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Journal articles on the topic 'Self-awareness skills'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Levasseur, Robert E. "People Skills: Self-Awareness—A Critical Skill for MS/OR Professionals." Interfaces 21, no. 1 (1991): 130–33. http://dx.doi.org/10.1287/inte.21.1.130.

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2

Pawestri, Pebrianti, and Dwi Prasetyani. "THE EFFECT OF SELF-AWARENESS, SELF-CONTROL, SELF-MOTIVATION, SOCIAL AWARENESS, AND SOCIAL SKILLS ON PERFORMANCE OF MSME WOMEN ENTERPRISES." Al-Dzahab 5, no. 1 (2024): 25–33. http://dx.doi.org/10.32939/dhb.v5i1.3505.

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Purpose: The research aims to measure the relationship between self-awareness, self-control, self-motivation, social awareness, and social skills and business performance of female entrepreneurs. Design/methodology/approach: The total population in this study was 248 businesses. The analysis used in this research used several PLS methods, which included several analyses, including Factor Analysis, Designing a Structural Measurement Model (Inner Model), Designing a Measurement Model (Outer Model), and Hypothesis Testing. Findings: The effect of self-awareness on the performance of MSMEs shows a

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3

Navayuth, Thadsnachai, and Phamornpun Yurayat. "Factors Affecting the Executive Function in Undergraduate Students." Journal of Education and Learning 11, no. 4 (2022): 131. http://dx.doi.org/10.5539/jel.v11n4p131.

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This research aimed to 1) study the level of self-efficacy, self-awareness, social skills, and executive function of undergraduate students, 2) study the relationship among self-efficacy, self-awareness, social skills, and executive function of undergraduate students, and 3) investigate the effect of self-efficacy, self-awareness, and social skills on executive function in undergraduate students. The sample used in the study was 400 undergraduate students from Mahasarakham University in the academic year 2021, selected by multi-stage random sampling. The research instruments included four ques

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Eudowe, Joshua M. "Key skills for therapists: Empathy, awareness, self‐care." Mental Health Weekly 34, no. 33 (2024): 5. http://dx.doi.org/10.1002/mhw.34162.

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Sarah, a single mom and therapist who's been in practice for 11 years has been struggling with her daughter's depression. Sarah's once vibrant personality has dulled as she feels emotionally drained from her situation at home. She now finds herself merely going through the motions in sessions with her patients and not as engaged as she once was.

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Enos, Gary. "Program for visually impaired builds skills, self‐awareness." Disability Compliance for Higher Education 25, no. 4 (2019): 2. http://dx.doi.org/10.1002/dhe.30737.

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Mondal, Sumit, Chiranjit Mandal, Gopal Chandra Mura, and Manikanta Paria. "Self-awareness Skill among Students at Higher Secondary Level." Asian Journal of Education and Social Studies 43, no. 4 (2023): 22–29. http://dx.doi.org/10.9734/ajess/2023/v43i4949.

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The main purpose of this study present status of self-awareness skill among higher secondary-level students. There were four schools represented among the Higher Secondary level in the Paschim Medinipur and Kolkata districts in West Bengal. This study was conducted on total participants of 153 students between 17 and 19 years of age, studying under the West Bengal Council of Higher Secondary Education. Basic demographic variables namely gender, Social Caste and Number of Siblings were considered for their self-awareness score to be significantly affected. The Present study was carried out usin

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Maitrianti, Cut. "Strategi Pengembangan Kecerdasan Intrapersonal dalam Mengenali Bakat Siswa." Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam 12, no. 1 (2022): 160. http://dx.doi.org/10.22373/jm.v12i1.13300.

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Intrapersonal intelligence is a part of emotional intelligence because emotional intelligence has two abilities: intrapersonal skills and interpersonal skills. Therefore, emotional intelligence has five elements that are composite rather than each of intrapersonal intelligence and interpersonal intelligence. Five elements are self-awareness, self-settings, motivation, empathy, and social. The first three elements are part of intrapersonal intelligence, self-awareness, self-setting, and motivation, while the latter two are part of interpersonal intelligence, empathy, and social. Intelligence he

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Dr, Nidhi Deouskar. "INFLUENCE OF SELF AWARENESS ON SOCIAL SKILLS-AS A PART OF EMOTIONAL QUOTIENT." International Journal of Human Resource & Industrial Research 4, no. 1 (2017): 32–37. https://doi.org/10.5281/zenodo.10701435.

