Derleme
BibTex RIS Kaynak Göster

Emotional Intelligence and Language Teaching

Yıl 2021, Cilt: 5 Sayı: 1, 17 - 30, 31.12.2021
https://doi.org/10.51726/jlr.1034535

Öz

This paper reviews Emotional Intelligence (EI) and the development of models which focus on the individual's cognitive and non-cognitive abilities and skills. It also emphasizes the differences and similarities between the mentioned models and the value of EI in educational contexts.

Kaynakça

  • Abebe, S., & HaileMariam, A. (2011). Teacher stressors and potential remedies from pre-service teachers’ and cooperating teachers. Eastern Education Journal, 40(1), 64–74.
  • Alemu, Y., Teshome, A., Kebede, M., & Regassa, T. (2014). Experience of stress among student-teachers enrolled in postgraduate diploma in teaching (PGDT): The case of Haramaya University cluster centers, Ethiopia. African Educational Research Journal, 2(3), 96–101.
  • Anderson, L. W. (1991). Increasing teacher effectiveness. Paris: International Institute for Educational Planning, UNESCO.
  • Armstrong, A. R., Galligan, R. F., & Critchley, C. R. (2011). Emotional intelligence and psychological resilience to negative life events. Personality and Individual Differences, 51(3), 331–336.
  • Bar-On, R. (1997). EQ-i Bar-On emotional quotient inventory technical manual. Multi-Health
  • Bar-On, R. (1997a). Bar-On Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Toronto, Canada: Multi-Health Systems.
  • Bar-On, R. (1997b). Bar-On Emotional Quotient Inventory (EQ-i): Technical manual. Toronto, Canada: Multi-Health Systems.
  • Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory. In R. Bar-On, & J. D. Parker (Eds.), The handbook of emotional intelligence: theory, development, assessment, and application at home, school, and in the workplace (pp. 363–388). San Francisco, CA: Jossey-Bass.
  • Bar-On, R, (2002). Bar On Emotional Quotient Inventory: Short (BarOn EQi: S): Technical Manual. Multi-Health Systems Inc., Toronto.Bar-On, R. (2006), The Bar-On Model of Emotional-Social Intelligence (ESI), Psicothema, 18(1), 13-25.
  • Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI) 1. Psicothema, 13-25.
  • Beilock, S. L., & Ramírez, G. (2011). On the interplay of emo-tion and cognitive control: Implications for enhancing academicachievement. In J. P. Mestre, & B. H. Ross (Eds.), Psychologyof Learning and Motivation (Vol. 55) Psychology of learn-ing and motivation: Cognition in education (pp. 137---169). http://dx.doi.org/10.1016/B978-0-12-387691-1.00005-3 profession .(Klassen & Durksen, 2014; Malik & Ajmal, 2010).
  • Berrocal, F. , P. & Extremera, N., (2006).Emotional intelligence: A theoretical and empirical review of its first 15 years of history. Psicothema 2006. Vol. 18, supl., pp. 7-12
  • Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47, 406-417. http://dx.doi.org/10.1002/pits.20478
  • Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese second- ary school teachers in Hong Kong. Teaching and Teacher Education, 22, 1042-1054.
  • Ciarrochi, J. V., Chan, A. Y., & Caputi, P. (2000). A critical evaluation of the emotional intelligence construct. Personality and Individual differences, 28(3), 539-561
  • Colomeischi, A.A. (2015). Teachers Burnout in Relation with Their Emotional Intelligence and Personality Traits. Procedia - Social and Behavioral Sciences,180, 1067-1073. https://doi.org/10.1016/j.sbspro.2015.02.207.
  • Corcoran, R. P., & Tormey, R. (2012). How emotionally intelligent are pre-service teachers? Teaching and Teacher Education, 28, 750-759. http://dx.doi.org/10.1016/j.tate.2012.02.007
  • Curry, J. R. P., & O'Brien, E. R. P. (2012). Shifting to a Wellness Paradigm in Teacher Education: A Promising Practice for Fostering Teacher Stress Reduction, Burnout Resilience, and Promoting Retention. Ethical Human Psychology and Psychiatry, 14(3), 178-191.
  • Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional Intelligence: In search of an elusive construct.
  • Day, A. L., & Carroll, S. A. (2004). Using an ability-based measure of emotional intelligence to predict individual performance, group performance, and group citizenship behaviors. Personality and Individual Differences, 36, 1443-1458. http://dx.doi.org/10.1016/S0191-8869(03)00240-X
  • Dörnyei, Z., & Murphy, T. (2003).Group dynamics in the language classroom.Cambridge: Cambridge University Press.
