1,720,974 research outputs found
Sex differences in emotional and meta-emotional intelligence in pre-adolescents and adolescents
Full text linkThe study focuses on sex differences in emotional and meta-emotional intelligence in a sample of 355 pre-adolescents and 164 adolescents. Emotional and meta-emotional intelligence were measured using the multi-trait multi-method IE-ACCME test, allowing to define individuals' profiles of ability EI, emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Results demonstrated that girls scored better than boys in ability-EI, in particular in adolescents' group, whereas boys reported higher score than girls in emotional self-concept in both groups of age. Result about meta-emotional knowledge and meta-emotional ability in self-evaluation revealed that boys systematically overestimate their emotional abilities whereas girls, particularly in the adolescent group, tend to underestimate them. Finally, in both age groups, girls scored higher than males in metaemotional beliefs. The adoption of the meta-emotional intelligence framework may help to explain the discordances about sex differences found in previous studies using self-report vs. performance measures of EI. Moreover, it may contribute to shed light on the nature-nurture debate and on the role of meta-emotional variables for explaining sex differences in EI
Beyond emotional intelligence: The new construct of meta-emotional intelligence
Full text linkMeta-emotional intelligence is a recently developed multidimensional construct that, starting from the original ability model of emotional intelligence, focuses on the cognitive aspects of emotional abilities and on the metacognitive and meta-emotional processes that influence our emotional life. Thus, meta-emotional intelligence is the combination of emotional abilities and meta-emotional dimensions, such as the beliefs about emotions, the self-concept about one's emotional abilities, and the self-evaluation of performance. This article aims to illustrate the theoretical and methodological background of this construct and to describe the IE-ACCME test, an original multi-method tool that has been developed to measure the different variables that compose meta-emotional intelligence. Applications of this construct will be discussed, as well as future directions
The Role of Emotional and Meta-Emotional Intelligence in Pre-adolescents’ Well-Being and Sociometric Status
Full text linkThe study examined the relationships among emotional and meta-emotional intelligence, well-being, and sociometric status in 105 pre-adolescents. Emotional and meta-emotional intelligence were measured using the Intelligenza Emotiva: Abilità, Credenze e Concetto di Sé Meta-Emotivo (IE-ACCME) test (D’Amico, 2013), allowing to measure ability emotional intelligence (EI), emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation, and meta-emotional beliefs. Metaemotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Eudemonic well-being and sociometric status were, respectively, measured using the well-known Psychological Well-Being (PWB) scale by Ryff’s (1989) and registering the levels of acceptance/rejection from peers (Moreno, 1960). Results demonstrated that: preadolescents’ meta-emotional beliefs are positively associated to eudemonic well-being: pre-adolescents with higher levels of ability EI, meta-emotional knowledge and metaemotional self-evaluation are more accepted by others while those that overestimate their emotional abilities are more refused by peers. These results evidence that metaemotional variables may play a crucial role in well-being and sociometric status, encouraging future studies on this issue
MetaEmotions at School: A Program for Promoting Emotional and MetaEmotional Intelligence at School; a Research-Intervention Study
Full text linkMetaEmotions at Schools is a SEL program that aims at promoting the culture of emotional and metaemotional intelligence in schools, and at improving emotional awareness both among teachers and students. It is a train-the-trainers program that unfolds in five steps, respectively, aimed at stimulating teachers and students to: (1) develop emotional literacy; (2) create emotionally inclusive environments; (3) build tools, materials and methods for emotionally inclusive classes; (4) develop didactic method mediated by emotions; (5) become ambassadors of the metaemotional intelligence at school and beyond. In this study, we report some results of the first application of the training program, focusing in particular on the effect of the program on emotional and metaemotional intelligence of participants. A total of 264 pupils from lower secondary schools of five Italian cities were recruited and divided in 9 intervention and 9 comparison classes. All participants were administered with emotional and metaemotional intelligence assessment tools before and after the training program. The results showed that emotional abilities scores in the intervention groups tended to be stable over time compared to the comparison groups ones which tended to decrease. Moreover, the pupils showed a reduced tendency to overestimate their emotional abilities. These results pave the way to further applications of the program and shed the light on areas of improvement
The Relationship between Perceived Emotional Intelligence, Work Engagement, Job Satisfaction, and Burnout in Italian School Teachers: An Exploratory Study
Full text linkThe study investigates the relationship between perceived emotional intelligence, burnout, work
engagement, and job satisfaction in 238 Italian school teachers. The mean age was 50 years, ranged
from 26 to 66 (SD = 9.16). The research protocol included a demographics data sheet, the Wong and
Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002), the Copenhagen Burnout
Inventory (CBI; Kristensen, Borritz, Villadsen, & Christensen, 2005), the Utrecht Work Engagement
Scale (UWES; Schaufeli, Bakker, & Salanova, 2006), and the Organizational Satisfaction Scale
(QSO; Cortese, 2001). Several international studies already demonstrated an association among
these variables. Our results showed that perceived emotional intelligence positively correlates with
work engagement and job satisfaction, and negatively correlates with burnout. Hierarchical
regression analyses also point out that, among all the perceived emotional intelligence
subdimensions, the use of emotion is the best predictor of the study variables, even when controlling
for gender differences. These results suggest that emotional intelligence may have a protective role
in preventing negative working experiences of teachers
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Full text linkWe 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
- …