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<em>Self awareness is the capability to understand the emotions  and their  realization  which helps us to manage ourselves better individually as well as socially. The development of good interpersonal skills is paramount to success in our life and career. In today’s well-connected world, everyone has immediate access to products developed through complex technology. Technology has also helped to strengthen social media through which these days people interact, hence social skills have become more important in today’s world.In other words social skills are required

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Dr, Nidhi Deouskar. "INFLUENCE OF SELF AWARENESS ON SOCIAL SKILLS-AS A PART OF EMOTIONAL QUOTIENT." International Journal of Human Resource & Industrial Research, Vol.4,, Issue 1, Jan-2017, (2017): pp 32–37. https://doi.org/10.5281/zenodo.293794.

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<em>Self awareness is the capability to understand the emotions and their realization which helps us to manage ourselves better individually as well as socially. The development of good interpersonal skills is paramount to success in our life and career. In today’s well-connected world, everyone has immediate access to products developed through complex technology. Technology has also helped to strengthen social media through which these days people interact, hence social skills have become more important in today’s world.In other words social skills are required to improve our interpersonal c

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10

Erkinovna, Mukhtarova Aziza. "DEMONSTRATION OF STUDENT’S REFLECTIVE SKILLS IN RELATION TO PERSONAL QUALITIES." American Journal Of Social Sciences And Humanity Research 4, no. 1 (2024): 159–68. http://dx.doi.org/10.37547/ajsshr/volume04issue01-26.

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This article describes the level of development of reflection, reflexive abilities and its role in personal development. Manifestation of reflexive abilities has an important place in the student's professional formation. As a reflection, a concept that requires philosophical understanding is illuminated, and the activity of self-awareness, which describes the form of human theoretical activity, reveals the spiritual world of a person, aimed at understanding one's own culture and its foundations, behaviors, is interpreted. The students' reflection will highlight the psychological aspects of th

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Oresti, Syalvia, and Asita Elengoe. "The Self-Awareness and Social Skills of Pediatric Cancer." Journal of Health Sciences and Epidemiology 2, no. 3 (2025): 130–38. https://doi.org/10.62404/jhse.v2i3.46.

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Children with cancer face significant psychosocial challenges, including emotional distress, social isolation, and impaired self-awareness. These difficulties can impact their treatment adherence, quality of life, and long-term well-being. This study aimed to investigate the levels of self-awareness and social skills among children with cancer in West Sumatra, Indonesia, and explore supportive interventions for these children and their families. A cross-sectional quantitative study was conducted in March 2024 at Childhood Cancer Care West Sumatra. The sample comprised 63 children selected usin

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Nna-Kue, Nbame Letam, and E. Joy Agumagu. "Education for Self-Reliance, Life Skill Education and its Significance in African Traditional Education." International Journal of Research 12, no. 2 (2025): 188–201. https://doi.org/10.5281/zenodo.14852347.

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<em>The paper examines Education for self-reliance and its significance in African Traditional Education. The paper adopted analytical method because several articles, journals and literatures related education for self-reliance and its significance in African Traditional Education were reviewed. Education for self-reliance is about gaining self-independence, responsibility and democratic involvement, while life skills help to promote critical thinking, problem solving, effective communication skill, decision-making, interpersonal relationship skills, self-awareness, self-esteem and self-confi

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Jongho, John, Meg Handley, Dena Lang, and Mike Andrew. "Engineering Leadership Development: Contribution of Professional Skills to Engineering Undergraduate Students’ Leadership Self-efficacy." International Journal of Educational Methodology 8, no. 1 (2022): 69–80. http://dx.doi.org/10.12973/ijem.8.1.69.

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<p style="text-align: justify;">Corresponding to industry trends and changes in engineering education accreditation criteria, non-technical professional skills training is now seen as central to baccalaureate engineering education. Beyond simply developing good managers in the engineering fields, engineering educators have adopted a goal to prepare engineering students to be leaders who can provide vision to their organizations with strong ethical standards. This study investigated engineering undergraduate students’ leadership efficacy development associated with such professional skill

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Mazzotti, Valerie L., Dawn A. Rowe, Jennifer C. Wall, and Katie E. Bradley. "Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!" Inclusion 6, no. 3 (2018): 194–207. http://dx.doi.org/10.1352/2326-6988-6.3.194.

