of learners’ engagement to an e-learning course and the development self-regulation as an important life skill, this paper presents the application of a Self-Regulation Theory based educational scenario, using the Virtual World of Second Life to enhance situated experience in professional and career development and to develop self-regulation as an important skill for the 21st century, along with skills, such as collaboration, team work, peer exchange and problem solving.
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Araya, Jamie, Andrew Bennie, and Donna O’Connor. "Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program." International Sport Coaching Journal 2, no. 1 (January 2015): 3–14. http://dx.doi.org/10.1123/iscj.2013-0036.
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The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.
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Cigan, Vesna. "Relationship between students’ motivation and their socio-demographic characteristics." Linguistica 54, no. 1 (December 31, 2014): 11–30. http://dx.doi.org/10.4312/linguistica.54.1.11-30.
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This article presents the results of research on the relationship between indicators of intrinsic and extrinsic motivation in students attending higher education institutions, and their socio-demographic characteristics: the type of upper secondary education completed, secondary education grade point average, year of study, gender, and parents’ education. The research was conducted in March 2012, through a survey questionnaire administered to a sample of 604 respondents. The questionnaire examined, among other things, students’ motivation for learning, self-assessment of motivation for learning English and further professional development, and self-assessment of overall satisfaction with the study programme. According to the self-determination theory developed by Deci and Ryan (2000), intrinsic and extrinsic motivation are essential for undertaking any activity, including learning. As a social agent, each individual interacts with different social groups in an action-oriented set of circumstances, and develops his/her personality (CEFR). Social contexts that catalyse intrapersonal and interpersonal differences also have a significant influence on motivation. Gardner’s theory of motivation emphasizes the importance of social components and the extrinsic nature of instrumental and integrative orientation. Instrumental-integrative dichotomy was further developed by Dörnyei (1994: 279), who introduced a motivational framework consisting of three levels: the language level, the learner level and the learning situation level. Survey results show that the respondents are generally highly-motivated to learn, and that intrinsic motivation is predominant. Statistically significant differences were found between gender, secondary education grade point average, and year of study and the type and intensity of motivation, whereas the type of upper secondary education completed, and parents’ education, were not found to be statistically significantly correlated with the examined concepts.
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Ó’Móchain, Robert, and Robert Perkins. "Critical Issues: A Survey of Topic Popularity among University Students." Language Teacher 34, no. 2 (March 1, 2010): 5. http://dx.doi.org/10.37546/jalttlt34.2-1.
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This survey study investigates the possibility of mismatches between critical pedagogical initiatives and learner expectations or fields of interest. Our opinion survey of 200 first and second-year undergraduate students at two universities in western Japan, explored preferences regarding 21 discussion topics. Fourteen of the topics were related to critical sociocultural (CS) issues while seven topics were related to interpersonal and intrapersonal (IP) concerns. The principal findings of the survey showed a significant preference for IP topics over CS topics. These initial survey findings may indicate a need for critically minded pedagogues to lay more groundwork in the classroom before initiating a syllabus that focuses on CS topics. Further research will provide qualitative data to explore reasons why learners may feel an aversion to sociocultural topics for classroom discussion. 本論は、教育者の教育構想と学習者の期待もしくは興味のある分野とのミスマッチの可能性を調査す。 この調査は西日本の2つの大学の1年生と2年生200人を対象に21の議論トピックに関する興味度を調査したものである。14のトピックは重大な社会文化(CS)関連問題で、7つのトピックは対人関係や個人の内面に関する（IP)問題である。調査の主要な発見事項は、学生たちがCSに関するトピックよりIP関連トピックのほうに大いなる関心を持っていることである。これらの調査結果は、教育者たちが社会文化（CS)のトピックに重点をおくシラバスを始める前に、もっと基礎作りに力を入れる必要性があることを示しているように思う。今後の研究では、学習者たちがクラスで社会文化的な問題を議論するのを嫌う理由を調査した質的データを提供する。
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Aliasin, Seyed Hesamuddin, and Samira Abbasi. "The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use." Journal of Language and Education 6, no. 2 (June 30, 2020): 31–43. http://dx.doi.org/10.17323/jle.2020.9730.
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Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.
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Hourigan, Kristen L. "Homicide Survivors’ Definitions of Forgiveness: Intrapersonal, Interpersonal, and Extrapersonal Orientations." Violence and Victims 31, no. 5 (2016): 869–87. http://dx.doi.org/10.1891/0886-6708.vv-d-15-00015.
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This article explores the definition of forgiveness from the perspective of individuals who have lost loved ones to homicide. This article draws on 33 in-depth, semistructured interviews that asked participants to define and discuss forgiveness and non-forgiveness both in general and as it relates to homicide. Analysis shows three distinct definitions of, or orientations toward, forgiveness, each learned through interaction with family and/or religion: intrapersonal, interpersonal, and extrapersonal. Analyses suggest that future investigations must include multiple definitions of forgiveness, and victim services must be cognizant of these various pathways toward forgiveness.
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Shafiee, Sajad, Marziye Mobini, Ehsan Namaziandost, and Sharareh Ghodoosi. "Contribution of Multiple Intelligences to L2 Writing of EFL Learners." International Journal of Linguistics, Literature and Translation 3, no. 6 (June 30, 2020): 59–69. http://dx.doi.org/10.32996/ijllt.2020.3.6.7.
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The present study was carried out to unveil the predictive power of multiple-intelligences (MI) in accounting for different components of L2 writing. To do so, through an OPT, 120 intermediate EFL learners were selected. In one class session, the researcher gave McKenzie's (1999) MI questionnaire to the learners and asked them to fill out the questionnaire. In the subsequent session, the participants were asked to write an argumentative essay about a topic within 60 minutes. The learners' writings were scored from 1 to 4 based on each component of writing under question (i.e., content, organization, cohesion, vocabulary, grammar, spelling, and pronunciation). Finally, the learners' answers to the questionnaire were quantified and their performances on the writing test were scored by two raters (and the inter-rater reliability calculated through Pearson correlation equaled .86). Multivariate regression in AMOS (version 22) was used to analyze the data, and to show which types of MIs contributed more to different aspects of L2 writing. The results of this investigation showed that certain types of multiple-intelligences affected certain components of the students’ writing. More precisely, it was unraveled that logical and musical intelligences contributed more to the relevance and adequacy of content; on the other hand, verbal, musical, and naturalistic intelligences bore effects on learners' writing organization; logical, existential, and verbal intelligences played a significant part in the learners' cohesion; logical and intrapersonal intelligences contributed more to the adequacy of vocabulary for purpose; musical, logical and intrapersonal intelligences could significantly account for the grammar of written productions; visual and kinesthetic intelligences were most effective in the punctuation components of L2 writings; finally, EFL learners' spelling was influenced by logical, musical, existential, and interpersonal intelligences. The results of the study bear significant implications for L2 writing researchers and teachers.
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Sistani, Mahsa, and Mahmood Hashemian. "Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners." English Language Teaching 9, no. 6 (May 23, 2016): 242. http://dx.doi.org/10.5539/elt.v9n6p242.
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<p>This study, first, examined whether there was any relationship between Iranian L2 learners’ vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners’ VLSs. To these ends, 40 L2 learners from Isfahan University of Technology in Isfahan participated in the study, and the following instruments were utilized to collect the data: the Oxford Placement Test (OPT) to gauge participants’ proficiency level, the Multiple Intelligences Questionnaire (Mckenzie, 1999), and a vocabulary learning questionnaire based on the framework adopted from Schmitt’s (1990). The strategies were divided into five categories: determination, memory, social, metacognitive, and cognitive. To analyze the data, Pearson correlation was applied to find out the relationship between the participants’ intelligence categories and their preferred VLSs. Then, multiple regression analysis was run to indicate the significance of the specific VLSs in the participants’ intelligences. Results revealed that there was a strong positive relationship between participants’ intrapersonal intelligence and their tendency toward the cognitive and metacognitive strategies. Moreover, as participants’ scores in their interpersonal intelligence test increased, they inclined toward the social strategies more. A potential positive and significant relationship between visual/spatial intelligence and memory strategies and also linguistic intelligence and determination strategies was also found out. Overall results revealed that the participants made a significant difference regarding their decisions for particular VLSs, as intrapersonal, interpersonal, linguistic, and visual learners predicted more specific and significant VLSs in comparison with other types of intelligences.</p>
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Rana, Lal Bahadur. "The Use of Dialogue Journals in an ESL Writing Class from Vygotskyan Perspective." Journal of NELTA Surkhet 5 (April 1, 2018): 1–14. http://dx.doi.org/10.3126/jns.v5i0.19481.
