Idézéskapcsolat

Owens Natacia Anne. Trait Emotional Intelligence and Perceptions from Faculty and Adult Learners. (2019)

Közlemény:
Marietta Kiss et al. The Relationship between Intelligence, Emotional Intelligence, Personality Styles and Academic Success. (2014) BUSINESS EDUCATION AND ACCREDITATION 1944-5903 2157-0809 6 2 23-34
Idéző közlemény:
Owens Natacia Anne. Trait Emotional Intelligence and Perceptions from Faculty and Adult Learners. (2019)
Független: Igen
Hivatkozás előfordulások:
1. Oldal: 1.
Kontextus: "According to Kiss, Kotsis, and Kun (2014), emotional intelligence is related to an adult learner’s academic accomplishments through the promotion of essential social skills." (1. o.)
2. Oldal: 4.
Kontextus: "Emotional intelligence studies have typically focused on adult learners instead of the practices of faculty (Carnicom, 2013; Corso & Devine, 2013; Kiss et al., 2014; Stamatopoulou et al., 2015)." (4. o.)
3. Oldal: 5.
Kontextus: "Therefore, faculty can help improve student success by assisting them to maneuver through their levels of emotional intelligence (Carnicom, 2013; Kiss et al., 2014)." (5. o.)
4. Oldal: 5.
Kontextus: "There are links between higher emotional intelligence and better job performance (Kiss et al., 2014)." (5. o.)
5. Oldal: 6.
Kontextus: "As different life factors become barriers for some adult learners, faculty can help improve student success through faculty’ levels of emotional intelligence as they interact with their students (Carnicom, 2013; Kiss et al., 2014)." (6. o.)
6. Oldal: 7.
Kontextus: "The objective of this study was to gain an understanding of the use of trait emotional intelligence strategies by higher education faculty as they assist adult learners achieve success at a higher education institution (Kiss et al., 2014)." (7. o.)
7. Oldal: 8.
Kontextus: "While there are assumptions that leadership of faculty provides a strong support system for adult learners, there needs to be more evidence linking successful completion of courses of study to the teaching professional’s involvement in the process (Kiss et al., 2014)." (8. o.)
8. Oldal: 9.
Kontextus: "While these relationships, great or small, involve emotional intelligence on the part of both parties, it is hard to determine how emotional intelligence influences the success of adult learners (Aqeel Ahmad, Muhammad, Muhammad Azam, & Nadeem, 2012; Kiss et al., 2014)." (8-9. o.)
9. Oldal: 22.
Kontextus: "As some formal education is usually necessary for the workplace, education, making decisions and emotional intelligence can then be tied to success (Kiss et al., 2014)." (22. o.)
10. Oldal: 27.
Kontextus: "Thus, to expand on Kiss et al., (2014), success will be defined as the completion of courses for adult learner’s satisfaction, or graduation for the same individuals." (27. o.)
11. Oldal: 31.
Kontextus: "Research conducted on emotional intelligence/trait emotional intelligence used quantitative techniques to find out a numeric value to the respective questions (Kiss et al., 2014)." (31. o.)
12. Oldal: 57.
Kontextus: "While emotional intelligence is advanced by using trait emotional intelligence theories and practices, emotional intelligence is mandated in higher education classrooms which will enhance the adult learner’s life overall (Goroshit & Hen, 2012; Kiss et al., 2014)." (57. o.)
13. Oldal: 60.
Kontextus: "Therefore, faculty can help improve student success by assisting them to maneuver through their levels of emotional intelligence (Carnicom, 2013; Kiss et al., 2014)." (60. o.)
14. Oldal: 61.
Kontextus: "There are links between higher emotional intelligence and better job performance (Kiss et al., 2014)." (61. o.)
15. Oldal: 62.
Kontextus: "However, incorporating emotional intelligence strategies into courses is difficult (Aqeel Ahmad et al., 2012; Kiss et al., 2014)." (62. o.)
16. Oldal: 64.
Kontextus: "A quantitative method was considered for this study since prior research on the topic of emotional intelligence in the education setting was quantitative in nature (Kiss et al., 2014)." (64. o.)
2025-01-05 00:37