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Abstract Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the ME! curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the ME! on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities.

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Clarke, Jenni. "Social skills, self-awareness, and a feeling of connection." Early Years Educator 18, no. 11 (2017): xiv—xvi. http://dx.doi.org/10.12968/eyed.2017.18.11.xiv.

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Toharuddin, Toharuddin. "Life Skill Dan Keharusan Penataan Kembali Pendidikan Indonesia." ULUL ALBAB Jurnal Studi Islam 4, no. 1 (2018): 71–77. http://dx.doi.org/10.18860/ua.v4i1.6137.

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General Life Skill is a set of skills which is needed by those who are either already working or still studying. General Life Skill (GLS) comprises personal skill which consists of self-awareness and rational thinking and social skills. In Life Skill concept, this general life skill is prioritized to be developed. The problem is, in the practice of education, it is often "neglected" The education often gives less consideration to the process of emotional development (self-awareness), and method of rational thinking and even there is a tendency of education to act as an elite institution which

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Janat Alipour, Zahra, Amaneh Mahmoudian, Fatemeh Larijani, Zahra Fotokian, Nasrin Navabi, and Fatemeh Mohammadkhah. "The relationship between parental awareness and self-efficacy with defecation control skills in Iranian toddlers." Journal of Multidisciplinary Care 12, no. 2 (2023): 89–96. http://dx.doi.org/10.34172/jmdc.1192.

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Background and aims: Toddlerhood is an important period of a child’s development to master the functioning of the bowel and bladder sphincters. In this regard, the present study aimed to determine the relationship between parental awareness, self-efficacy, and defecation control skills in Iranian toddlers. Methods: The present study was descriptive cross-sectional research. The questionnaires on Demographic information of children and parents, parental awareness and self-efficacy, and defecation control skills were completed by 72 mothers of children aged 18-24 months old in the city of Ramsar

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Anggoro, Bambang Sri, Nurul Puspita, Dona Dinda Pratiwi, et al. "Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)." Al-Jabar : Jurnal Pendidikan Matematika 12, no. 1 (2021): 89–107. http://dx.doi.org/10.24042/ajpm.v12i1.8516.

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Analytical thinking is a skill to unite the initial process, plan solutions, produce solutions, and conclude something to produce conclusions or correct answers. This research aims to 1) determine whether there are differences in students' mathematical, analytical thinking skills between classes that use the Open-ended learning method and classes that use the lecturing method, 2) to find out whether there are mathematical, analytical thinking skills differences between students with high, moderate, and low self-awareness criteria, and 3) to find out whether there is an interaction between Open

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Pretorius, Anton, and Bernadictus O'Brain Plaatjies. "Self-Awareness as a Key Emotional Intelligent Skill for Secondary School Principals’ Leadership Toolkit." Research in Educational Policy and Management 5, no. 2 (2023): 52–74. http://dx.doi.org/10.46303/repam.2023.9.

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This study explores the importance of self-awareness as a fundamental emotional intelligence skill for the school principals’ leadership toolkit. Globally, school principals face complex challenges and responsibilities in the education system. Failure to manage these educational challenges effectively may result in failure as a principal. However, self-awareness as an emotional intelligence skill for school leadership demonstrates promising results in dealing with these difficulties. This qualitative study was conducted at six Motheo districts, Free State, South Africa secondary schools. Parti

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Sebastian, Anne, and Matthias P. Hühn. "Sustainable Leadership and Hegelian Self-Awareness." Administrative Sciences 14, no. 1 (2024): 19. http://dx.doi.org/10.3390/admsci14010019.

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The contribution of businesses to sustainability, captured in the concept of the triple bottom line (people, profit, planet), has been given a lot of attention. One line of argument is to make sustainability mandatory via regulation, while another is to create a consciousness for questions of sustainability in the minds of managers, that is, to make managers agents of sustainability. Thus, there is debate about what behaviors, practices, and skills leaders need for positive sustainability. In recent years, scholars have attempted to develop leadership approaches (e.g., sustainable leadership,

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21

Baharudin, Harun, and Nur Farahhuda Abdul Rahman. "METACOGNITIVE AWARENESS IN ARABIC LISTENING SKILLS." International Journal of Humanities, Philosophy and Language 8, no. 30 (2025): 52–69. https://doi.org/10.35631/ijhpl.830004.

