What influences students in their development of socio-emotional intelligence whilst at university?

Authors: Devis-Rozental, M. and Farquharson, L.

http://eprints.bournemouth.ac.uk/34565/

https://www.tandfonline.com/doi/full/10.1080/23752696.2020.1820887

Journal: Higher Education Pedagogies

Volume: 5

Issue: 1

Pages: 294-301

Publisher: Taylor & Francis

ISSN: 2375-2696

DOI: 10.1080/23752696.2020.1820887

This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students’ socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and cultural influenced their development of SEI. Learning in small groups where students felt safe and supported impacted on their sense of self, and helped develop their confidence. Reflecting on their own experience without constraints or assessed outcomes was also beneficial to these students. The lecturer’s knowledge and expertise, and how they modelled SEI were seen as imperative and meaningful to the development of students’ SEI. This paper concludes that students must be supported to develop holistically, integrating cognition and emotion, making practical suggestions as to how this may be achieved. Given the paucity of research in this area, opportunities for further research are highlighted

This data was imported from Scopus:

Authors: Devis-Rozental, C. and Farquharson, L.

http://eprints.bournemouth.ac.uk/34565/

Journal: Higher Education Pedagogies

Volume: 5

Issue: 1

Pages: 294-309

eISSN: 2375-2696

DOI: 10.1080/23752696.2020.1820887

© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students’ socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and cultural influenced their development of SEI. Learning in small groups where students felt safe and supported impacted on their sense of self, and helped develop their confidence. Reflecting on their own experience without constraints or assessed outcomes was also beneficial to these students. The lecturer’s knowledge and expertise, and how they modelled SEI were seen as imperative and meaningful to the development of students’ SEI. This paper concludes that students must be supported to develop holistically, integrating cognition and emotion, making practical suggestions as to how this may be achieved. Given the paucity of research in this area, opportunities for further research are highlighted.

This data was imported from Web of Science (Lite):

Authors: Devis-Rozental, C. and Farquharson, L.

http://eprints.bournemouth.ac.uk/34565/

Journal: HIGHER EDUCATION PEDAGOGIES

Volume: 5

Issue: 1

Pages: 294-309

ISSN: 2375-2696

DOI: 10.1080/23752696.2020.1820887

The data on this page was last updated at 05:31 on November 27, 2020.