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Dialogue journal writing is a way of communicating with the learners through constant written communication over a specified period. Since the teachers who use the dialogue journals do not require their students to be grammatically accurate in their expressions while they are writing journals, the students build their self-confidence. Consequently, they can increase their writing fluency, which ultimately leads to not only the development of writing but also overall language proficiency of the language they are learning. More importantly, it develops learners’ theoretical thinking as they are involved in dialogic discussions through written interactive communications. It is because as per Vygotskyan theory of human development human beings are constantly engaged in interpersonal as well as intrapersonal communications, which expand learners’ zones of proximal development.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 1-14
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Fabian, Aaron Christopher, Shane Reza Amath, Harry Canlas, Sandra Dimal, and Pamela Mercado. "Multiple Intelligences: Learners VS Teachers." Proceedings Journal of Education, Psychology and Social Science Research 1, no. 1 (November 22, 2014): 61–67. http://dx.doi.org/10.21016/icepss.14039.
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The study investigated the relationship of the multiple intelligences of the Bachelor of Secondary Education students and their teachers in their major subjects. Four hundred eighty-five (485) BSED students and twenty-two (22) teachers in their respective major subjects participated. The result demonstrates statistically significant in the multiple intelligences of the Bachelors of Secondary Education Major in Technology and Livelihood Education and Music, Arts, Physical Education and Health and their teachers in their respective major subjects. However, the result also demonstrates no significance in the multiple intelligences of the Bachelors of Secondary Education Major in Filipino, English, and Mathematics and their teachers in their respective major subjects. The study shows that the dominant intelligence of the BSED students and their teachers in their major subjects are the interpersonal, intrapersonal, and suited intelligence for their major subjects. The result evidently showed that the BSED students and their major teachers are people and self smart. This only shows that as a teacher, one should know how to socialize appropriately with others and have a deeper understanding with themselves. It also showed that the teachers are really smarter than their students in their major field of specialization. Educators must also consider the multiple intelligences of their students to fully develop their learning capabilities.
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Chang, Ching-Wen. "The Mandala Model of Transformative Learning." Journal of Transformative Education 19, no. 3 (February 2, 2021): 218–40. http://dx.doi.org/10.1177/1541344620986541.
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Transformative learning theory has provided a sound theoretical base for adult education’s Western and Eastern academic field. This article aims to introduce the mandala model of transformative learning by transferring Mezirow’s theory of perspective transformation onto a mandala map. In the mandala model, the learning agent exercises two capabilities—knowledgeability and reflexivity—to solve and pose problems in learning contexts. The learners accomplish the circle of transformative learning through the four phases of acquiring knowledge, taking actions to praxes, and generating wisdom; they are on the way to fulfill transformative learning. The theoretical model of transformative learning postulates to implement learners’ capabilities and manifest the dynamics of generative mechanisms. Moreover, it postulates to integrate knowledge into personal life and societal situations through actions and praxes and elucidate wisdom and beneficial outcomes in the intrapersonal and interpersonal contexts.
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Ford, Timothy G., Jentre Olsen, Jam Khojasteh, Jordan Ware, and Angela Urick. "The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave." Journal of Educational Administration 57, no. 6 (November 4, 2019): 615–34. http://dx.doi.org/10.1108/jea-09-2018-0185.
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Purpose The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice. The purpose of this paper is to explore how leader actions might bring about positive teacher outcomes through meeting teachers’ psychological needs at three distinct levels: the intrapersonal, interpersonal and organizational. Design/methodology/approach Using a sample of over 1,500 teachers from 73 schools in a large, high-poverty, urban Midwestern school district, the authors applied a multilevel path analysis to the study of the relationships between the intrapersonal, interpersonal and organizational dimensions of teacher psychological needs and the teacher affective states of burnout, organizational commitment and intent to leave the school and/or profession. Findings Whereas the intrapersonal dimension works primarily through burnout, the findings suggest that the interpersonal dimension (teacher–principal interactions) primarily functions to cultivate organizational commitment among teachers. At the organizational level, cultivating a trusting, enabling work environment where teachers can build on existing knowledge and skills had a demonstrated relationship to collective teacher burnout and organizational commitment, but only to the degree that these actions serve to build collective teacher efficacy. Practical implications In addressing existing deficits in support for teachers’ psychological needs within a school, school leaders have a significant mechanism through which to affect the attitudes and emotions of teachers which precede turnover behavior. However, addressing teacher psychological needs should be thought of as multidimensional – no single dimension (either the intrapersonal, interpersonal or organizational) alone will be sufficient. Principals should expect to work both one-on-one as well as collectively with teachers to address school working conditions which support their psychological needs as learners. Originality/value Prior studies examining the various working conditions of schools have included many common constructs, but the authors demonstrate how self-determination theory could be used to unify these seemingly unique characteristics of school working conditions with respect to how they support (or thwart) the psychological needs of teachers. The authors also empirically test the relationship of these dimensions to a wide-range of commonly-used teacher affective outcomes.
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Rohaniyah, Jaftiyatur. "Integrating Learning Style and Multiple Intelligences in Teaching and Learning Process." Wacana Didaktika 5, no. 01 (June 30, 2017): 19–27. http://dx.doi.org/10.31102/wacanadidaktika.5.01.19-27.
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Students’ exhibit different learning styles and multiple intelligences, and only by accommodating these various abilities can instructors properly plan and conduct assignments and assess what students have learned. Students have different learning styles and multiple intelligences. This has implications for the design and execution of a field study, or any teaching situation. In addition to having differences in learning styles, not everyone is smart in the same way, according to Gardner, He says that individuals are intelligent to some degree such as: musical, verbal linguistic, interpersonal, intrapersonal, etc. This article outlines the importance of learning styles and multiple intelligences in teaching and learning process, as well as instructional techniques that work best with students’ respective learning traits.
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Sylvester P. Garcia, Marc, and Maria Lurlyn M. Nuguid. "INFLUENCES OF TEACHERS ON THE LEARNING MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 634–46. http://dx.doi.org/10.21474/ijar01/12886.
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Motivation is one of the most important factors for academic learning and achievement across childhood through adolescence, according to Elliot and Dweck, (2005). Using descriptive qualitative method, this study sought to establish information to determine the influence of teachers on the learning motivation of senior high school students in Siniloan Integrated National High School, Laguna, Philippines, the researcher used purposive random sampling and got 239 senior high school students as respondents. The study finds that (52.30) or 125 of the students are male where (35.98) or 86 are age 16 years old, (99.58) or 238 are also single belonging to an entire family. Two hundred thirty-three or (97.49) of the students also claimed to like the Technical Vocational Livelihood Strand and 69 or (28.87) are taking Food Processing as their field of specialization. 141 or (59.00) of the students also depicted that it was their parents that influenced them to take the TVL strand. It was found in this study that the teachers influence the students greater in terms of their learning styles and it was found that the senior high school students are aural or auditory learners. In view of the forgoing findings, it confirms that senior high school students from the Siniloan Integrated National High School under the TVL strand showed intrinsic and extrinsic motivation. The study also stated that the intrinsic and extrinsic motivation is significantly influenced bythe teachers method of motivation. The researcher recommends that the teachers continuously improve and use different methods of motivating students and to teach and allow the students to practice learning styles that would help the students to learn better and encourage students to use solitary learning style or become intrapersonal learners to help them become successful in the futureconcluded that solitary learning style is likely to influence a students academic performance because students that are intrapersonal tend to be more organized, focused andaccordance with the method of motivation used.
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Handoyo, Ekadewi Anggraini. "The Impact of Service Learning at Kebontunggul Village for The Students of Heat Transfer Class." SHS Web of Conferences 59 (2018): 01009. http://dx.doi.org/10.1051/shsconf/20185901009.