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Metacognitive awareness in listening skills (mahārah istimāʿ) emphasized two main elements, namely metacognitive knowledge and metacognitive strategies. Metacognitive awareness contributed positively to the level of achievement in learning Arabic listening skills. The level of metacognitive awareness influenced students’ active engagement in effective Arabic listening skill learning. Metacognitive components assisted students in focusing on the processing of auditory input and in considering various strategies to manage their cognitive processes. Metacognition provided students with a self-reg

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Capinpuyan, Lourdes, and Nenita Prado. "Digital Leadership, Emotional Intelligence, Leadership Styles, and Performance of Basic Education Teachers: A Causal Model." Psychology and Education: A Multidisciplinary Journal 26, no. 9 (2024): 994–1017. https://doi.org/10.5281/zenodo.13957554.

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This study aimed to develop a causal-comparative model on the influence of digital leadership, emotional intelligence, and leadership style on the performance of basic education teachers. Descriptive-correlational and causal-comparative research designs were employed to identify the predictors of the performance of the basic education teachers. Questionnaires were used as data collection tools after undergoing rigorous scientific testing to ensure accuracy and consistency. Using Raosoft calculator, a sample of 339 basic education teachers in the division of Cagayan de Oro City, Philippines wer

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Yin, Xiaoyou, and Mary Rose Mangonon Ordonio. "Infused Social Emotional Learning (SEL) Skills in Oral Communication Tasks." JELITA: Journal of Education, Language Innovation, and Applied Linguistics 3, no. 2 (2024): 74–84. http://dx.doi.org/10.37058/jelita.v3i2.10623.

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This study aimed to identify the social-emotional learning skills infused in the oral communication tasks utilized in a Chinese Senior High school in Baguio City, Philippines. Through the use of qualitative descriptive research design and the rigorous process of document analysis, the researcher found out that the activities, tasks, and the whole curriculum in oral communication of the selected locale of the study highlight responsible decision-making to be the most evident hence prioritized SEL skill being developed in the said subject followed by relationship skills, social awareness, self-m

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Doãn Phương Lam, Khuất. "YẾU TỐ ẢNH HƯỞNG ĐẾN GIÁO DỤC KĨ NĂNG TỰ NHẬN THỨC BẢN THÂN CHO TRẺ MẪU GIÁO 5-6 TUỔI DỰA TRÊN TIẾP CẬN HỌC QUA CHƠI". Journal of Science Educational Science 69, № 4A (2024): 258–68. https://doi.org/10.18173/2354-1075.2024-0099.

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Self-awareness skills are an important aspect of emotional and social skills education for preschool children aged 5-6. To align with the developmental characteristics of 5-6-year-old children, this educational process needs to be implemented based on a learning through play approach. Preschool teachers’ assessments of factors affecting the education of self-awareness skills for children, based on a learning through play approach, impact their practices in organizing educational activities. This study uses a quantitative research method based on an online survey with 103 samples from preschool

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Robiul, Islam, Kumar Das Happy, and Islam Monjurul. "Soft skills for employability: Exploring english graduates' awareness and practices in bangladesh." i-manager’s Journal on English Language Teaching 13, no. 3 (2023): 32. http://dx.doi.org/10.26634/jelt.13.3.19861.

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This study examined the soft skills for employability among English graduates in Bangladesh. It identified twelve fundamental soft skills, Communication, Interpersonal Skills, Self-Management, People Management, Collaboration, Emotional Intelligence, Time Management, Problem-Solving, Decision-Making, Critical Thinking, Leadership, Creativity, and 49 Sub-skills. To triangulate the data, the study utilized a student survey (N=323), in-depth interviews with teachers (N=18), focus group discussions with students (N=9), and secondary literature. The findings revealed that English graduates had a hi

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Li, Junjun, Zhenglong Lin, Ran Tao, et al. "Neuroanatomical correlates of self-awareness of highly practiced visuomotor skills." Brain Structure and Function 226, no. 7 (2021): 2295–306. http://dx.doi.org/10.1007/s00429-021-02328-2.

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Turrofiah, Ilmia, and Martutik Martutik. "IMPLEMENTASI PEMBELAJARAN SOSIAL EMOSIONAL PADA KEGIATAN PEMBELAJARAN TEKS TANGGAPAN MELALUI PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT)." Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 4, no. 7 (2024): 10. https://doi.org/10.17977/um065.v4.i7.2024.10.

