Page 111 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 111
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Developing Students’ Emotional Intelligence
(EI) to Help Prevent ESL
Tina Rutar Leban and Maša Vidmar
Synopsis
Children and adolescents with better emotional skills have higher
academic achievements and are less prone to ESL. Teachers can help
students develop understanding, awareness and regulation of emo-
tions from an early age. The theory and model of circular emotion
reaction and the 5-step CER method can be used by teachers in this
regard.
Summary
As different studies reveal, students with higher emotional compe-
tencies have better grades at school and show higher school engage-
ment (e.g. Marquez, Martin, & Brackett, 2006). All of these factors
negatively correlate with early school leaving (ESL) and developing
emotional intelligence can thus be an important prevention meas-
ure against ESL.
Programmes for developing EI in schools have been developed and
implemented in schools showing important improvements in stu-
dents’ emotional competencies. Moreover, the results also show an
improvement in academic achievements (e.g. Catalano, Berglund,
Ryan, Lonczak, & Hawkins, 2002; Greenberg et al., 2003; Clouder
et al., 2008).
111
Developing Students’ Emotional Intelligence
(EI) to Help Prevent ESL
Tina Rutar Leban and Maša Vidmar
Synopsis
Children and adolescents with better emotional skills have higher
academic achievements and are less prone to ESL. Teachers can help
students develop understanding, awareness and regulation of emo-
tions from an early age. The theory and model of circular emotion
reaction and the 5-step CER method can be used by teachers in this
regard.
Summary
As different studies reveal, students with higher emotional compe-
tencies have better grades at school and show higher school engage-
ment (e.g. Marquez, Martin, & Brackett, 2006). All of these factors
negatively correlate with early school leaving (ESL) and developing
emotional intelligence can thus be an important prevention meas-
ure against ESL.
Programmes for developing EI in schools have been developed and
implemented in schools showing important improvements in stu-
dents’ emotional competencies. Moreover, the results also show an
improvement in academic achievements (e.g. Catalano, Berglund,
Ryan, Lonczak, & Hawkins, 2002; Greenberg et al., 2003; Clouder
et al., 2008).
111