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Service learning is new for engineering students in PCU. When heat transfer class was adopting service learning methode last year, a small survey was done to know the students’ respond for this new methode. The survey was done via reflection they wrote in the end of the process. The students learn not only heat transfer itself, but they also learn how to apply it to an oven needed by a community in Kebontunggul, a small village in Mojokerto. The students in three groups visited the village, discussed with the villagers, and designed the oven used to dry crackers’ paste made from corn, cassava, and rice flour. Once the design was ready, the students went to workshop to manufacture the ovens. The oven was tested before sent to the village. They learned that it was difficult to make those cheap crackers. They learned a lot from the villagers in social interpersonal, social intrapersonal, emotional, and cognitive process. They are thankful to God for their being and grateful for this Service Learning class. A student even wrote, “I had changed motivation from just pursuing grade to seriously helping villagers”.
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Liotas, Naoum. "Gestalt Practice and Arts-Based Training for Leadership, Innovation and Change Management Skills." Industry and Higher Education 28, no. 3 (June 2014): 171–75. http://dx.doi.org/10.5367/ihe.2014.0204.
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Gestalt practice and arts-based training has been examined and evaluated using evidence from the literature and personal experience. Gestalt practice allows the training and learning process to take into account the intrapersonal as well as the interpersonal aspects of the group and the individuals involved: the resulting knowledge and understanding can be used to the benefit of learners. Gestalt practice is in essence a highly experiential approach and, as such, provides space for active experimentation in a training or coaching session. By combining Gestalt concepts with experimentation from the arts, a significant methodology for teaching soft skills and helping learners to acquire leadership, innovation and change management skills can be developed. Insights are provided into how a combination of Gestalt practice and arts-based training can benefit organizations and individuals. Arts-based training is evaluated by using Kirkpatrick's four levels of rigour framework (reaction, learning, behaviour and results). It was observed that a paradigm shift in training and education is in progress, from what has been referred to in the literature as the ‘logico-rational Anglo-Saxon’ model to a more flexible and holistic model that encompasses emotions, feelings and the human body.
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Pomeroy, Eva, and Keira Oliver. "Action Confidence as an Indicator of Transformative Change." Journal of Transformative Education 19, no. 1 (July 28, 2020): 68–86. http://dx.doi.org/10.1177/1541344620940815.
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This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.
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Tunnecliff, Sheryl, and Patrick O'Brien. "The Value of Using Sandplay as a Tool for Counselling Within a School Setting." Australian Journal of Guidance and Counselling 14, no. 2 (December 2004): 221–32. http://dx.doi.org/10.1017/s1037291100002521.
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This paper proposes that sandplay can be a useful tool for counsellors within the school setting. It follows previous work by O'Brien and Burnett (2000a, 2000b; O'Brien, 1999), who proposed that sandplay allows the counsellor to integrate all eight intelligences proposed by Howard Gardner (1983). A short historical account of sandplay therapy is followed by a discussion of its therapeutic value, aims and client–therapist relationship. The authors propose that sandplay uses a combination of spoken language, deductive reasoning, art and music therapy, symbols, narratives, and social and intrapersonal skills. This combination is inclusive of children with disabilities and appreciates the diversity all learners bring into the counselling sessions. Constraints on its effective use in schools are also discussed. The conclusion encourages counsellors to overcome the constraints and use sandplay on a regular basis within the school setting.
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Efendi, Moh Yusuf. "KONSEP MULTIPLE INTELLIGENCES DAN IMPLEMENTASNYA DALAM MENGEMBANGKAN KECERDASAN PESERTA DIDIK DI SD KITA BOJONEGORO." JEC (Journal of Education and Counseling) 1, no. 2 (December 22, 2018): 123–31. http://dx.doi.org/10.32665/jec.v1i2.59.
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Education is the conscious guidance or help provided by educators to the educated in physical and spiritual development toward maturity and beyond until the formation of the Muslim personality. There are various theories in teaching, one of the new breakthroughs that may be the choice is the theory of Multiple Intelligences popularized by Howard Gardner of Harvard University. This theory contains various kinds of intelligence possessed by humans. The intelligence is as follows: (a) Linguistic Intelligence (b) Logical mathematical intelligence (c) Visual intelligence - special (d) Musical intelligence (e) Kinesthetic intelligence (f) Interpersonal intelligence (g) Intrapersonal intelligence (h) Intelligence naturalist and (i) existential intelligence.SD KITA Bojonegoro is one of the basic educational institutions that continually strive to improve the quality of learning. In the process of learning in SD KITA Bojonegoro more use many methods adapted to the material, thus facilitating the learners to understand the lesson. This study aims to find out how the implementation of multiple intelligence in maximizing the intelligence of learners in SD KITA Bojonegoro. This research uses a qualitative descriptive approach type of action research. The data in this study will be collected by technique: written document, participant observation, in-def interviw . Data analysis is done by data reduction, data display, data conclusion and verification. From this research can be obtained the result that the concept of Multiple Intelligences and its implementation in maximizing the intelligence of learners in SD KITA Bojonegoro more effective.
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Siyaswati, Siyaswati. "HOW EMERGING CONCEPTS AND DIGITAL TECHNOLOGIES CAN RESPOND TO THE CHANGING NEEDS OF THE LEARNERS." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 1, no. 2 (November 23, 2019): 107. http://dx.doi.org/10.20527/jetall.v1i2.7373.
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Abstract: The goal of this paper is to know how emerging concepts and digital technologies can respond to the changing needs of the learners. Digital technologies offer us promising opportunities to respond to and incorporate into the practice of educational assessment some of the emerging epistemologies. Epistemologies that may be integral to the effort to deliver high quality education to learners with diverse characteristics and life circumstances in our society. Exploration on development on technology, applied to how we conceptualized and implement assessment may help in the education enterprise to prepare learners for the challenges of the twenty first century workplace. Gordon commissioner and senior scholar Eva Baker (2012) observe that there are at least three rational approaches to dealing with the unpredictability of job and learning requirement in changing global context: 1) educational systems must become both operational and politically agile. 2) Assessment should always include task that call for transfer or the application of learning to new unexpected task, 3) learning and assessment should focus on more pervasive skills that could be embedded in different context and changing subject matter directed toward new applications. Baker identifies two simple and clear policy actions. First transfer must be regularly included as part of test or assessment used to measure learning. Second is to investigate the use of cognitive, interpersonal and intrapersonal skills which is understand as a type of interaction we expect to be demonstrated with components that interact with one another.
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Mastoni, Edy. "The Brain Based Learning (BBL) and Intrapersonal Intelligence for Mathematics Learning in Junior High School." Asia Proceedings of Social Sciences 4, no. 3 (April 26, 2019): 17–19. http://dx.doi.org/10.31580/apss.v4i3.815.
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Research Highlights
The study proposed two focus studies and results indicated there is a conformity between Brain Based Learning (BBL) and students' intrapersonal intelligence toward characteristics of junior high school mathematics learning. Implementation of Brain Based Learning (BBL) and intrapersonal intelligence in junior high school mathematics learning can improve student’s learning outcomes.
Research Objectives
This research aims to knowing activities of junior high school mathematics learning and to knowing conformity of characteristics between Brain Based Learning (BBL) and intrapersonal intelligence with junior high school mathematics learning. BBL as a learning strategies and intrapersonal intelligence as an internal factors of students must be the main consideration in learning activities, including in this case mathematics learning. Learning is more directed at construction than instruction, which has implications for the role of teachers and students (Reigeluth and Carr-Chellman, 2009). Learning strategies concept is a various types of plans used by the teacher to achieve goals (Silver et al., 2012). In simple terms, this view states that learning strategies are ways to do something in achieving goals. Learning mathematics is learning about the concepts and structure of mathematics and looking for relationships between the two on the material being studied (Bruner, 2009). In the learning activities, learning materials must be adapted to the abilities and cognitive structures of students. Learning material must be related to the concepts that are already owned so that new ideas can be fully absorbed by students (Ausubel, 2012). Learning activities must be gradual, sequential and always based on past learning experiences.
Methodology
This type of research is qualitative descriptive. The approach used is qualitative with descriptive methods and literature studies. Data collection uses documentation studies, observations, and interviews with teachers and students. Data collection was conducted in junior high school of SMP Assahil Lampung Timur in the 2018/2019 academic year. The mathematics teachers and students were included in this study as a respondents. In this study the data analysis used was quantitative descriptive and qualitative descriptive analysis. Quantitative descriptive analysis is used to present and analyze data relating to mathematics learning outcomes over the past three years. Qualitative descriptive analysis is used to interpret and analyze data regarding the learning process of mathematics that has taken place.