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Abstract: This research aims to describe the implementation of planning and implementation of social emotional learning in response text using the CRT approach. The method in this research in qualitative using Miles and Huberman’s data analysis theory. The result of this research include 1) Social emotional learning planning activities applied based on CASEL theory in teaching modules, namely self-awareness, self-management, social awareness, relationship skills and responsible decision-making. 2) In learning activities, social emotional learning is implemented, namely self-awareness, self-man

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Lekshmy, S. N., H. V. Hukkeri, Priya R. Manju, and Y. Faathima. "Emotional Intelligence through Soft Skills for Employability." Apex Journal of Business and Management (AJBM) 4, no. 1 (2025): 41–48. https://doi.org/10.5281/zenodo.14992784.

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Emotional intelligence (EI) plays a vital role in enhancing employability through the development and application of soft skills. EI refers to the ability to understand, manage, and harness one’s own emotions and those of others. In the workplace, high EI helps in navigating complex social environments, fostering teamwork, and maintaining positive professional relationships. Core aspects of EI, such as self-awareness, self-regulation, motivation, empathy, and social skills, significantly contribute to soft skills that are crucial for employability. Soft skills encompass communication, te

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Rani, Nazatul Shima Abdul, K. Sarojini Krishnan, and Zurinah Suradi. "Emotional Quotients During and After Economic Crises." Asia Proceedings of Social Sciences 2, no. 3 (2018): 19–23. http://dx.doi.org/10.31580/apss.v2i3.227.

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This study investigated the dimensions of emotional quotients during and after economic crises among women food operators in Klang Valley, Malaysia. The dimensions for emotional quotients are self-awareness, self-regulation, self-motivation, empathy, and social skills. About 100 questionnaires were distributed and collected from women food operators around Klang Valley for a month. The findings showed that most women food operators agreed that during and after economic crises the top three dimensions are self-regulation, self-motivation, and self-awareness. They also agreed that after economic

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van Vliet, Marja, Miek C. Jong, and Mats Jong. "A Mind–Body Skills Course Among Nursing and Medical Students: A Pathway for an Improved Perception of Self and the Surrounding World." Global Qualitative Nursing Research 5 (January 2018): 233339361880534. http://dx.doi.org/10.1177/2333393618805340.

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Despite increased recognition of self-care and self-awareness as core competences for health care professionals, little attention is paid to these skills during their education. Evidence suggests that a Mind–Body (MB) skills course has the potential to enhance self-care and self-awareness among medical students. However, less is known about the meaning of this course for students and how it affects their personal and professional life. Therefore, we examined the lived experiences with an MB skills course among Dutch medical and Swedish nursing students. This course included various MB techniqu

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Balconi, Michela, Laura Angioletti, and Carlotta Acconito. "Self-Awareness of Goals Task (SAGT) and Planning Skills: The Neuroscience of Decision Making." Brain Sciences 13, no. 8 (2023): 1163. http://dx.doi.org/10.3390/brainsci13081163.

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A goal’s self-awareness and the planning to achieve it drive decision makers. Through a neuroscientific approach, this study explores the self-awareness of goals by analyzing the explicit and implicit processes linked to the ability to self-represent goals and sort them via an implicit dominant key. Thirty-five professionals performed a novel and ecological decision-making task, the Self-Awareness of Goals Task (SAGT), aimed at exploring the (i) self-representation of the decision-making goals of a typical working day; (ii) self-representation of how these goals were performed in order of prio

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Wutama, I. Gusti Ayu Yohanda, I. Nyoman Wijana, and Gusti Ayu Santi Patni R. "Kontribusi Konsentrasi Belajar Dan Critical Thinking Terhadap Self-Awareness Siswa Sma Negeri 10 Mataram." Widya : Jurnal Ilmu Pendidikan 3, no. 01 (2025): 39–56. https://doi.org/10.63577/wid.v3i01.137.

