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S. K. Itagi - One of the best experts on this subject based on the ideXlab platform.
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Emotional Competence of working and non-working women
International Journal of Farm Sciences, 2015Co-Authors: Ps Hundekar, N Patil, S. K. ItagiAbstract:Being Emotionally competent is needed for lowering stress levels in every individual’s daily life. It obviously enhances the quality of life of the individual. The present study attempts to examine the Emotional Competence of working and non-working women from the urban and rural areas of Dharwad Taluk. A total of 120 working and non-working women were recruited for the study who were administered Emotional Competence Scale (Bharadwaj and Sharma 1995). Personal information schedule developed by the researcher was used to know the personal information regarding respondent’s age, caste, education, family type, family composition and total monthly income. The results revealed that Emotional Competence was higher in both urban employed and non-employed women. Rural employed and non-employed women were incompetent with their emotions.
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Stress and Emotional Competence of Primary School Teachers
Journal of Psychology, 2012Co-Authors: P. G. Holeyannavar, S. K. ItagiAbstract:An ex-post-facto study on stress and Emotional Competence of 105 primary school teachers was conducted in Dharwad during 2008-09. Stress was assessed using Stress Inventory for Teachers (SIT) and Emotional Competence by EC- Scale. Results revealed that most of the teachers (64.7%) indicated average to high levels of stress and 35.2% with low stress. Majority of them (89.5%) showed average to competent levels of Emotional Competence, followed by 6.7% and 3.8% in incompetent and highly competent levels respectively. The stress of teachers showed negative and highly significant relationship with age and work experience whereas positive and highly significant relationship with education. Age and work experience were positively and significantly related with the Emotional Competence of teachers. Negative and highly significant relationship was observed between the stress and Emotional Competence of teachers. Thus, the study concluded that increase in the Emotional Competence reduced the stress levels of the primary teachers significantly .
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Emotional Competence and Stressors of Female School Teachers.
Educational Research Review, 2011Co-Authors: P. G. Holeyannavar, S. K. ItagiAbstract:A study on Emotional Competence and stressors of 105 primary school teachers was conducted in Dharwad in 2009. Emotional Competence was assessed using EC- scale and stressors by stress inventory for teachers (SIT). Results revealed that majority of the teachers (89.5%) showed average to competent levels of Emotional Competence, followed by 6.7 and 3.8% in incompetent and highly competent levels respectively. Most of them (64.7%) indicated average to high levels of stress and 35.2% with low stress. Age and work experience showed positive and highly significant relationship with the Emotional Competence of teachers. The stress of teachers showed negative and highly significant relationship with age and work experience. Negative and highly significant relationship was observed between the stressors and Emotional Competence of the teachers. Thus, the study concluded that increase in the Emotional Competence reduced the stressors of the primary school teachers significantly. Key words: Stressors, Emotional Competence, primary school teachers.
Susanne A. Denham - One of the best experts on this subject based on the ideXlab platform.
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Emotional Competence During Childhood and Adolescence
Handbook of Emotional Development, 2019Co-Authors: Susanne A. DenhamAbstract:Through childhood and adolescence, youngsters are learning how to express and regulate their myriad feelings and understand the emotions of self and others. They are acquiring Emotional Competence. Specifically, Emotional Competence is the ability to purposefully and fully experience and express a variety of emotions, regulate Emotional expressiveness and experience when necessary, and understand the emotions of self and others. These skills, as they develop through childhood and adolescence, support successful resolution of developmental tasks centering upon social and academic success. Based on the nature and importance of children’s and youth’s Emotional Competence, this chapter’s structure is as follows. First, each component of Emotional Competence is discussed in turn; for each, its nature and development during each age period are discussed. Second, within each component and at each age level, evidence of relations with social Competence (or lack of social Competence as evidenced in behavior problems) and school success (where available) are detailed. Third, components of Emotional Competence also may work synergistically together to promote positive outcomes; this possibility is discussed next. Fourth, others’ promotion of these competencies will be considered. Parents’ and friends’ contributions to the development of Emotional Competence are discussed, along with the small literature on teachers’ socialization of Emotional Competence. Finally, conclusions and calls for future work sum up findings and issues put forward in the chapter.