Results
The study indicate that mathematics teachers have only used expository learning strategies in learning activities. The expository learning strategy is a form of teacher-centered learning approach. Mathematical learning outcomes are not satisfactory. The Mathematics learning is a learning process that involves active students building mathematical knowledge (Cobb, 2013). In mathematics learning there is a process of developing students' creativity to improve their abilities and beliefs in building knowledge and mastering good mathematics subject matter. The Characteristics of Brain Based Learning (BBL) emphasizes students to play an active role in building the concepts learned (Ulger, 2018). The steps in the BBL learning strategy include creating a learning environment that challenges students' thinking skills (regulated immersion), creates a relaxed learning environment, and creates actual and meaningful learning situations for students (active processing). Intrapersonal intelligence is self-knowledge as intelligence that involves self-awareness or self-sensitivity, thought processes, realizing changes that occur in oneself, involving skills of cooperation and communication both verbally and nonverbally (Alder, 2001). The characteristics of intrapersonal intelligence consist of three main aspects that can be used as benchmarks, namely recognizing oneself, knowing one's own desires, and knowing what is necessary for oneself.
Findings
The results of data analysis, it was found that the learning activities that had taken place so far only used expository learning strategies. The teacher does not apply learning strategies that are in accordance with the internal factors of students in learning mathematics. The literature review show that there is a match between the characteristics of junior high school mathematics material, the characteristics of BBL learning strategies and the characteristics of intrapersonal intelligence. Therefore, the implementation of BBL learning strategies and intrapersonal intelligence in junior high school mathematics learning is very well done to improve student learning outcomes.
Acknowledgement
This study was supported by Universitas Negeri Jakarta and SMP Assahil Lampung Timur, for which thanks to 1) Doctoral Program in Educational Technology, Postgraduate Program at Universitas Negeri Jakarta; 2) SMP Assahil Lampung Timur; 3) Prof. Dr. M. Syarif Sumantri, M.Pd. as the promoter and Prof. Dr. Nurdin Ibrahim, M.Pd. as the co. promoter who has provided guidance to the author.
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Muradian, Gaiane. "TEACHING COMMUNICATION THEORY AND PRACTICE IN HIGHER EDUCATION." Armenian Folia Anglistika 17, no. 1(23) (May 31, 2021): 85–95. http://dx.doi.org/10.46991/afa/2021.17.1.085.
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Abstract
Communication is a social phenomenon based on sharing information, ideas and attitudes. Maturity, experience, personal and social relationships that run more smoothly and become more meaningful, are developed, expanded and advanced through communication. Hence, the purpose of this paper based on case study methodology is to help students understand the principles of communication theory/study and put them into practice in life. The skills and techniques learned in the course are essential to effective communication in intrapersonal, interpersonal, small-group and public speaking and can be applied not only through studying the theoretical material but also through practical exercises, discussions and presentations that will enable to incorporate them into daily life and activity. As a result, students will learn to function in a more productive and assertive way in public and work environments and develop the newfound abilities to speak up effectively in other contexts.
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Mimid, Lidia Gusnen, Kasmaini Kasmaini, and Elfrida Elfrida. "Correlation between Multiple Intelligence and English Academic Performance of EFL Learners of 11th Grade Students Senior High School." Journal of English Education and Teaching 4, no. 1 (March 3, 2020): 69–86. http://dx.doi.org/10.33369/jeet.4.1.69-86.
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The main purpose of this study was to review intelligence types that students employ in relation to their foreign language learning. This correlational study aimed to investigate the correlation of multiple intelligences and students’ academic performance. The population of this study was 205 student’s 11th grade of senior high school of 03 SELUMA. The data was collected by using total sampling learning English class eleventh senior high school. Data analyzed this study of to investigate the correlation between the multiple intelligences and the academic achievement score of senior high school students. Data was analyzed by descriptive statistics the results from Pearson Correlation of intelligence and academic achievement variables. Based on the data analysis it was found between two variables was 0.348, results showed that low correlation existed between multiple intelligences and academic performance. As a consequence, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. This indicates that multiple intelligences did not significantly affect academic performance. It seems that multiple intelligences were not the only factor that affects the achievement. Intrapersonal the leading intelligence type and the musical intelligence was the least common intelligence type employed by the students who participated in this research.
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Coleman, Phil, and Gillian Vance. "A Critical Realist Review of Pre-Registration Nursing Student Stress." International Journal of Studies in Nursing 5, no. 2 (June 28, 2020): 28. http://dx.doi.org/10.20849/ijsn.v5i2.748.
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This Critical Realist review recognises the transitional challenge faced by all undergraduates on their path to becoming qualified practitioners but draws attention to the particularly high levels of student stress associated with the experience of learners who enrol on pre-registration nursing programmes. It also examines international evidence of factors which contribute to such stress. Professional opinion, reports, qualitative, quantitative and mixed methods research is thematically presented to indicate the wide range of educational, social, environmental, intrapersonal and interpersonal variables that contribute to pre-registration nursing student stress. Congruent with the principles of Critical Realism, the paper also identifies several emerging fields associated with student nurse stressors that are worthy of further investigation due to an apparent paucity of published work. Finally, the authors briefly highlight their own research activity currently underway to extend the body of knowledge in these areas and in so doing seek to help address student retention issues within nursing.
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Zahedi, Saeed, and Elham Mottaghi Moghaddam. "The Relationship between Multiple Intelligences and Performance of EFL Students in Different Forms of Reading Comprehension Tests." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 1929. http://dx.doi.org/10.17507/tpls.0610.06.
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The major aim of this study was to investigate the relationship between Multiple Intelligences (MI) scores and the performance of Iranian EFL students on different forms of reading comprehension tests. To this aim, 90 learners of English from Parax Institute of Science and Technology (Mashhad Branch) were selected. They were asked to complete MIDAS multiple intelligences questionnaire and a reading test, which included two tests formats (multiple-choice and cloze test). The result of the correlational study indicated that the total MI score correlated positively with performance on multiple-choice and cloze test. Out of its 8 sub-intelligences linguistic, intrapersonal, spatial, and mathematical intelligence correlated positively with multiple-choice test of reading. Performance on cloze test correlated positively with linguistic, spatial, and mathematical intelligence. The results of regression equations also showed that MI scores predict both the performance on multiple-choice and cloze test. Out of its sub-intelligences, linguistic intelligence and musical intelligence predict performance on multiple-choice questions and linguistic intelligence predicts performance on cloze test.
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Bance, Lucila O., and John Ray B. Acopio. "Exploring Emotional Intelligence and Academic Performance of Filipino University Academic Achievers." International Journal of Psychological Studies 8, no. 3 (August 4, 2016): 164. http://dx.doi.org/10.5539/ijps.v8n3p164.
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<p>The responsibility of academic institutions to produce holistically developed individuals puts compounded pressure on the school administrators to raise students’ achievement. While most learning institutions put a premium on readying its learners in attaining scholastic success, it is quite apparent how most Philippine schools neglected to put an ample attention to one’s emotional and social growth. This current study utilized a descriptive-correlational design—with a randomized sample of 203 university academic achievers between ages of 16 to 21—to generate relationships among factors derived from Emotional Quotient-i: Youth Version (EQ-i:YV) and academic performance as measured by General Pointed Average (GPA). Pearson’s correlations suggested that the overall emotional intelligence has significant positive associations with intrapersonal, interpersonal, stress management, adaptability and general mood scales while overall emotional intelligence and its composite scales are related to academic performance. Thus the findings affirmed the claim that the more the academic achievers become emotional-social intelligent, the higher their tendency to exude academic prowess. This study further highlights the potential implications of emotional intelligence in educational progress and academic success; hence emotional intelligence-based activities should be integrated in higher education curriculum.</p>
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Draper, Catherine E., Tracy L. Kolbe-Alexander, and Estelle V. Lambert. "A Retrospective Evaluation of a Community-Based Physical Activity Health Promotion Program." Journal of Physical Activity and Health 6, no. 5 (September 2009): 578–88. http://dx.doi.org/10.1123/jpah.6.5.578.
