Emotional Intelligence 2 0.pdf Mega High Quality

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Emotional Intelligence 2 0.pdf mega

Coaches can also tailor their teachings about emotional intelligence to apply to a range of personal and professional spheres. These can include management and leadership coaching, intimate relationships, and friendships/social networks.

The dynamics of student retention are changing rapidly and outpacing college and university resources as institutions have become increasingly dependent upon enrolling students who may be unprepared academically, financially, and emotionally for higher education (Fowles, 2014; Selingo, 2013). Higher education institutions are realizing the responsibility to serve all students, and particularly those with varied levels of preparedness, so they are turning their attention to both cognitive and non-cognitive approaches to retain students. Traditional academic interventions, such as academic advising and tutoring services that target cognitive abilities, are being complemented with first-year programming, mental health counseling, and peer mentoring to enhance non-cognitive abilities, such as emotional intelligence (EI) (DeAngelo, 2014; Permzadian & Credé, 2016; Tinto, 2012; Whiteman, Barry, Mroczek, & MacDermid Wadsworth, 2013).

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Houghton, J. D., Wu, J., Godwin, J. L., Neck, C. P., & Manz, C. C. (2012). Effective stress management: A model of emotional intelligence, self-leadership, and student stress coping. Journal of Management Education, 36(2), 220-238. doi:10.1177/1052562911430205

Keefer, K. V., Parker, J. D. A., & Wood, L. M. (2012). Trait emotional intelligence and university graduation outcomes: Using latent profile analysis to identify students at risk for degree noncompletion. Journal of Psychoeducational Assessment, 30(4), 402-413. doi:10.1177/0734282912449446

Newsome, S., Day, A. L., & Catano, V. M. (2000). Assessing the predictive validity of emotional intelligence. Personality and Individual Differences, 29(6), 1005-1016. doi:10.1016/S0191-8869(99)00250-0

Noor, F., & Hanafi, Z. (2017). The role of emotional intelligence in mediating the relationships between emerging adulthood and academic achievement. Malaysian Journal of Learning and Instruction, 14(1), 145-168.

Ruiz-Aranda, D., Castillo, R., Salguero, J. M., Cabello, R., Fernandez-Berrocal, P., & Balluerka, N. (2012). Short- and midterm effects of emotional intelligence training on adolescent mental health. Journal of Adolescent Health, 51(5), 462-467. doi:10.1016/j.jadohealth.2012.02.003

Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learning and Individual Differences, 22, 251-257. doi:10.1016/j.lindif.2011.02.010

Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, & health (pp. 125-144). Washington, DC: American Psychological Association.

Singh, Y., & Sharma, R. (2012). Relationship between general intelligence, emotional intelligence, stress levels and stress reactivity. Annals of Neurosciences, 19(3), 107-111. doi:10.5214/ans.0972.7531.190304