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Pozityvioji psichologija: bruožų emocinio intelekto ir pozityviosios psichologijos sąsajų apžvalga
Get PDFThe main purpose of this article is to reveal the interaction between trait emotional intelligence and positive psychology ideas. The article reviews the main idea of positive psychology, examines the 3 main levels of this discipline, and their essential principles. The article also provides brief insights into different theories of emotional intelligence, focusing on the features of trait emotional intelligence, its structure and functions. Theoretical insights revealing the interactions between the ideas of positive psychology and emotional intelligence are presented not only in terms of functions of trait emotional intelligence, but also in terms of its trait structure manifestation at different levels of positive psychology. It has been established that the interaction of trait emotional intelligence and positive psychology exists due to functions of emotional intelligence, its perspectives in predicting life success and the structure of traits manifested at the subjective, individual and group levels of positive psychology.Šio straipsnio pagrindinis tikslas – atskleisti bruožų emocinio intelekto ir pozityviosios psichologijos idėjų tarpusavio sąveiką. Apžvelgiant pagrindinę pozityviosios psichologijos idėją, nagrinėjami šios mokslo šakos 3 pagrindiniai lygmenys, jų esminiai principai. Straipsnyje taip pat pateikiamos trumpos įžvalgos apie skirtingas emocinio intelekto teorijas, daug dėmesio skiriant bruožų emocinio intelekto teorijai, jos struktūrai ir funkcijoms. Pateikiamos teorinės įžvalgos, atskleidžiančios pozityviosios psichologijos ir emocinio intelekto idėjų sąveikas ne tik atsižvelgiant į emocinio intelekto funkcijas, bet ir į jo bruožų struktūrą skirtinguose pozityviosios psichologijos lygmenyse. Nustatyta, kad bruožų emocinio intelekto ir pozityviosios psichologijos sąveika egzistuoja dėl emocinio intelekto funkcijų, jo perspektyvų prognozuojant gyvenimo sėkmę ir bruožų struktūros, besireiškiančios subjektyviajame, individualiajame bei grupiniame pozityviosios psichologijos lygmenyse
Emotional intelligence development of primary school students, with severe special educational needs, during physical education classes.
No full textThe dissertation reveals how emotional intelligence traits can be developed in primary school students with severe special educational needs during physical education classes. This work reviews the contemporary approach to emotional intelligence, elucidating its theoretical foundations, importance, and role in daily life, especially substantiating its developmental possibilities within the specifics of physical education classes. To determine and analyze the prerequisites for developing emotional intelligence traits in primary school students with severe special educational needs during physical education classes, a qualitative micro-ethnographic research was conducted using the methods of episodic analysis and reflexive thematic analysis. Data analysis from the teacher-researcher's perspective revealed that the emotional intelligence traits of the mentioned students are developed during active social interactions in physical education classes. The content of these interactions consists of situation-action-reaction chains, which differ in developing each emotional intelligence trait. The study revealed that different situations enable the teacher or classmates to apply the corresponding methods and tools revealed in the work, also referred to as actions to develop specific traits. These actions outline what, how, when, and why something was done and which emotional intelligence trait was being developed, thus revealing various methods ant tools. The conclusions of the study suggest that the process of developing emotional intelligence traits in primary school students with severe special educational needs can be effective during physical education classes without changing the lesson objectives or focus, but by purposefully applying the disclosed methods and tools during interactions with students and forming the necessary conditions revealed by the research
Adaptation trait development for scholars with severe educational needs during primary school physical education /
No full textThe aim of this research is to determine how emotional intelligence trait adaptability is integrally developed through physical education of scholar`s with severe special educational needs.To achieve this aim firstly a research question was formulated how is the adaptability trait developed during various social and educational contexts of physical education? This research is based on the fundamentals of qualitative microethnographic research. Several data collection and analysis methods were used: scientific literature analysis, video recordings, Braun and Clarke`s reflexive analysis, latent coding using the Huber and Froelich method of sequential analysis. The results revealed 13 sub-themes and 7 themes which generated these main conclusions: The adaptation trait for scholars with severe special educational needs can be developed through various social interactions and educational contexts, which usually are constructed by the teacher, on an individual, group levels and in some cases multidimensionally, independent on the phase of the lesson, hence the activity itself is most important, thus making physical education a preferable context for such development
DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN THE ASPECT OF PERSONALITY DEVELOPMENT IN THE CONTEXT OF A LEARNING ORGANIZATION
Get PDFToday`s schools coexist with an environment that is constantly changing and shifting that is why modern schools should be open to new experiences, possibilities, become learning organizations. Also, educational institutions face the need for competencies in the formulation and implementation of competition policy, which in itself requires managerial knowledge based on an innovative approach. Moreover, the development of emotional intelligence integrated with the school curricula should be considered as one of the criteria for a school to become a learning school. Although some robust knowledge already exists about the positive impact of emotional intelligence development in educational settings. There is little to no research and theoretical data about the means to successfully integrate emotional intelligence development in schools as a context of learning organizations. Moreover, there is not any strong theoretical framework that links several ideas and theories on which they need for emotional intelligence development in learning schools could be based upon. Regarding this knowledge gap, this article aims to reveal the attitude of school staff about the development of emotional intelligence in the context of a school-learning organization. To achieve this goal, methods were used: scientific analysis of literature and documents and theoretical interpretations. Research results: peculiarities of emotional intelligence development in the context of personality development in the context of learning organization: how emotional intelligence is developed, its meaning and importance, possible perspectives, benefits for personality and organization-school in the context of learning organization (L. Vygotsky theoretical aspect). This justifies the need to organize personnel management and professional development processes in the development of emotional intelligence
Adaptation trait Development for Scholars with Severe Educational Needs During Primary School Physical Education
No full textThe aim of this research is to determine how emotional intelligence trait adaptability is integrally developed through physical education of scholar`s with severe special educational needs. To achieve this aim firstly a research question was formulated how is the adaptability trait developed during various social and educational contexts of physical education? This research is based on the fundamentals of qualitative microethnographic research. Several data collection and analysis methods were used: scientific literature analysis, video recordings, Braun and Clarke`s reflexive analysis, latent coding using the Huber and Froelich method of sequential analysis. The results revealed 13 sub-themes and 7 themes which generated these main conclusions: The adaptation trait for scholars with severe special educational needs can be developed through various social interactions and educational contexts, which usually are constructed by the teacher, on an individual, group levels and in some cases multidimensionally, independent on the phase of the lesson, hence the activity itself is most important, thus making physical education a preferable context for such development.El objetivo de esta investigación es determinar cómo la adaptabilidad del rasgo de inteligencia emocional se desarrolla integralmente a través de la Educación Física de los estudiantes con necesidades educativas especiales severas. Para lograr este objetivo, en primer lugar, se formuló una pregunta de investigación: ¿Cómo se desarrolla el rasgo de adaptabilidad durante diversos contextos sociales y educativos de la Educación Física? Esta investigación se basa en los fundamentos de la investigación microetnográfica cualitativa. Se utilizaron varios métodos de recolección y análisis de datos: Análisis de literatura científica, grabaciones de video, análisis reflexivo de Braun y Clarke, codificación latente utilizando el método de análisis secuencial de Huber y Froelich. Los resultados revelaron 13 subtemas y 7 temas que generaron estas principales conclusiones: El rasgo de adaptación para los estudiantes con necesidades educativas especiales severas se puede desarrollar a través de diversas interacciones sociales y contextos educativos, que generalmente son construidos por el maestro, en un individuo, niveles grupales y, en algunos casos, multidimensionales, independientes de la fase de la lección; por lo tanto, la actividad en sí es lo más importante, lo que hace que la Educación Física sea un contexto preferible para tal desarrollo.
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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