Page 114 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 114
el of emotional competencies developed by Bisquerra and Perez (2007)
can be considered a trait EI model because it incorporates both cognitive
and personality dimensions. It groups emotional competencies into five big
dimensions: emotional awareness, emotional regulation, personal auton-
omy, social competence, and life competencies and well-being. Emotional
awareness includes the capacity to be aware of one’s own emotions, and the
ability to detect the emotional climate in a specific context. Emotional reg-
ulation describes the capacity to use and express emotions appropriately. It
requires being aware of the relationship between emotion, cognition and
behaviour, and to have efficient coping strategies and capacity to self-gen-
erate positive emotions. Personal autonomy refers to a group of character-
istics such as self-esteem, positive life attitude, responsibility, capacity to
critically analyse social rules, capacity to look for help and resources when
needed, and self-efficacy beliefs. Social competence addresses the capaci-
ty to establish positive relationships with other people. Life competencies
and well-being refers to the capacity to display responsible and appropri-
ate behaviors to solve personal, family, professional and social problems to
achieve better individual and society well-being.
In comparison to trait models, the ability EI models explain EI as the
capacity to process emotional information in order to enhance cognitive
activities and facilitate social functioning. The ability model by Mayer and
Salovey (1997) identifies four abilities linking cognitive processes with emo-
tions and emotions with thinking. These four abilities are perceiving, us-
ing, understanding and managing emotions.
On the other hand, the model of Circular Emotional Reaction (CER
model) (Milivojević, 2008) focuses on multi-componential processes that
occur in the organism while experiencing emotions. It explains the se-
quence of processes that lead from the perception of the stimulus to the in-
dividual’s reaction to it. This model’s advantage is that it is easily compre-
hensible and can be directly used in programmes for developing the EI of
teenagers and adults.
EI, academic performance, learning and early school leaving
Different studies have focused directly on the relationship between EI and
academic performance. For example, correlations between EI and school
grades ranged from r= .20 to .25 for college students (Barchard, 2003;
Brackett & Mayer, 2003; Lam & Kirby, 2002; Parker, Creque, Barnhart,
Harris Irons, Majeski, Wood, Bond, & Hogan, 2004) and r= .28 to .32 for
114
can be considered a trait EI model because it incorporates both cognitive
and personality dimensions. It groups emotional competencies into five big
dimensions: emotional awareness, emotional regulation, personal auton-
omy, social competence, and life competencies and well-being. Emotional
awareness includes the capacity to be aware of one’s own emotions, and the
ability to detect the emotional climate in a specific context. Emotional reg-
ulation describes the capacity to use and express emotions appropriately. It
requires being aware of the relationship between emotion, cognition and
behaviour, and to have efficient coping strategies and capacity to self-gen-
erate positive emotions. Personal autonomy refers to a group of character-
istics such as self-esteem, positive life attitude, responsibility, capacity to
critically analyse social rules, capacity to look for help and resources when
needed, and self-efficacy beliefs. Social competence addresses the capaci-
ty to establish positive relationships with other people. Life competencies
and well-being refers to the capacity to display responsible and appropri-
ate behaviors to solve personal, family, professional and social problems to
achieve better individual and society well-being.
In comparison to trait models, the ability EI models explain EI as the
capacity to process emotional information in order to enhance cognitive
activities and facilitate social functioning. The ability model by Mayer and
Salovey (1997) identifies four abilities linking cognitive processes with emo-
tions and emotions with thinking. These four abilities are perceiving, us-
ing, understanding and managing emotions.
On the other hand, the model of Circular Emotional Reaction (CER
model) (Milivojević, 2008) focuses on multi-componential processes that
occur in the organism while experiencing emotions. It explains the se-
quence of processes that lead from the perception of the stimulus to the in-
dividual’s reaction to it. This model’s advantage is that it is easily compre-
hensible and can be directly used in programmes for developing the EI of
teenagers and adults.
EI, academic performance, learning and early school leaving
Different studies have focused directly on the relationship between EI and
academic performance. For example, correlations between EI and school
grades ranged from r= .20 to .25 for college students (Barchard, 2003;
Brackett & Mayer, 2003; Lam & Kirby, 2002; Parker, Creque, Barnhart,
Harris Irons, Majeski, Wood, Bond, & Hogan, 2004) and r= .28 to .32 for
114