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Implications of Preschoolers’ Emotional Competence in the Classroom
The Springer Series on Human Exceptionality, 2018Co-Authors: Susanne A. Denham, Hideko H. BassettAbstract:In this chapter, we describe the nature, development, and socialization of preschoolers’ Emotional Competence with regard to Emotional expressiveness, emotion regulation, and emotion knowledge and review evidence of how these skills facilitate children’s social Competence and school success. Within an early childhood educational system of practice, we then consider how educational standards, teacher socialization of emotion, and assessment can work synergistically to promote preschoolers’ Emotional Competence. Finally, we consider the current state of preschool-level Emotional Competence programming and assessment as adjuncts to direct teacher socialization of emotion and make some conclusions and calls for future work.
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Implications of Carolyn Saarni’s work for preschoolers’ Emotional Competence
European Journal of Developmental Psychology, 2018Co-Authors: Susanne A. DenhamAbstract:AbstractCarolyn Saarni made invaluable contributions to the study of emotion. Most centrally, she conceived of ‘Emotional Competence’. She described Emotional Competence skills, and their developme...
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Key considerations in assessing young children’s Emotional Competence
Cambridge Journal of Education, 2016Co-Authors: Susanne A. Denham, David E. Ferrier, Grace Z. Howarth, Kristina J. Herndon, Hideko H. BassettAbstract:AbstractRecent years have witnessed a surge in evidence on preschoolers’ Emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing Emotional Competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of Emotional Competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of Emotional Competence; (4) describe a model leading from developmentally appropriate Emotional Competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing Emotional Competence of young children; (6) give guidance for new measurement developm...
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key considerations in assessing young children s Emotional Competence
Cambridge Journal of Education, 2016Co-Authors: Susanne A. Denham, David E. Ferrier, Grace Z. Howarth, Kristina J. Herndon, Hideko H. BassettAbstract:AbstractRecent years have witnessed a surge in evidence on preschoolers’ Emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing Emotional Competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of Emotional Competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of Emotional Competence; (4) describe a model leading from developmentally appropriate Emotional Competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing Emotional Competence of young children; (6) give guidance for new measurement developm...
Hideko H. Bassett - One of the best experts on this subject based on the ideXlab platform.
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Implications of Preschoolers’ Emotional Competence in the Classroom
The Springer Series on Human Exceptionality, 2018Co-Authors: Susanne A. Denham, Hideko H. BassettAbstract:In this chapter, we describe the nature, development, and socialization of preschoolers’ Emotional Competence with regard to Emotional expressiveness, emotion regulation, and emotion knowledge and review evidence of how these skills facilitate children’s social Competence and school success. Within an early childhood educational system of practice, we then consider how educational standards, teacher socialization of emotion, and assessment can work synergistically to promote preschoolers’ Emotional Competence. Finally, we consider the current state of preschool-level Emotional Competence programming and assessment as adjuncts to direct teacher socialization of emotion and make some conclusions and calls for future work.
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Key considerations in assessing young children’s Emotional Competence
Cambridge Journal of Education, 2016Co-Authors: Susanne A. Denham, David E. Ferrier, Grace Z. Howarth, Kristina J. Herndon, Hideko H. BassettAbstract:AbstractRecent years have witnessed a surge in evidence on preschoolers’ Emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing Emotional Competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of Emotional Competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of Emotional Competence; (4) describe a model leading from developmentally appropriate Emotional Competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing Emotional Competence of young children; (6) give guidance for new measurement developm...
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key considerations in assessing young children s Emotional Competence
Cambridge Journal of Education, 2016Co-Authors: Susanne A. Denham, David E. Ferrier, Grace Z. Howarth, Kristina J. Herndon, Hideko H. BassettAbstract:AbstractRecent years have witnessed a surge in evidence on preschoolers’ Emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing Emotional Competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of Emotional Competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of Emotional Competence; (4) describe a model leading from developmentally appropriate Emotional Competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing Emotional Competence of young children; (6) give guidance for new measurement developm...