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This quantitative study aims to: (1) describe the level of students' learning concentration, critical thinking skills, and self-awareness at SMA Negeri 10 Mataram; and (2) analyze the influence of learning concentration and critical thinking on self-awareness in the learning process. The research is grounded in three key theoretical frameworks: Goleman's emotional intelligence theory for measuring self-awareness, Sweller's cognitive load theory for learning concentration, and Facione's critical thinking framework for assessing critical thinking skills. Data were collected through questionnaire

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Rais, Muhammad, Hartoto Hartoto, and Farida Aryani. "The Influence of Android-Based Digital Comics on the Social Skills to Prevent the Covid-19 Through Student Social Interaction." Journal of Educational Science and Technology (EST) 8, no. 3 (2022): 180. http://dx.doi.org/10.26858/est.v8i3.37318.

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This study aims to determine the effect of digital comic media, including self-awareness comics and self-regulation comics, on the social skills of elementary school students. This study used a quantitative approach with an ex post facto design involving 180 students selected through a purposive sampling technique. Data were analyzed using classical assumption testing and multiple linear regression analysis. The study results show that digital comic media based on Android, which contains material on self-awareness and self-regulation, positively and significantly improved students' social skil

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Dawson, Patricia A. "S.E.A.L.S.+PLUS Self-Esteem and Life Skills." Journal of Youth Development 4, no. 4 (2009): 117–19. http://dx.doi.org/10.5195/jyd.2009.247.

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S.E.A.L.S.+PLUS is an activity book and CD-ROM featuring over 75 reproducible self-esteem and mental wellness lessons for youth ages 12-18. Topics include segments on Goal Setting, Stress Management, Health Awareness, Anger Management, Communication Skills and more. Youth professionals will appreciate this well designed, interactive resource as they engage youth in positive skill development.

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Babar, Mahjabeen, M. Imran Yousuf, Tehsin Ehsan, and Muhammad Hanif. "Observation of Socio-Emotional Development among Students in Early Childhood Education." Qlantic Journal of Social Sciences 5, no. 2 (2024): 1–12. http://dx.doi.org/10.55737/qjss.553179361.

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Socio-emotional development is a major concern of teachers’ pedagogical approaches to early childhood education. This research was designed to identify self-awareness, self-management, social awareness, and relationship skills among junior students. The study was descriptive in nature, and the target population was comprised of students from ECE private schools in Rawalpindi. Getting consent for classroom observation was a sensitive process, and a sample of 160 students from twenty schools was considered sufficient. The observational tool was divided into four broad categories of socio-emotion

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Rodgers, Thomas E. "History, Self-Awareness, and the Core Curriculum." Journal of General Education 54, no. 1 (2005): 41–57. http://dx.doi.org/10.2307/27798005.

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ABSTRACT This article argues that core curriculum history surveys should promote critical reading and thinking skills, a basic knowledge of history, and a sense of self-awareness. Self-awareness is suggested as an alternative to attempts to promote student civic character by such means as service education. It also outlines the interconnection of teaching and researching history and how a core curriculum course's structure and teaching approach should be rooted in the nature of its discipline rather than standardized teaching methodologies.

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Rodgers, Thomas E. "History, Self-Awareness, and the Core Curriculum." Journal of General Education 54, no. 1 (2005): 41–57. http://dx.doi.org/10.2307/jgeneeduc.54.1.0041.

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ABSTRACT This article argues that core curriculum history surveys should promote critical reading and thinking skills, a basic knowledge of history, and a sense of self-awareness. Self-awareness is suggested as an alternative to attempts to promote student civic character by such means as service education. It also outlines the interconnection of teaching and researching history and how a core curriculum course's structure and teaching approach should be rooted in the nature of its discipline rather than standardized teaching methodologies.

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Parkavi, R., and P. Karthikeyan. "Measuring Emotional Intelligence Competency of Undergraduate Students during Online Class learning." Journal of Engineering Education Transformations 36, S2 (2023): 214–20. http://dx.doi.org/10.16920/jeet/2023/v36is2/23030.

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Emotional quotient is highly important in the current education system. The COVID-19 pandemic period has mandated the online classes among the students. The aim of this work is to analyze the characteristics of Emotional Intelligence (EI) of students during the online class learning. Totally 130 students have participated in this empirical study with interest. There are 50 questions in a self-report questionnaire with a 5- point likert scale that covers the different aspects of selfawareness, self-management, motivation, empathy and social skills. The students’ responses are collected through

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Chambers, Alex. "The Impact of Self-Advocacy Instruction in Shaping the Self-Awareness of Students with Learning Disabilities." IJDS Indonesian Journal of Disability Studies 12, no. 1 (2025): 1–12. https://doi.org/10.21776/ub.ijds.2025.12.1.1.

