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

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2020.1820887

Camila Devis-Rozental, L. Farquharson

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引用次数: 4

Abstract

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.

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是什么影响了学生在大学期间社会情商的发展？

英国一所大学开展了一项定性研究，探讨影响大学生社会情绪智力(SEI)发展的因素。通过对学生和讲师的半结构化访谈的专题分析，该研究强调了学习环境(物理和文化)影响他们SEI发展的各种方法。在小组学习中，学生感到安全和支持，这对他们的自我意识产生了影响，并有助于培养他们的信心。不受约束地反思自己的经历或评估结果，对这些学生也是有益的。讲师的知识和专业知识，以及他们如何模拟SEI被视为对学生SEI发展的必要和有意义的。本文的结论是，必须支持学生全面发展，整合认知和情感，并就如何实现这一目标提出了切实可行的建议。鉴于这一领域研究的缺乏，强调了进一步研究的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.