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associations between preschoolers social Emotional Competence and preliteracy skills
Infant and Child Development, 2015Co-Authors: Timothy W Curby, Hideko H. Bassett, Chavaughn Brown, Susanne A. DenhamAbstract:Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child’s academic career. Recent literature has implicated social–Emotional Competence as a potential component in helping children learn preliteracy skills. To further understand the role of social–Emotional Competence in preliteracy, the associations between various social–Emotional competencies and preliteracy skills in 91 preschool children attending seven Head Start classrooms were examined. Results of structural equation modelling indicated that preschoolers’ expressiveness/ regulation (angry/aggressive, cooperative/sensitive or anxious/ withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal education, attentional abilities and classroom Emotional support. These findings serve to broaden the research surrounding social–Emotional Competence and highlight its association with academic readiness. Copyright © 2015 John Wiley & Sons, Ltd.
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Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
Early Childhood Education Journal, 2012Co-Authors: Susanne A. Denham, Hideko H. Bassett, Katherine M. ZinsserAbstract:Young children’s Emotional Competence—regulation of Emotional expressiveness and experience when necessary, and knowledge of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop Emotional Competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of Emotional Competence. However, compared to parents, early childhood teachers’ roles in socializing young children’s Emotional Competence have not been examined. Based on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children’s Emotional Competence. Additionally, we suggest future research focusing on early childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research.
Katherine M. Zinsser - One of the best experts on this subject based on the ideXlab platform.
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Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
Early Childhood Education Journal, 2012Co-Authors: Susanne A. Denham, Hideko H. Bassett, Katherine M. ZinsserAbstract:Young children’s Emotional Competence—regulation of Emotional expressiveness and experience when necessary, and knowledge of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop Emotional Competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of Emotional Competence. However, compared to parents, early childhood teachers’ roles in socializing young children’s Emotional Competence have not been examined. Based on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children’s Emotional Competence. Additionally, we suggest future research focusing on early childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research.
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early childhood teachers as socializers of young children s Emotional Competence
Early Childhood Education Journal, 2012Co-Authors: Susanne A. Denham, Hideko H. Bassett, Katherine M. ZinsserAbstract:Young children’s Emotional Competence—regulation of Emotional expressiveness and experience when necessary, and knowledge of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop Emotional Competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of Emotional Competence. However, compared to parents, early childhood teachers’ roles in socializing young children’s Emotional Competence have not been examined. Based on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children’s Emotional Competence. Additionally, we suggest future research focusing on early childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research.
P. G. Holeyannavar - One of the best experts on this subject based on the ideXlab platform.
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Stress and Emotional Competence of Primary School Teachers
Journal of Psychology, 2012Co-Authors: P. G. Holeyannavar, S. K. ItagiAbstract:An ex-post-facto study on stress and Emotional Competence of 105 primary school teachers was conducted in Dharwad during 2008-09. Stress was assessed using Stress Inventory for Teachers (SIT) and Emotional Competence by EC- Scale. Results revealed that most of the teachers (64.7%) indicated average to high levels of stress and 35.2% with low stress. Majority of them (89.5%) showed average to competent levels of Emotional Competence, followed by 6.7% and 3.8% in incompetent and highly competent levels respectively. The stress of teachers showed negative and highly significant relationship with age and work experience whereas positive and highly significant relationship with education. Age and work experience were positively and significantly related with the Emotional Competence of teachers. Negative and highly significant relationship was observed between the stress and Emotional Competence of teachers. Thus, the study concluded that increase in the Emotional Competence reduced the stress levels of the primary teachers significantly .
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Emotional Competence and Stressors of Female School Teachers.
Educational Research Review, 2011Co-Authors: P. G. Holeyannavar, S. K. ItagiAbstract:A study on Emotional Competence and stressors of 105 primary school teachers was conducted in Dharwad in 2009. Emotional Competence was assessed using EC- scale and stressors by stress inventory for teachers (SIT). Results revealed that majority of the teachers (89.5%) showed average to competent levels of Emotional Competence, followed by 6.7 and 3.8% in incompetent and highly competent levels respectively. Most of them (64.7%) indicated average to high levels of stress and 35.2% with low stress. Age and work experience showed positive and highly significant relationship with the Emotional Competence of teachers. The stress of teachers showed negative and highly significant relationship with age and work experience. Negative and highly significant relationship was observed between the stressors and Emotional Competence of the teachers. Thus, the study concluded that increase in the Emotional Competence reduced the stressors of the primary school teachers significantly. Key words: Stressors, Emotional Competence, primary school teachers.