Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students
- Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Lyons, Carissa , Etherington, Jamie
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 3 (2023), p. 601-624
- Full Text:
- Reviewed:
- Description: With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.
Online dispute resolution in mediating EHR disputes : a case study on the impact of emotional intelligence
- Authors: Bellucci, Emilia , Venkatraman, Sitalakshmi , Stranieri, Andrew
- Date: 2020
- Type: Text , Journal article
- Relation: Behaviour and Information Technology Vol. 39, no. 10 (2020), p. 1124-1139
- Full Text:
- Reviewed:
- Description: An Electronic Health Record (EHR) is an individual’s record of all health events that enables critical information to be documented and shared electronically amongst health care providers and patients. The introduction of an EHR, particularly a patient-accessible EHR, can be expected to lead to an escalation of enquiries, complaints and ultimately, disputes. Prevailing opinion is that Online Dispute Resolution (ODR) systems can help with the mediation of certain types of disputes electronically, particularly systems which deploy Artificial Intelligence (AI) to reduce the need for a human mediator. However, disputes regarding health tend to invoke emotional responses from patients that may conceivably impact ODR efficacy. This raises an interesting question on the influence of emotional intelligence (EI) in the process of mediation. Using a phenomenological research methodology simulating doctor–patient disputes mediated with an AI Smart ODR system in place of a human mediator, we found an association between EI and the propensity for a participant to change their previously asserted claims. Our results indicate participants with lower EI tend to prolong resolution compared to those with higher EI. Future research include trialling larger scale ODR systems for specific cohorts of patients in the area of health related dispute resolution are advanced. © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Masculinity might be more toxic than we think : The influence of gender roles on trait emotional manipulation
- Authors: Grieve, Rachel , March, Evita , Van Doorn, George
- Date: 2019
- Type: Text , Journal article
- Relation: Personality and Individual Differences Vol. 138, no. (2019), p. 157-162
- Full Text: false
- Reviewed:
- Description: Previous research has established sex differences in emotional manipulation; specifically, men are more likely than women to engage in emotional manipulation. This study aimed to explicate these sex differences by investigating, for the first time, the influence of gender roles in the prediction of trait emotional manipulation. Participants were 435 females and 139 males (N = 574) who reported their levels of masculine and feminine gender roles, as well as primary and secondary psychopathy, trait emotional intelligence, and trait emotional manipulation. Separate regressions were conducted for each sex. As predicted, for both males and females, masculine gender roles positively predicted emotional manipulation. For males, no other predictors were significant, however there was evidence of statistical suppression for feminine gender roles. For females, low female gender roles, high primary and secondary psychopathy, and high emotional intelligence all significantly predicted emotional manipulation; the effect of emotional intelligence was via statistical suppression. This study represents an important first step in understanding the interplay between socialisation and emotional manipulation. Future research would benefit from using a longitudinal approach to determine whether emotional manipulation can be reduced through shifting gender roles.
Teachers' emotional intelligence as a predisposition for discrimiation against students with severe emotional and behavioural disorders
- Authors: Metaxas, Melinda
- Date: 2018
- Type: Text , Thesis , PhD
- Full Text:
- Description: Students with Emotional Behavioural Disorders (EBD) are among the most challenging students to teach. Personality Trait Theory predicts teachers’ level of Emotional Intelligence (EI) would affect their cognitive-affective-behavioural reactions towards students with EBDs, and influence level of academic achievement and difficult behaviour of these students. This research explores which teachers are more predisposed to discriminate against EBD students, and identifies the most ‘effective’, supportive EI teacher traits. Underlying psychological processes, such as genetic EI make-up of teachers, may prove to be most valuable in determining whether more practical strategies for dealing with students’ behaviour/emotions are effectively applied and successful. An Attribution Model framework helped assess teacher reactions towards students. Two hundred and sixty one teachers from 51 Victorian schools participated in the study by completing self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes, with each school contact person randomly giving 50/50 surveys to their teachers (depicting a student with either mild or severe EBD symptoms). Pathway analysis revealed that teachers with higher EI reported less stigmatising and punitive intentions and likely greater helping behaviours. A new EI Process Model of Stigmatisation was proposed to measure teacher reactions through an affective-cognitive-behavioural sequence, rather than a cognitive-affective-behavioural sequence. Teachers’ EI levels also related to their own levels of psychological distress and/or compassion stress, which influenced likely helping or punitive outcomes. Despite behavioural severity of EBD students, teachers higher in EI still indicate more supportive helping behaviours. Specifically-identified ‘ideal’ teacher EI traits should lead to greater helping and be psychologically beneficial to both students and teachers. These results assisted development of an assessment tool (ASET – Assessment Screen for Emotionally Intelligent Teachers), which lays a sound foundation for schools and others to profile or recruit teachers with best ‘qualities’ to effectively teach students EBD students.