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Background:The Community Health Intervention Programmes (CHIPs) is a physical activity-based health promotion program operating in disadvantaged communities in the Western Cape, South Africa with primary school learners, adults and senior adults. Program growth, anecdotal evidence and experience of those involved suggest the program has been positively received by communities. The aim of this study was to conduct a qualitative, retrospective process evaluation concerning both factors associated with successful implementation of the programs, and implementation challenges.Methods:‘Success’ was defined in consultation with CHIPs staff and stakeholders. Data were gathered through naturalistic observation, structured interviews and focus groups (n = 104), and open-ended questionnaires (n = 81). The sample included CHIPs staff and stakeholders, program members and leaders.Results:Factors contributing to the program’s success include: focus on combining social development and exercise science, community development model, scientifically sound program content, appropriate activities, intrapersonal and interpersonal factors, program leadership, encouraging staff, and various contextual factors.Conclusions:The findings confirm that CHIPs presents a model of sustainable implementation of physical activity in disadvantaged communities, and that it positively impacts the quality of life, perceptions of the role of physical activity in health, and personal responsibility for health of those involved in its programs.
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Babatunde, Ezekiel Olusegun, and Raymond Ayoola. "INVESTIGATION OF RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES OF HIGHER DEGREE STUDENTS ON ACADEMIC PERFORMANCE IN THE UNIVERSITY OF IBADAN." International Journal of Engineering Technologies and Management Research 7, no. 10 (October 23, 2020): 66–72. http://dx.doi.org/10.29121/ijetmr.v7.i10.2020.755.
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Research into investigation of the relationship between multiple intelligences of learners and academic performance is germane. This study investigated relationship between multiple intelligences of higher degree students and academic performance. Two research questions and three hypotheses guided the correlational study. Three hundred and thirty Master degree students of the University of Ibadan who are randomly selected made the sample. Three validated instruments: Simple Multiple Intelligence Inventory developed by Gardner (r=0.89), Modified MILHDSQ (r=0.87) and the CGPA of students result for the two semesters was used to collect data that was analysed using descriptive and inferential statistics at 0.05 level of significance. The result reveals a very high level of multiple intelligences in the overall mean of 4.34. Students demonstrated very much high intelligence in Logical-mathematical (Xw=4.82), interpersonal (Xw=4.57) and visual (Xw=4.53). Both logical (8.143<0.05) and intrapersonal (19.252<0.05) intelligences are related to academic performance. Moreover, academic performance has high correlation with Logical (0.72) and Linguistic (0.61). This shows a positive correlation between multiple intelligences and academic performance. The result provided opportunity for lecturers’ awareness to observe level of multiple intelligences of students for better guidance to improve academic performance. It is recommended that teaching strategies that will accommodate multiple intelligences be designed by education stakeholders.
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Schick, Stefan. "Über den wahren Begriff der Kantischen Rechtsphilosophie und die richtige Art ihre Probleme aufzulösen." Jahrbuch für Recht und Ethik / Annual Review of Law and Ethics 28, no. 1 (January 1, 2020): 85–114. http://dx.doi.org/10.3790/jre.28.1.85.
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The Doctrine of Right is one of Kant’s most disputed works: Defamed as an alleged sign of Kant’s emerging senility by Schopenhauer, it is now considered a classic of both philosophy of right and philosophy of the state. But to this day, even the reliability of the original edition of the Doctrine of Right is an object of learned and heated discussions. According to Martin Heuser’s recently published study Zur Positivität des Rechts in der kritischen Naturrechtslehre Immanuel Kants the whole scholarly disputes on Kant’s Doctrine of Right originate from a complete misunderstanding of the Doctrine’s very methodology, the method of synthetic a priori knowledge. In a critical discussion of Heuser’s book, this paper hence re-reads Kant’s Doctrine of Right. It first takes into consideration some methodological issues with the Doctrine of Right and its interpretation. Afterwards, it investigates the metaphysical character of Kant’s philosophy of right. In a further step, it confronts Kant’s intrapersonal foundation of right with its interpersonal foundation by both Fichte and Hegel. Thereupon, it analyzes the status of private law, the state, and the relation of natural law and positive law in Kant’s Doctrine of Right. The paper ends with a critical examination of Kant’s matrimonial law and his rejection of any right of resistance.
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Samad Umarella, Mahatir Afandi Attamimi,. "IMPLEMENTATION OF THE THEORY MULTIPLE INTELLIGENCES IN IMPROVE COMPETENCE OF LEARNERS ON THE SUBJECTS OF ISLAMIC RELIGIOUS EDUCATION IN SMP NEGERI 14 AMBON." al-Iltizam: Jurnal Pendidikan Agama Islam 4, no. 1 (June 24, 2019): 73. http://dx.doi.org/10.33477/alt.v4i1.817.
Full textAbstract:
The purpose is to discover about Implementation Of Multiple
Intelligences Theory to increase the ability of student in Islamic education’s
subject of SMP Negeri 14 Ambon and to discover about supporting and
obstacle factors of Implementation Of Multiple Intelligences Theory to
increase the ability of student in Islamic education’s subject of SMP Negeri
14 Ambon. This research is using mixed method (qualitative facilitated by
quantitative). The writer using observation, interview, documentation, and
questionnaire to collect data. The results of this research has shown that
Implementation Of Multiple Intelligences Theory to increase the ability of
student in Islamic education’s subject of SMP Negeri 14 Ambon is greatly
achieved. Proven with all activities like learning process and extracurricular
programs in schools is already supported and developed the ninth
intelligences. Although in developing process not all of that intelligences can
perfectly achieved and not all that intelligences has achieved at the same
time. The ninth intelligencesis linguistic-verbal intelligence, mathematiclogic
intelligence, visual-spacial intelligence, kinesthetic intelligence,
musical intelligence, interpersonal intelligence, intrapersonal intelligence,
and existencial spiritual intelligence. The supporting factors of Multiple
Intelligences Theory is suficient infrastructure facilities and teacher, good
interaction within teacher and student, and great cooperation with public.
Otherwise the obstacle factors of Multiple Intelligences Theory is less
participation from parents, busy teacher, less information about intraschool
competition’s events and the variance levels of student intelligences.
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Thambu, Nadarajan, Harun Joko Prayitno, and Gamal Abdul Nasir Zakaria. "Incorporating Active Learning into Moral Education to Develop Multiple Intelligences: A Qualitative Approach." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 1 (April 20, 2020): 17–29. http://dx.doi.org/10.23917/ijolae.v3i1.10064.
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Recognizing and nurturing all the varieties of human intelligences is essential for exploring the talents of students and enabling their identification of multiple intelligences. Studies have suggested that eliciting the maximum potential of intelligences leads to students' success in their academic and future careers. The literature has shown that incorporating active learning into the teaching and learning of moral education to develop multiple intelligences is limited. Accordingly, this study aims to discover the various intelligences that exist among moral education students through the active learning method. Active learning implies that all learners are provided with time and assistance to realize their potential. In this regard, multiple intelligence theory is used as the theoretical framework for defining, understanding, developing, and estimating the various intelligences that students have. The research design for this study is the qualitative method. A total of fourteen students from two schools were chosen as research participants. Data were collected through observation, focus group interviews, and journal entries. These findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical–mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence. Integration and internalization of the eight intelligences into active learning holistically will shape the personality and character of students in social life.
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Lezhnina, Larisa, Natalia Morova, and Svetlana Domracheva. ""UNIVERSITY OF THE THIRD AGE" AS A FORM OF SENIOR CITIZENS’ LIFELONG EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 324. http://dx.doi.org/10.17770/sie2018vol1.3413.
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The article is devoted to the urgent problem of finding ways of social integration of senior citizens to the conditions of the rapidly changing society. The main idea is to use the resources of life-long education for providing retired people with the conditions to obtain information about the world on a systematic basis. The subject of the research are the form and the content of senior citizens’ lifelong education that is aimed at preserving their active life style and enriching their intrapersonal potential. The article gives the social-pedagogical model of lifelong uducation of elderly people that corresponds to their needs, and describes the author's conceptual basis (openness of education, voluntariness, focus on the learners’ needs) and the content of the model (giving knowledge, developing skills, interaction and self-development training). The methods of the research are modeling and pedagogical natural experiment. The five-year experience of implementing the model of senior citizens’ lifelong education in the form of "University of the Third Age" allows the authors to conclude that it is effective. In the students’ opinion, the educational programs of "University of the Third Age" meet their cognitive needs, provide their social integration, help them to maintain active life style, increase their satisfaction with the quality of their life. Thus, higher educational institutions can and should become the place where senior citizens can get education and training.
