What influences students in their development of socio-emotional intelligence whilst at university?
Authors: Devis-Rozental, C. and Farquharson, L.
Journal: Higher Education Pedagogies
Volume: 5
Issue: 1
Pages: 294-309
eISSN: 2375-2696
DOI: 10.1080/23752696.2020.1820887
Abstract: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.
https://eprints.bournemouth.ac.uk/34565/
Source: Scopus
What influences students in their development of socio-emotional intelligence whilst at university?
Authors: Devis-Rozental, C. and Farquharson, L.
Journal: HIGHER EDUCATION PEDAGOGIES
Volume: 5
Issue: 1
Pages: 294-309
ISSN: 2375-2696
DOI: 10.1080/23752696.2020.1820887
https://eprints.bournemouth.ac.uk/34565/
Source: Web of Science (Lite)
What influences students in their development of socio-emotional intelligence whilst at university?
Authors: Devis-Rozental, M. and Farquharson, L.
Journal: Higher Education Pedagogies
Volume: 5
Issue: 1
Pages: 294-301
Publisher: Taylor & Francis
ISSN: 2375-2696
DOI: 10.1080/23752696.2020.1820887
Abstract: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
https://eprints.bournemouth.ac.uk/34565/
https://www.tandfonline.com/doi/full/10.1080/23752696.2020.1820887
Source: Manual
What influences students in their development of socio-emotional intelligence whilst at university?
Authors: Devis-Rozental, M. and Farquharson, L.
Journal: Higher Education Pedagogies
Volume: 5
Issue: 1
Pages: 294-301
ISSN: 2375-2696
Abstract: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
https://eprints.bournemouth.ac.uk/34565/
https://www.tandfonline.com/doi/full/10.1080/23752696.2020.1820887
Source: BURO EPrints