Processus d’élaboration et de validation d’un questionnaire portant sur le développement des compétences émotionnelles lors du mentorat

Hadchiti, Roula; Frénette, Éric; Dussault, Marc; Deschênes, Andrée-Ann; Poirel, Emmanuel

doi:10.1016/j.erap.2021.100651

Cited by 4 publications

(6 citation statements)

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“…Cette complémentarité se révèle clairement, au cours de toute interaction sociale, lorsque l'individu se sert de ses connaissances, de ses expériences émotionnelles antérieures et des normes socio-culturelles de sa communauté non seulement pour réagir avec ses propres émotions, mais aussi pour identifier, interpréter et assimiler les émotions de son interlocuteur. (Hadchiti et al, 2021;Itié, 2022 ). Pour la compréhension des émotions: elle se rapporte à la capacité de l'individu à assimiler les causes de ses propres émotions et celles des autres.…”

Section: Fondement Théoriqueunclassified

“…La régulation des émotions, elle renvoie à la capacité de l'individu à gérer et contrôler, de manière réflexive, ses propres émotions et celles d'autrui. Ce qui exige que l'individu soit capable de se servir des stratégies variées afin d'intervenir dans une situation de stress ou de gestion de conflits avec ou entre les autres (Hadchiti et al, 2021;Itié, 2022). Quant à l'utilisation des émotions: elle repose sur la capacité de l'individu à utiliser des émotions positives pour accroître son efficacité au travail et celle des autres.…”

Section: Fondement Théoriqueunclassified

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L’impact du mentorat réciproque par les pairs sur le développement de la pratique réflexive et des compétences émotionnelles chez les futurs enseignants de FLE

Younes

2024

Sohag University International Journal of Educational Research

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Section: Fondement Théoriqueunclassified

L’impact du mentorat réciproque par les pairs sur le développement de la pratique réflexive et des compétences émotionnelles chez les futurs enseignants de FLE

Younes

2024

Sohag University International Journal of Educational Research

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“…Based on different models and the literature, Hadchiti et al [17] developed a mentoring relationship practices model based on five relationship practices experienced by school principals during mentoring (MRPP): coaching, supervision, counselling, tutoring and professional guidance. Coaching is used to strengthen management capacities [18] and aims to develop managerial skills of new leaders [19].…”

Section: Relationship Practices Through Mentoringmentioning

confidence: 99%

“…Based on the MRPP model [17], school principals responded to two open-ended questions:Q1-How can mentoring benefit school principals? Q2-What are the personal and professional benefits that the mentoring relationship has brought to you?…”

Section: Benefits Of Mentoring For School Principalsmentioning

confidence: 99%

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Benefits of Mentoring for School Principals

Hadchiti¹

2021

PPRS

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Various forms of professional insertion programs, including those inspired by mentoring, have been developed in professional fields (e.g., entrepreneurial, organizational, etc.). The main goal of these programs is to support beginners in their new functions. Mentoring is considered as an important source of learning for new entrepreneurs, as well as contributing to experience, relationships with colleagues, and self-learning [1]. Mentoring can lead to many areas of professional growth for novice entrepreneurs that will be transferred within the organization, such as development of management skills, development of reflective practice in different situations (conflict or other), as well as improved decision-making processes [2]. For St Jean [3], a novice entrepreneur who has been supported by a mentor enjoys various advantages: development of knowledge and skills, reduction of professional isolation, construction of professional identity, etc. Guay et al.[4] define mentoring as a means of consolidating the mentee's professional identity and making a successful transition into the workplace. Lusignan [5] emphasizes the relational aspect of mentoring as "a form of professional insertion by which an experienced person supports a junior person, through a cooperative relationship, in a transition to a new reality and in his or her learning towards the development of his or her personal and professional potential" (p.45-46). During mentoring, the mentee builds his or her professional identity and leadership model through interaction with other experienced leaders [6]. Derue and Ashford [7] indicate that the mentor is a model who ensures the development of the mentee's identity. When mentees feel protected and supported in their actions, they believe in their abilities, work on their leadership, and develop through mentoring. By observing their model (the mentor), the new leader (the mentee) begins to appropriate similar reactions and acquire the necessary skills for successful integration into the job [8,9].According to Rhodes & Fletcher [10], mentoring can improve emotional well-being, strengthen social relationships, and increase cognitive skills and identity development. Dubois et al. [11] highlight benefits such as self-perception (better self-esteem) and the mentee's sense of effectiveness. In a motivational approach to mentoring, Brodeur et al. [12] identify three benefits to a mentoring relationship: 1) a sense of efficacy, 2) a sense of belonging, and 3) a sense of autonomy. St Jean [1] focuses on cognitive and emotional learning as benefits resulting from a mentoring relationship. School PrincipalsResearchers have long been interested in the complex and demanding nature of the school principals' job. Based on the importance of mentoring for the novice entrepreneur, it becomes essential to understand this relationship and its benefits for new school principals. For school principals, mentoring refers to a relationship between a qualified, experienced principal and a new principal to help this individual make t...

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Phototherapy as the tool of emotional identification development of adolescents

Tyron,

Dotsenko,

Kariaka

2024

EduLearn

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The results of the empirical stage statistically proved that phototherapy is one of the effective tools of psycho-pedagogical assistance to adolescents who experience difficulties associated with emotional identification. We diagnosed the level of formation of this phenomenon within the sample of 240 respondents who are university and school students aged 17 to 20 years female and male. A number of psycho-diagnostic methods were used in the study: the method 'Toron to alexithymia scale (TAS-26)” and the questionnaire “self-attitude.” Summarizing the results, we state that most of the studied sample is in a state of emotional well-being but emotional discomfort occurs among some respondents with certain levels of propensity for alexithymia (22.5%). The research proves the positive impact of phototherapy on adolescents' emotional identification development through photographing and creating visual pictures or direct perception and interpretation of images.

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Processus d’élaboration et de validation d’un questionnaire portant sur le développement des compétences émotionnelles lors du mentorat

Cited by 4 publications

References 50 publications

L’impact du mentorat réciproque par les pairs sur le développement de la pratique réflexive et des compétences émotionnelles chez les futurs enseignants de FLE

L’impact du mentorat réciproque par les pairs sur le développement de la pratique réflexive et des compétences émotionnelles chez les futurs enseignants de FLE

Benefits of Mentoring for School Principals

Phototherapy as the tool of emotional identification development of adolescents

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