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Alkozei, Anna, Ryan Smith, Lauren A. Demers, Mareen Weber, Sarah M. Berryhill, and William D. S. Killgore. "Increases in Emotional Intelligence After an Online Training Program Are Associated With Better Decision-Making on the Iowa Gambling Task." Psychological Reports 122, no. 3 (April 26, 2018): 853–79. http://dx.doi.org/10.1177/0033294118771705.
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Higher levels of emotional intelligence have been associated with better inter and intrapersonal functioning. In the present study, 59 healthy men and women were randomized into either a three-week online training program targeted to improve emotional intelligence ( n = 29), or a placebo control training program targeted to improve awareness of nonemotional aspects of the environment ( n = 30). Compared to placebo, participants in the emotional intelligence training group showed increased performance on the total emotional intelligence score of the Mayer–Salovey–Caruso Emotional Intelligence Test, a performance measure of emotional intelligence, as well as subscales of perceiving emotions and facilitating thought. Moreover, after emotional intelligence training, but not after placebo training, individuals displayed the ability to arrive at optimal performance faster (i.e., they showed a faster learning rate) during an emotion-guided decision-making task (i.e., the Iowa Gambling Task). More specifically, although both groups showed similar performance at the start of the Iowa Gambling Task from pre- to posttraining, the participants in the emotional intelligence training group learned to choose more advantageous than disadvantageous decks than those in the placebo training group by the time they reached the “hunch” period of the task (i.e., the point in the task when implicit task learning is thought to have occurred). Greater total improvements in performance on the Iowa Gambling Task from pre- to posttraining in the emotional intelligence training group were also positively correlated with pre- to posttraining changes in Mayer–Salovey–Caruso Emotional Intelligence Test scores, in particular with changes in the ability to perceive emotions. The present study provides preliminary evidence that emotional intelligence can be trained with the help of an online training program targeted at adults; it also suggests that changes in emotional intelligence, as a result of such a program, can lead to improved emotion-guided decision-making.
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Літікова О. І. "Аdvantages of marine english deeper learning technologies." ПЕДАГОГІЧНИЙ АЛЬМАНАХ, no. 46 (February 12, 2021): 169–78. http://dx.doi.org/10.37915/pa.vi46.124.
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The article considers the appropriateness of deeper learning technologies application in Marine English study, taking into account that professional training of marine cadets in maritime institutions of higher education should be accomplished in English language in compliance with the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (1978, 1995) and its Manila amendments (2010). The results of training must correspond to high world standards and provided on three levels (support, operational and management levels) with compulsory development of certain number of communicative and professional skills and competencies on each training level. In respect that deeper learning represents a set of student educational outcomes, including acquisition of core academic content, skills to solve novel problems, it appears enough reasonable to apply it for Marine English language study. A plenty of existing today deeper learning strategies, schools, and methods makes us to speak namely about a frame of pedagogical technology, which implies a specifically normalized educational process (form, content, training methods, products and output results) that purposefully changes the students, or provides the possibility to change by themselves. The most suitable for Marine English deeper learning technologies (DLT) considered in this article are Project-Based Learning (PBL), Personalized Learning (PL), Inquiry-Based Learning (IBL), Blended learning (BL) and Flipped Class learning (FCL). Their evident and indisputable benefits are substantiated by the learning outcomes, attained in process of experimental deeper learning of Marine English language. Provided experiment in Deepening Learning (DL) of Marine English affirmed positive characteristics of DLT in relation to symbiotic development of learners metacognitive abilities and intrapersonal skills for further transfer them at new tasks and contexts of maritime sphere, successfully using English as means for critical thinking and problem solving. As the result, students were engaged in positive and productive academic activity and persevered when faced difficulties.
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Michaels, Margo, Mitch Golant, Jeff Belkora, Melissa F. Miller, and Natasha Blakeney. "ENACCTing WELLNESS- a Community Centered Intervention to Enhance Treatment Option Decision- Making among Newly Diagnosed and Recurrent Hematologic Cancer Patients." Blood 112, no. 11 (November 16, 2008): 4685. http://dx.doi.org/10.1182/blood.v112.11.4685.4685.
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Abstract Background: Less than three percent of adult cancer patients participate in cancer clinical trials. This rate is even lower among people of color and the medically underserved who tend to have higher cancer mortality rates than the population as a whole. With timely diagnosis and enhanced access to clinical trials, more patients with blood cancers will have expanded options for treatment and the opportunity to receive quality cancer care. Methodology: ENACCTing WELLNESS is a pilot project with the Education Network to Advance Cancer Clinical Trials (ENACCT) and The Wellness Community (TWC), which seeks to demonstrate how community-centered education, outreach and support services can both address informational needs and enhance access to care among those living with blood cancers in four communities nationwide. Using an innovative ecological framework directing educational efforts at the intrapersonal, interpersonal, institutional and community perspectives, ENACCTing WELLNESS: Provides one-on-one treatment decision support with a trained facilitator, using an evidence-based decision-making model, SCOPED (Situation-Choices-Objectives-People-Evaluation-Decisions), to prompt newly diagnosed/newly recurred patients to list questions about their diagnosis and treatment, including the option of receiving their treatment though a clinical trial; Increases awareness of support services for patients, their family members, friends, and caregivers; Educates primary care providers, especially those caring for the medically underserved, about options to refer patients to local clinical trials for first line treatment; and Enhances cultural competency skills of local clinical trial investigators and their teams. Results: This session will discuss the use of the SCOPED model in the conceptual framework of ENACCTing WELLNESS, and the collaborative effort between two community-centered organizations to enhance patient treatment decision-making options through provider training, referral, and one-on-one patient counseling. We will report lessons learned from phase I of the pilot study and preliminary evaluation data from health care provider training. Implications: The framework implemented in this pilot may result in increased and timely primary care referral of patients with a suspected hematologic cancer and may assure decision quality as measured by high levels of decision self-efficacy and low levels of decision regret among patients contemplating treatment choices.
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Hasanah, Uswatun. "PENGEMBANGAN KECERDASAN JAMAK PADA ANAK USIA DINI." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 4, no. 1 (January 16, 2017): 1. http://dx.doi.org/10.21043/thufula.v4i1.1938.
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<p>Multiple intelligences development in early childhood is a learning process that will be developed by early childhood educators in the implementation of learning educators who want to teach a subject matter, then the educators to teach in accordance with the trend of learning styles of learners. Because in one classroom there are some students who each have different intelligences. This research on multiple intelligence development in early childhood.</p><p> </p><p>The purpose of this study were (1) to determine the definition of multiple intelligences; (2) to determine the types of multiple intelligences; (3) to implement learning activities focused on the development of intelligence plural (multiple intelligences).</p><p> </p><p>This paper use a qualitative approach (library research). It try to gain an understanding of the holistic about the problems being faced by the reality (Sugiyono (2010: 1). The method of this study appeared as a paradigm shift in looking at reality or phenomena or symptoms.</p><p> </p><p>Every school should be able to develop intelligence potential of each child. Paradigm of intelligence and child's success is only assessed on IQ or mark, whereas the concept of multiple intelligences is, Howard Gardner argues that each student is intelligent. And intelligence is not just one, but plural. The type rather than the multiple intelligences include, among others: (1) Intelligence of logic or mathematics is the intelligence in terms of numbers and logic. ; (2) The language or linguistic intelligence is the intelligence of word processing, or the ability to use words effectively both orally and in writing. ; (3) visual-spatial intelligence is one part of the plural intelligence which is closely linked to the ability to visualize images; (4) musical intelligence is the ability to handle musical forms; (5) Physical intelligence is an intelligence which currently use are capable of doing great movements, such as running, dancing .; (6) The naturalist intelligence is the expertise to identify and categorize the species (flora and fauna) in the surrounding neighborhood .; (7) intrapersonal intelligence is the ability of ourselves to think reflectively; (8) Interpersonal intelligence is to think by communicating with others; (9) an existential intelligence is the ability to feel and appreciate the variety of spiritual experiences on the appropriate lesson or understanding of faith in God.</p>
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Erasmus, Petro. "Die middel-adolessent se wiskundeprestasie: Die rol van emosionele intelligensie en studie-oriëntasie." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 32, no. 1 (December 19, 2013). http://dx.doi.org/10.4102/satnt.v32i1.418.