- Description: Doctor of Philosophy
The dark side of emotion at work: Emotional manipulation in everyday and work place contexts
- Authors: Hyde, Jane , Grieve, Rachel
- Date: 2018
- Type: Text , Journal article
- Relation: Personality and individual differences Vol. 129, no. (2018), p. 108-113
- Full Text: false
- Reviewed:
- Description: This study investigated whether self-reported willingness to emotionally manipulate (EM) day-to-day and willingness to manipulate at work are related constructs, by analysing the factor structures and relationships of the Trait EM Willingness in General and Work Scale, as well as considering gender effects. Respondents (567 employees 365 females, 199 males, 3 other) were asked how often they engaged in various manipulative behaviours in day-to-day and work contexts. Exploratory and Confirmatory factor analyses analysed split halves of the responses. Three factors emerged: Work-Related Malicious EM Willingness, General Malicious EM Willingness, and Disingenuousness (items reflecting insincerity and deceit), demonstrating a contextual influence on malicious EM. The three-factor structure fitted the data well and was reliable, however, discriminant validity was not evident as Work-Related and General Malicious EM Willingness were highly correlated. The correlations demonstrate the trait-like consistency of malicious manipulation. The model achieved better fit for the male data, indicating the superiority of items at measuring EM in males. Endorsement of malicious EM at work was higher in males, consistent with the masculine-agentic and feminine-communal traits in social role theory. These findings add to understanding of the dark side of emotion, and reveal another layer of complexity to this problematic work behaviour. •Explores nature of emotional manipulation willingness at work and in daily life.•Two types of EM Willingness were identified: malicious and disingenuousness.•Malicious EM appears to be influenced by context of workplace.•The three-factor model of EM achieved better fit for the male data.•People at work may use a variety of deceptive techniques to achieve their goals.
Exploring the existence and potential underpinnings of dog-human and horse-human attachment bonds
- Authors: Payne, Elyssa , DeAraugo, Jodi , Bennett, Pauleen , McGreevy, Paul
- Date: 2016
- Type: Text , Journal article , Review
- Relation: Behavioural Processes Vol. 125, no. (2016), p. 114-121
- Full Text: false
- Reviewed:
- Description: This article reviews evidence for the existence of attachment bonds directed toward humans in dog-human and horse-human dyads. It explores each species' alignment with the four features of a typical attachment bond: separation-related distress, safe haven, secure base and proximity seeking. While dog-human dyads show evidence of each of these, there is limited alignment for horse-human dyads. These differences are discussed in the light of the different selection paths of domestic dogs and horses as well as the different contexts in which the two species interact with humans. The role of emotional intelligence in humans as a potential mediator for human-animal relationships, attachment or otherwise, is also examined. Finally, future studies, which may clarify the interplay between attachment, human-animal relationships and emotional intelligence, are proposed. Such avenues of research may help us explore the concepts of trust and bonding that are often said to occur at the dog-human and horse-human interface. © 2015.
Emotional functioning in children and adolescents with elevated depressive symptoms
- Authors: Hughes, Elizabeth , Gullone, Eleonora , Watson, Shaun
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Psychopathology and Behavioral Assessment Vol. 33, no. 3 (2011), p. 335-345
- Full Text:
- Reviewed:
- Description: Difficulties with emotion and its regulation are of central importance to the etiology and course of depression. The current study investigated these constructs in relation to childhood and adolescence by comparing the emotional functioning of 170 9- to 15-year-olds reporting high levels of depressive symptoms (HD) to a matched sample of 170 children and adolescents reporting low levels of depressive symptoms (LD). Compared to LD, HD participants reported significantly greater shame proneness, poorer functioning on emotion regulation competencies (emotional control, self-awareness and situational responsiveness), less healthy emotion regulation strategy use (less reappraisal and greater suppression), and lower levels of guilt proneness. Empathic concern did not differ between the two groups. The findings enhance current knowledge by providing a more comprehensive profile of the emotional difficulties experienced by children and adolescents with elevated depressive symptoms. © 2011 Springer Science+Business Media, LLC.