Disruptive behaviour of students in primary education and emotional intelligence

Esturgó-Deu, M. Estrella; Roca, Josefina Sala

doi:10.1016/j.tate.2009.10.020

Cited by 35 publications

(23 citation statements)

References 34 publications

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“…Controlling for verbal language ability, we found that AEI measured at the beginning of the school year predicted social functioning on the playground across that school year. In line with previous studies that measured social behaviour using self-and informant-reports (Davis & Humphrey, 2012;Esturgó-Deu & Sala-Roca, 2010;García-Sancho et al, 2016;Rivers et al, 2012), we found that low AEI was linked to higher levels of direct aggressive behaviour. However, we found that effect for girls only.…”

Section: Discussionsupporting

confidence: 92%

Ability emotional intelligence and children’s behaviour in the playground

et al. 2018

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We explored whether emotion understanding promotes positive social functioning in childhood using the ability emotional intelligence (AEI) framework, which defines emotion understanding more broadly than is common in developmental science. The prospective study included children ages 9–11 years who completed a measure of AEI at the start of the school year, and whose playground interactions were observed for one full year. Findings showed that, among girls, low AEI was associated with higher levels of direct aggressive behaviour in the playground; boys and girls high or low in AEI were more likely than their peers to watch others during playground social interactions. Further, higher AEI was associated with indirect aggression in school, suggesting higher AEI during childhood may be associated with the developmental transition from direct to indirect forms of aggression. The implications of the findings for school practice in relation to the teaching of emotion understanding are discussed.

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Section: Discussionsupporting

confidence: 92%

Ability emotional intelligence and children’s behaviour in the playground

et al. 2018

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“…Research on the dimensions of classroom management is only somewhat more common, with some authors focusing on organising the physical environment (Landrum, Lingo, and Scott 2011;Sterling 2009;Wasik 2008), others on planning and programming activities (Gatongi 2007;Wolfgang 2009;Wubie 2011), and a few on establishing relationships and communication in the classroom (Downer, Sabol, and Hamre 2010;Esturgó-Deu and Sala-Roca 2010), with the largest number addressing the management of children's behaviour (Allen 2010;Dobbs-Oates et al 2011;Kim and Stormont 2012;Rambusch 2010).…”

Section: Teacher Beliefs and Classroom Managementmentioning

confidence: 99%

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

2016

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The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers' actual practices were mainly influenced by the physical characteristics of the schools and children's characteristics. ARTICLE HISTORY

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“…They are rejected or isolated from their friends at school and are facing more violent behaviors (Esturgo-Deu & Sala-Roca, 2010). While students with higher scores on emotional intelligence, had less unjustified absences and have been less dropped out of school (Petrides, Frederickson, & Furnham, 2004).…”

Section: Introductionmentioning

confidence: 99%

Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

Motamedi¹,

Ghobari–Bonab²,

Beh‐Pajooh³

et al. 2017

JEL

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Development of children and adolescents' personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to evaluate its effectiveness on increasing emotional intelligence of adolescents with emotional and behavioral problems that living in single parent families. The study utilized a quasi-experimental research method with pretest-posttest and follow-up with control group. The sample of the study selected by a purposive sampling method and 11 students in the experimental group and 12 students in the control group were among the adolescents with emotional and behavioral problems that living in single parent families. This program was offered through workshop which consisted of 10 sessions, two hours per session. The instruments which were used in this study included Child Behavior Checklist (CBCL), and Youth Self Report (YSR), and Bar-on Adolescents' Emotional Intelligence Scale. The obtained data was analyzed using Repeated Measures of Analysis of Variance, which showed that emotional intelligence training program could significantly increase emotional intelligence in adolescents with emotional and behavioral problems in single parent families.Participating in the workshop, has led to increasing the emotional intelligence of adolescents with emotional and behavioral problems that living in single parent.Keywords: emotional intelligence training program, adolescents with emotional and behavioral problem, single parent

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Disruptive behaviour of students in primary education and emotional intelligence

Cited by 35 publications

References 34 publications

Ability emotional intelligence and children’s behaviour in the playground

Ability emotional intelligence and children’s behaviour in the playground

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

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