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This study (quantitative-qualitative) focused especially on the extent to which (a combination of facets of) emotional intelligence (EI) and study orientation predict(s) the mathematics achievement of middle-adolescents, and also compared the performance of the different gender and grade groups (represented in this study). Altogether 435 learners in Grade 9 and Grade 11 from the three English medium high schools in the Mafikeng region took part in the study. The quantitative component of the study comprised the implementation of two standardised questionnaires: an EI questionnaire, the Bar-On EQ-i:YVTM, and the study orientation questionnaire in mathematics (SOM). The qualitative technique implemented in the study was focus group interviews. The results indicated that a combination of the facets of emotional intelligence and the dimensions of study orientation could be considered potential predictors of the middle adolescent’s mathematics achievement. The following EI components also emerged from the results as predictors of mathematics achievement: general mood, adaptability and intrapersonal behaviour. The following SOM dimensions were predictors of mathematics achievement: problem-solving behaviour, study habits, information processing and mathematics anxiety. Themes that emerged from the qualitative aspect of this study as potential contributors to learners’ inadequate mathematics achievement refer specifically to challenges in South Africa at the macro level: mainly the input of the national government (and by default the Department of Education); on meso level: mainly factors related to the school and family; and on micro level: personality factors of the learner The following themes manifested in both the qualitative and quantitative results during the process of triangulation: gender, study habits, role of emotions, the relationship between problem-solving, discipline and classroom management; and the role of stress and maths anxiety in the maths achievement of the middle adolescent.
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Jackson, Allen, Laura Gaudet, Larry McDaniel, and Dawn Brammer. "Curriculum Integration: The Use Of Technology To Support Learning." Journal of College Teaching & Learning (TLC) 6, no. 7 (January 10, 2011). http://dx.doi.org/10.19030/tlc.v6i7.1127.
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Our understanding of how people learn is continually changing. Howard Gardner’s Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner’s theory suggests there are a variety of possibilities to facilitate learning. People with heightened verbal, linguistic skills are often referred to as word smart. Verbal, linguistic students learn best through the comprehension of language which includes speaking, writing, reading, and listening. Students with verbal linguistic intelligences can easily access information through worldwide databases and computer networks. Any subject content can be enhanced, enriched, and updated from a variety of easily accessed sources which allow students to master the use of technology to access and share information. Students with logical mathematical intelligence are individuals who are number smart and have innate skills which involve logical, problem solving abilities, creative and manipulative skills, and are adept visual learners. Educators can enhance logical-mathematical intelligence through challenging and innovative multimedia technology. With innovative multimedia technology, students learn at all levels and effectively gain knowledge through a variety of different software programs that offer immediate feedback. Learners with visual-spatial intelligence are aesthetically oriented and may have a greater capacity for learning certain sciences like anatomy or topology. They are skillful when it comes to visualization and memory, but may be challenged with auditory memory. Learning for visual-spatial students takes place all at once, with large chunks of information grasped in intuitive leaps. Many people have an innate kinesthetic ability, as well as a natural sense of how their body should react in physical situations. Students with bodily-Kinesthetic intelligence learn best through tactile learning experiences. Bodily-kinesthetic proficiency can be enhanced for students through the use of the whole body to express ideas and feelings. Gardner proposed that musical intelligence almost parallels linguistic intelligence. The person with interpersonal is able to collaborate, understand and work effectively with others. They are aware of their interactions with others and usually take notice of and react to the feelings of others. The interpersonal learner learns best in group situations and structured class settings. Learners with intrapersonal intelligence have accurate self-understanding and are skilled in problem-solving. There is a multitude of different ways to integrate technology into our classrooms and all should focus on learning theory and educational practices. The use of technology should not occur without thinking about how people learn best. To actively engage diverse learners in higher education, the instructor should have a good understanding of the overall nature and purpose of the group, as well as the ability to interact well within the learner’s unique world. The instructor must also be able to structure learning activities to meet their learning needs. The use of Howard Gardner’s Theory of Multiple Intelligences, coupled with an understanding of how effective technology can enhance the learning community, can meet the diverse learning needs of all students.
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Ermawati, Ermawati. "Integrasi Know-Want-Learned-Affect (KWLA) Dalam Pembelajaran Teks Anekdot Sebagai Penguatan Intrapersonal Intellegence." WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 1, no. 2 (September 18, 2017). http://dx.doi.org/10.30738/wa.v1i2.1645.
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This article aims to integrate the (KWLA) strategy in learning the annecdote texts as a as part of intrapersonal intelligence reinforcement. The KWLA strategy consists of four columns (What I Already Know-What I Want To Know-What I Learned - The Affect of The Story) is implemented to needed to help students understand the the contents of annecdote texts easily. In the KWLA column, learners write down what has been known, what they want to know, what has been known after understanding the text, and the effect of the story text. Another expected result, through the affect of the story column (column A) phase in this KWLA, occurs in the enforce the intrapersonal intelligence in the form of personality and empathy in the learners.
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Deggs, David. "Contextualizing the Perceived Barriers of Adult Learners in an Accelerated Undergraduate Degree Program." Qualitative Report, December 8, 2014. http://dx.doi.org/10.46743/2160-3715/2011.1316.
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Research has consistently suggested that colleges and universities should review academic programs and support services in order to make modifications to meet the needs of adult learners. However, one could argue that colleges and universities cannot be successful in meeting adult learners' needs without understanding the barriers they experience. This study utilized phenomenology to examine the perceived barriers of adult learners in an accelerated undergraduate degree program in the mid-South. Analysis of data collected from adult learners identified three types of barriers: (a). intrapersonal, (b). career and job-related barriers, and (c). academic-related. The results of this study suggested that barriers are never extinct for adult learners and they must work to overcome or manage barriers which emerge from their multiple life roles.
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Piri, Somaye, Reza Pishghadam, and Zohreh Eslami Rasekh. "New models of L2 achievement based on EFL learners’ joint attention and their emotional, social, and cultural capitals." International Review of Applied Linguistics in Language Teaching, June 22, 2018. http://dx.doi.org/10.1515/iral-2017-0132.
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AbstractThis study aimed at investigating the influence of learners’ previously acquired capitals on their response to the teacher’s attempts to trigger their attention. For this purpose, 403 EFL learners completed three different questionnaires. The results of Structural Equation Modeling showed that emotional capital was a positive predictor of interpersonal, intrapersonal, visual, musical, and kinesthetic joint attention styles. Similarly, social capital was a positive predictor of interpersonal, verbal, visual, and musical styles, and cultural capital was a positive predictor of logical and verbal styles. Moreover, the proposed model of L2 achievement based on the capitals and joint attention styles showed good fit to the data. It appears that learners’ socio-cultural and emotional backgrounds influence their response to the teacher’s initiation of joint attention. And their L2 achievement is enhanced when the teacher uses different joint attention modalities. In the end, pedagogical implications and areas for further research were provided.
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Gansemer-Topf, Ann M., and Kristin Economos. "“I Don’t Just Give Tours”." Journal of College Orientation, Transition, and Retention 20, no. 1 (December 19, 2019). http://dx.doi.org/10.24926/jcotr.v20i1.2819.
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Undergraduate student orientation leaders play a vital role in many new student orientation programs. Although the leaders assume many responsibilities, little is known about how these students benefit from this experience. This qualitative study examined what students learned from being student orientation leaders. Students’ learning occurred in four areas: intrapersonal growth, skill development, understanding of others, and understanding of the institution. Results of this study highlight the benefit of incorporating upper division leaders into orientation programs. In addition, it illustrates how new student programs provide a valuable experience for upper-division continuing students as well as new students in transition.
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Cilliers, Frans. "Positive psychology leadership coaching experiences in a financial organisation." SA Journal of Industrial Psychology 37, no. 1 (March 1, 2011). http://dx.doi.org/10.4102/sajip.v37i1.933.
