Cargando…

Emotional Intelligence and Mindfulness: Relation and Enhancement in the Classroom With Adolescents

Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability...

Descripción completa

Detalles Bibliográficos
Autores principales:	Rodríguez-Ledo, César, Orejudo, Santos, Cardoso, Maria Jesús, Balaguer, Álvaro, Zarza-Alzugaray, Javier
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2018
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6237843/ https://www.ncbi.nlm.nih.gov/pubmed/30473674 http://dx.doi.org/10.3389/fpsyg.2018.02162

Ejemplares similares

Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support
por: Zarza-Alzugaray, Francisco Javier, et al.
Publicado: (2020)

Social Support as a Facilitator of Musical Self-Efficacy
por: Orejudo, Santos, et al.
Publicado: (2021)

Understanding the relationships between teacher mindfulness, work engagement, and classroom emotions
por: Tao, Wei
Publicado: (2022)

Does Emotional Intelligence Mediate the Relation Between Mindfulness and Anxiety and Depression in Adolescents?
por: Foster, Brigid, et al.
Publicado: (2018)

Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children’s and Adolescents’ Emotional States?
por: Mestre, Jose M., et al.
Publicado: (2019)

Trait Emotional Intelligence and Classroom Emotions: A Positive Psychology Investigation and Intervention Among Chinese EFL Learners
por: Li, Chengchen, et al.
Publicado: (2019)

Effects of Threat and Motivation on Classical Musicians’ Professional Performance Practice During the COVID-19 Pandemic
por: López-Íñiguez, Guadalupe, et al.
Publicado: (2022)

Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment
por: Han, Siyuan, et al.
Publicado: (2022)

Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom
por: Franco, Clemente, et al.
Publicado: (2016)

The Indirect Path From Mindful Parenting to Emotional Problems in Adolescents: The Role of Maternal Warmth and Adolescents’ Mindfulness
por: Wang, Yuyin, et al.
Publicado: (2018)

Mind wandering and education: from the classroom to online learning
por: Szpunar, Karl K., et al.
Publicado: (2013)

The ‘Reading the mind in the Eyes' test and emotional intelligence
por: Megías-Robles, Alberto, et al.
Publicado: (2020)

Evolutionary emergence of collective intelligence in large groups of students
por: Orejudo, Santos, et al.
Publicado: (2022)

Corrigendum: Evolutionary emergence of collective intelligence in large groups of students
por: Orejudo, Santos, et al.
Publicado: (2023)

Adolescents’ Mindfulness and Psychological Distress: The Mediating Role of Emotion Regulation
por: Ma, Ying, et al.
Publicado: (2019)

Effects of Passion, Experience, and Cultural Politics on Classical Musicians’ Practice During the COVID-19 Pandemic
por: López-Íñiguez, Guadalupe, et al.
Publicado: (2022)

Antecedents of teachers’ emotions in the classroom: an intraindividual approach
por: Becker, Eva S., et al.
Publicado: (2015)

The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents
por: Cañas, Elizabeth, et al.
Publicado: (2020)

Using a Mindfulness-Based Intervention to Promote Subjective Well-Being, Trait Emotional Intelligence, Mental Health, and Resilience in Women With Fibromyalgia
por: Cejudo, Javier, et al.
Publicado: (2019)

The relationships between teachers’ emotional labor and display rules, trait emotions, exhaustion, and classroom emotional climate
por: Ma, Pei, et al.
Publicado: (2023)

Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study
por: Keller, Melanie M., et al.
Publicado: (2014)

The Role of Emotional and Meta-Emotional Intelligence in Pre-adolescents’ Well-Being and Sociometric Status
por: D’Amico, Antonella, et al.
Publicado: (2021)

Socio-emotional correlates of a schooldog-teacher-team in the classroom
por: Beetz, Andrea
Publicado: (2013)

Is Mindful Parenting Associated With Adolescents’ Emotional Eating? The Mediating Role of Adolescents’ Self-Compassion and Body Shame
por: Gouveia, Maria João, et al.
Publicado: (2018)

Effect of mindfulness on online impulse buying: Moderated mediation model of problematic internet use and emotional intelligence
por: Vihari, Nitin Simha, et al.
Publicado: (2022)

Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China
por: Wang, Yingna, et al.
Publicado: (2021)

Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism
por: Fitzpatrick, Paula, et al.
Publicado: (2018)

The Interplay Between Theory of Mind and Social Emotional Functioning in Adolescents With Communication and Language Problems
por: Smit, Lidy, et al.
Publicado: (2019)

Teachers’ Dispositions Toward Mindfulness in EFL/ESL Classrooms in Teacher-Student Interpersonal Relationships
por: Song, Xiaochuan, et al.
Publicado: (2021)

The Roles of Fluid Intelligence and Emotional Intelligence in Affective Decision-Making During the Transition to Early Adolescence
por: Li, Danfeng, et al.
Publicado: (2020)

Beyond emotional intelligence: The new construct of meta-emotional intelligence
por: D'Amico, Antonella, et al.
Publicado: (2023)

Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements
por: Prokofieva, Victoria, et al.
Publicado: (2019)

Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching
por: Li, Lei
Publicado: (2021)

English Flipped Classroom Teaching Mode Based on Emotion Recognition Technology
por: Lai, Lin
Publicado: (2022)

Positive Psychology and SLA Revisited: Unearthing Positive Emotions in EFL Classrooms
por: Oladrostam, Elnaz, et al.
Publicado: (2022)

The role of learner character strengths and classroom emotions in L2 resilience
por: Alrabai, Fakieh, et al.
Publicado: (2022)

Breaking the cycle of emotional flooding: the protective role of women’s emotional intelligence in couple’s conflict
por: Berenguer-Soler, María, et al.
Publicado: (2023)

Mindfulness, Life Skills, Resilience, and Emotional and Behavioral Problems for Gifted Low-Income Adolescents in China
por: Huang, Chien-Chung, et al.
Publicado: (2020)

Pedagogical tools to explore Cartesian mind-body dualism in the classroom: philosophical arguments and neuroscience illusions
por: Hamilton, Scott, et al.
Publicado: (2015)

Emotional Intelligence, Empathy, Self-Esteem, and Life Satisfaction in Spanish Adolescents: Regression vs. QCA Models
por: Guasp Coll, Marian, et al.
Publicado: (2020)

Cannot write session to /tmp/vufind_sessions/sess_ijor6bnr1sgmlctlkvamj920oc