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Self-advocacy skills are essential for students with disabilities to effectively communicate their needs and obtain necessary accommodations, which are crucial for their academic success and independence. Despite the importance of these skills, students with high-incidence disabilities, including learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD), often enter the postsecondary education environment lacking the self-advocacy skills required to request accommodations. This study aimed to evaluate the impact of self-advocacy instruction using the Self-Advocacy and Conf

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Firdos, Sumera, Sara Hamid, and Saif Ullah. "Impact of Teachers (Educators) in Developing Self Help Skills with Intellectually Impaired Patients." IUB Journal of Social Sciences 4, no. 2 (2022): 88–98. http://dx.doi.org/10.52461/ijoss.v4i2.1451.

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The primary goal of this research was to identify the impact that teachers (educators) on generating self-help skills with intellectually impaired students. This quantitative study had been adopted a simple random technique. Further, the research questionnaire was divided into three sections. For reliability analysis, Cronbach’s alpha had been used. For section 1 (awareness of teachers for self-help skills) .87 value had been determined. For section 2 (Importance of teachers’ training for self-help skills) and section 3 (Assessment of student’s progress in self-help skills), the values were de

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Rubab, Um E., Nazia Parveen, Saiyida Masooma Jafari, and M. Imran Yousuf. "Social and Emotional Self-Awareness Skills among Students: A Case Study." Qlantic Journal of Social Sciences and Humanities 5, no. 1 (2024): 336–43. http://dx.doi.org/10.55737/qjssh.649789352.

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Self-awareness is the competency of how feelings, ideas, and moral principles affect an individual's performance in various settings, including the family or the classroom. The main purpose of this study is to look at the self-awareness and practices of students within the classroom. There are multiple stakeholders, i.e., teachers, heads & researcher observations, were included in this research. The case study offered the chance to gather rich contextualized data for SEL self-awareness skills of students’ skills and practices. The federal public secondary school was chosen to collect the d

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Arfianti, Kiki, and Khilman Rofi Azmi Rofi Azmi. "Self Regulated Learning(SRL): Skills in Improving Learning Motivation." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 8, no. 2 (2021): 199–206. http://dx.doi.org/10.24042/kons.v8i2.9958.

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The problem that still often occurs in the educational environment is the lack of motivation to learn in students. Each student has a different level of learning motivation, ranging from low, medium, to high learning motivation. The low motivation of students to learn occurs in the lack of a sense of student awareness of the importance of learning motivation. The purpose of this study is to increase learning motivation, using group guidance with self-regulated learning techniques. RS). Self-regulated learning (SRL) is important to be given to students so that students can increase their awaren

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Esentaş, Melike, Selhan Özbey, and Pınar Güzel. "Self-Awareness and Leadership Skills of Female Students in Outdoor Camp." Journal of Education and Training Studies 5, no. 10 (2017): 197. http://dx.doi.org/10.11114/jets.v5i10.2600.

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This study aims to determine the role of youth camp practices, organised by the Ministry of Youth and Sports, in the development of self-awareness and leadership skills of female students participating in youth camps. As a result of analysis of the data collected with triangulation method -observation, focus group discussions and document analysis-, common ten (10) kernel categories were obtained. These themes are prejudice, communication, friendships, acculturation, team work, responsibility, self-confidence, consciousness, volunteering and taking role model. Finally, it is determined that yo

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Ilknur Istifci and Nil Goksel. "The Relationship between Digital Literacy Skills and Self-Regulated Learning Skills of Open Education Faculty Students." English as a Foreign Language International Journal 2, no. 1 (2022): 59–81. http://dx.doi.org/10.56498/164212022.

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Distance learners can be accepted as autonomous, self-regulated learners who can design their own learning processes since they are active users of Information Communication Technologies (ICTs). With this perspective, the first aim of this study was to detect the usage frequency of self-regulated learning skills and digital literacy skills; and to find out if there was a correlation between these skills of Open Education Faculty (OEF) students’ English learning. The succeeding aim of the study was to find out if there was a significant relationship between digital literacy skills and self-regu

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Radhika. "READING PRACTICES AND SKILLS OF INDIAN UNDERGRADUATES." JOURNAL OF ENGLISH LANGUAGE AND LITERATURE 11, no. 04 (2024): 44–51. https://doi.org/10.54513/joell.2024.11406.