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Orientation: Organisations are practising leadership coaching more and more from a positive psychology perspective, yielding positive results. The current qualitative research focused on this coaching using work engagement, learned resourcefulness, sense of coherence, selfactualisationand locus of control as constructs. Although the researcher could find no previous research on this combination of constructs, the findings did link to previous studies with other constructs and combinations.Research purpose: The purpose of this research was to describe the positive psychology leadership coaching experiences of leaders in a large financial organisation. Motivation for the study: The researcher addressed the organisation’s need to develop leadership by structuring and presenting a coaching programme. He chose positive psychology as the paradigm and experiential learning as the method to meet the organisation’s goal of enabling its leaders to take up their roles with self-awareness, internal motivation and effective interpersonal connections.Research design, approach and method: The researcher used a qualitative and descriptive research design with a case study. Leaders attended ten experiential leadership-coaching sessions over three months. The sessions focused on work engagement, learned resourcefulness, sense of coherence, self-actualisation values and locus of control. The data gathering consisted of the coach’s field notes and the participants’ reflective essays, which they wrote after the last coaching session. The researcher analysed the data using discourse analysis.Main findings: The manifesting themes were the coaching context, engagement in roles, understanding role complexity, emotional self-awareness and demands, self-authorisation and inability to facilitate the growth of others.Contribution/value-add: Although intrapersonal awareness increased significantly, leaders struggled with the interpersonal complexity of the leadership role. Positive psychology leadership coaching should refine the operationalisation of interpersonal effectiveness.Practical/managerial implications: Organisations should integrate the methodology of leadership coaching with leadership development interventions to expose leaders to better intrapersonal awareness and functioning.
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Mehta, Mona, Rakhi Dasgupta, and Rutu Modi. "A STUDY OF EMOTIONAL INTELLIGENCE COMPETENCIES POSSESSED BY THE YOUTH." Towards Excellence, March 31, 2021, 468–81. http://dx.doi.org/10.37867/te130142.
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Emotional Intelligence Competencies amongst undergraduate university youth at a Higher Education Institution is one of the areas less ventured upon. Gardner (1983; 1991) reported that business-related graduate programmes focused primarily on indicators of individual competence such as logical and linguistic intelligence, with less attention being given to spatial, interpersonal and naturalist forms of intelligence. Later research reported increased calls from industry to make curricula more relevant to `today's global workplace' through improved instruction in communication, leadership, as well as intrapersonal and interpersonal skills (Cherniss 1999; Doria, Rozanski and Cohen, 2003; Jaeger 2003; Myers and Tucker 2005). Lately, Daniel Goleman's research on emotional intelligence as a predictor of work performance has emerged (Goleman 1998, 2000; Weisinger, 1998) and continues to be highly influential. The traditional approach by educationists, however, has been to focus on logical and linguistic intelligence. This view have been challenged by many studies recently where researchers are beginning to argue that interpersonal and intrapersonal competencies and Emotional Intelligence (EQ) may be more important for success. Educational institutions have traditionally focussed primarily on logical and linguistic intelligence, with less attention given to other types of intelligence. Yet many researchers are beginning to argue that intrapersonal and interpersonal competencies, or emotional intelligence, may be more important for success in life than logical or linguistic intelligence (Tucker, Sojka, Barone & McCarthy, 2000). Though the concept of emotional intelligence was first introduced in organizations, its relevance made the concept an inevitable concept of consideration in the educational sector too. Developing emotional intelligence skills amongst youth is very important because it can positively affect academic achievement not only during the session they are taught, but in subsequent years as well (Elias, Brune, Butler, Blum & Schumler, 1997). According to Caruso, Mayer and Salovey (2002), emotional intelligence skills and knowledge can be developed and learned and it matters most in times of change. Emotional intelligence is an ability to recognize one„s own feeling and those of others, for motivating self as well as one„s relationship with others. Studies (e.g. Ediger, 1997; Parker, Summerfeldt, Hogan & Majeski 2004)) have shown that the acquisition of emotional intelligence skills can significantly contribute to positive thinking in students and increase their ability to concentrate for a long time. The present research was thereby undertaken with the main aim of investigating the emotional intelligence competencies by the youth. Descriptive research design was taken up with questionnaire as a tool for the present
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Botha, Jo-Anne, and Mariette Coetzee. "The significance of employee biographics in explaining employability attributes." South African Journal of Economic and Management Sciences 20, no. 1 (December 4, 2017). http://dx.doi.org/10.4102/sajems.v20i1.1636.
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Background: Employability is the capacity of employees to acquire transferable competencies and individual capacities that enable them to adapt to, be innovative in and steer their own careers in a dynamic work environment. It is clear that employers would thus look for employees who are capable of proactive adjustment and action-oriented behaviours.Aim: The aim of the study was to determine whether significant differences exist in the employability attributes of individuals from different gender, race and age groups and if so, how should such a diverse workforce should be managed.Setting: This study was conducted at a distance education institution. The sample of respondents consisted of adult learners who are pursuing further distance learning studies in the economic and management sciences field in South Africa.Methods: Correlational and inferential statistical analyses were used. A stratified random sample of 1102 mainly black and female adult learners participated in the study.Results: The employability attributes framework identified three categories of employability: interpersonal, intrapersonal and career attributes. The research indicated that significant differences exist between gender, race and age groups with regard to employability. Male and female participants differed significantly with regard to entrepreneurial orientation, proactivity and career resilience. The various race groups differed considerably regarding cultural competence and sociability of individuals. Participants older than 50 years scored the highest on self-efficacy.Conclusion and implications: The findings of this research could ensure that previously disadvantaged individuals are not further marginalised because of a lack of employability attributes and that the required employability attributes can be cultivated to ensure advancement and success in the work place.
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Ng, Soo Boon. "Developing curriculum design for the 21st century – Balancing the need of character building and meeting other emerging needs of the future." Asia Pacific Journal on Curriculum Studies, December 31, 2020, 1–10. http://dx.doi.org/10.53420/apjcs.2020.4.
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21st century is a challenging time both in the technological sphere as well as in education and social front. The advent of Industrial Revolution 4.0 with the seemingly unstoppable rapidly advancing and proliferation of emerging technologies such as Artificial Intelligence, Internet of things, 3D printing infiltrating our everyday living brought forward the need to keep abreast of latest inventions as it was repeatedly emphasized that future jobs hinges on knowledge and skills in these inventions and skills. However, surfacing at the same time is the changes in the social fabrics and social cohesion as well as family values and belief systems. Fast changes creates more social inequality and confusion in our traditional value system. Society is increasingly plague with dichotomy and conflicts, the line between just and injustice as well as rights and wrongs is blurring. As education is preparing the learners for the future, educators grapple with a future which is rather unknown and try to figure out the perceived needs of this century ranging from technological skills, cognitive skills, learning skills, literacy skills, life skills, social skills to intrapersonal skills. There is an urgent need to determine our priority, how should we package all these knowledge and skills into school curriculum? Should the curriculum design be more humanistic or retain the largely behaviouristic one embraced in the last century. Competence based curriculum proposed by UNESCO IBE seems to be a preferred curriculum design in many countries. Competence based curriculum which has been used widely in technical courses is widening its scope to include values and ethics. Could values and character building be stated sufficiently in the form of competence? It is my view that character building and values is best look upon from the practice and ethics perspective and this requires strategic and deep thinking. A thinking based curriculum cannot be void of these character building and values components, it should be enhanced by them. Core competences required to fulfil the Sustainable Development Goals in the UNESCO 2030 agenda has an undertone of values and ethics and should be the focus of the curriculum design of the 21st century. Truly in this century the need to develop the future generation of learning to be, learning to live together, learning to know, and learning to do, the four pillars uphold by UNESCO is so much relevant and needed. There is a need to harmonize humanistic curriculum design with behaviouristic curriculum design as we embrace transformation in the way we do things and we live our everyday life brought about through Industrial Revolution 4.0. We need to look inward spiritually and to develop the inner being so that we can live in peace with ourselves, with others and make decisions for the common good of all. Any content oriented curriculum do not need to be void of character building if we adopt pedagogies requiring students to think through ethical dilemmas and propose best course of action in the face of conflicting choices (Chowning & Fraser, 2007; Kelley, & Knowles, 2016). At the same time, future curriculum need to break away from the present subject based design but to look beyond, moving into more multidisciplinary, trans-disciplinary where the lines between subjects are blurring, where big ideas are being explored and where learning can be more holistic and meaningful.