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The sub-skills of reading form an important part of the reading process. Good readers make use of an appropriate sub-skill unconsciously to suit the specific purpose of reading. This paper aims to explore and evaluate the relation between self-awareness of the sub-skills and reading abilities of first-year Undergraduates in an Indian university. To achieve this, a self-assessment questionnaire of sub-skills was administered to 15 undergraduate students enrolled in a central university. The software DIALANG was then used to measure the reading comprehension of the students. The analysis of the

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Cordeiro, Eugenia de Paula Benício, Morgana Marcelly Costa Marques, and Mayara Thayana Neves Costa. "Socio-emotional education: paths to inspire studies, research and practices." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e13729. http://dx.doi.org/10.20952/revtee.v14i33.13729.

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This article presents findings of a bibliographic research which had as its scope identifying social and emotional skills proposed by different authors from this field. More specifically, it aimed to: classifying social and emotional skills by domains of competencies; detailing the skills related to self-awareness, focusing on the emotional dimension; proposing a lesson plan for promoting self-awareness in the classroom. The findings have shown that: by detailing social and emotional skills per competence, it may contribute to guide pedagogical activities based on theoretical pinpoints; deepen

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Acala, Jefferson J. "Students’ Awareness of Their Oral Presentation Skills through Self-assessment of Video Recording." Asian Journal of Education and Social Studies 51, no. 7 (2025): 989–1003. https://doi.org/10.9734/ajess/2025/v51i72185.

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This research investigates the role of self-assessment through video recordings in enhancing students’ awareness of their oral presentation skills and identifying areas for improvement. Specifically, it addresses three key questions: (1) Does self-assessment of video recording affect students’ awareness of the development of their oral presentation skills? (2) Does self-assessment of video recording help students identify what oral presentation skills should be improved? (3) Does the quality of reflection of students support the students’ self-assessment of their oral presentation skills? The

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Ramírez Balderas, Iraís, and Patricia María Guillén Cuamatzi. "Self and Peer Correction to Improve College Students’ Writing Skills." Profile: Issues in Teachers´ Professional Development 20, no. 2 (2018): 179–94. http://dx.doi.org/10.15446/profile.v20n2.67095.

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This paper describes college students’ writing development process during their foreign language classes throughout a semester. Self and peer correction were implemented to promote error awareness along with the use of an error code and error log in a fifth semester class. The results show that both strategies benefited students’ writing skills and self-awareness which in turn produced, among other outcomes, the development of critical self-assessment of their writing and responsibility for their own learning. This study highlights the importance of allocating class time for continuous trainin

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Subramanian, Aishwarya, and Shashikala Manjunatha. "Cross-sectional study of emotional quotient among post graduate students in Rajarajeswari medical college and hospital, Bengaluru." International Journal Of Community Medicine And Public Health 6, no. 6 (2019): 2570. http://dx.doi.org/10.18203/2394-6040.ijcmph20192324.

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Background: Medical education in India traditionally emphasizes physician’s medical knowledge with less emphasis on interpersonal skills and ability to relate to the patients. Emotional intelligence is desirable among doctors to contribute towards patient centered practice, patient satisfaction as well as effective communication skills. This study was undertaken to assess the emotional quotient of postgraduate medical students and to investigate its relationship with various factors to act as baseline for future work in this area.Methods: A cross-sectional study was conducted among all postgra

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Harviana, Riza, Partono Partono, and Dedy Hidayatullah Alarifin. "PENGARUH KECERDASAN EMOSIONAL TERHADAP HASIL BELAJAR FISIKA SISWA KELAS X SEMESTER GANJIL SMAN 2 SEKAMPUNG T.P 2016/2017." JURNAL FIRNAS 4, no. 1 (2023): 1–9. http://dx.doi.org/10.24127/firnas.v4i1.4421.

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The research was correlational ex-post facto research to discover the influence of emotional intelligence through physics study results of SMA Negeri 2 Sekampung class X students 2016/2017 time period which consisted as much as nine classrooms. Sample gathering was use Cluster Random Sampling techniques, choosen samples was Siswa Kelas X.MIA.1 which consists as much as 30 students. Data gathering were performed with two instruments, they are emotional intelligence questionnaire which consists as self awareness, self control, self motivation, empathy and social skills and study results which co

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