  • Erb, C. S. (2002, May). The emotional whirlpool of beginning teachers’ work. Paper presented at the annual meeting of the Canadian Society for Studies in Education, Toronto, Canada.
  • Faber, J., & Schlarb, A. A. (2016). The Relation of Sleep, Distress, and Coping Strategies-What Male and Female Students Can Learn from Each Other? Health, 8, 1356-1367. http://dx.doi. org/10.4236/health.2016.813136
  • Faltas I. Three models of emotional intelligence; 2017. Available from: https://patimes.org/models-emotional-intelligence/. Accessed July 21, 2021.
  • Fawzy, M., & Hamed, S. A. (2017). Psychological stress among medical students in Assiut University, Egypt. Psychiatry Research, 255, 186-194. http://dx.doi.org/10.1016/j.psychres. 2017.05.027
  • Flander, N. A., & Simon, A. (1969). Teacher effectiveness. In R. L. Ebel (Ed.), Encyclopedia of educational research (4th ed.,pp. 142-143). London: McMillion.
  • Gardner, H. (1993). Multiple intelligences. New York: Basic Books.
  • Gardner, L. (2006). Emotional Intelligence and Occupational Stress.
  • George, J. M. (2000). Emotions and leadership: The role of human intelligence. Human Relations, 53, 1027-1055. http://dx.doi.org/10.1177/0018726700538001
  • Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York
  • Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
  • Goleman, D. (1998b). Working with Emotional Intelligence. New York: Bantam
  • Gottfredson, L. S. (1998). The general intelligence factor.
  • Herr, R. M., Li, J., Loerbroks, A., Angerer, P., Siegrist, J., & Fischer, J. E. (2017). Effects and mediators of psychosocial work characteristics on somatic symptoms six years later: Prospective findings from the Mannheim Industrial Cohort Studies (MICS). Journal of Psychosomatic Research, 98, 27-33. http:// dx.doi.org/10.1016/j.jpsychores.2017.05.00
  • Hockenbury, D. H., & Hockenbury, S. E. (2007). Discovering psychology. New York: Worth Publishers.
  • Holmes, E. (2005). Teacher well-being:Looking after yourself and your career in the classroom. London: Routledge-Falmer. I. Nikolau and I. Tsaosis, EI in the workplace: Exploring its effect on occupational stress and organizational commitment, The International Journal of Organizational Analysis, 10(4) (2002), 327-342.
  • Ignat, AA, & Clipa, O. (2010). The impact of self-efficacy and locus of control on the professional development of teachers. Education, 177(1), 180􏲄185.
  • Jensen, E. (1998). Super teaching. San Diego: The Brain Store.
  • Journal of Personality and Social Psychology, 75, 989-1015. http://dx.doi.org/10.1037/0022-3514.75.4.989
  • Keeley, J. W., Reed, G. M., Roberts, M. C., Evans, S. C., Robles, R., Matsumoto, C., Brewin, C. R., Cloitre, M., Perkonigg, A., Rousseau, C., Gureje, O., Lovell, P., Sharon, P., & Maercker, A. (2016). Disorders specifically associated with stress: A case- controlled field study for ICD-11 mental and behavioural disor- ders. International Journal of Clinical and Health Psychology, 16, 109-127. http://dx.doi.org/10.1016/j.ijchp.2015.09.002
  • Kumaravadivelu, B (2012) Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing and Seeing. New York: Routledge.
  • Kyriacou, C. (1987). Teacher Stress and Burnout: An International Review. Educational Research, 29, 146-152. http://dx.doi.org/10.1080/0013188870290207
  • Laurențiu P. M, Sulea, C, & Iancu, A. (2017). Work engagement or burnout: Which comes first? A meta-analysis of longitudinal evidence. Burnout Research, 5, 35–43.
  • Law, K. S., Wong, S. C., & Song, J. L. (2004). The construct and criterion validity of emotional intelligence and its potential utility for management studies. Journal of Applied Psychology, 89, 483-496. http://dx.doi.org/ 0.1037/0021-9010.89.3.483
  • Li, J., Zhang, M., Loerbroks, A., Angerer, P., & Siegrist, J. (2014). Work stress and the risk of recurrent coronary heart disease events: A systematic review and meta-analysis. International Journal of Occupational Medicine and Environmental Health, 28, 8-19. http://dx.doi.org/10.2478/s13382-014-0303-7
  • Martinez-Pons, M. (1997). The relation of emotional intelligence with selected areas of personal functioning. Imagination, cognition and personality, 17(1), 3-13.f
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52(1), 397–422.
  • Matsumoto, D. (2007). Culture, context, and behavior. Journal of personality, 75(6), 1285-1320.
  • Matzel, L., D. & Sauce, B. (2017) IQ (The Intelligence Quotient) May 2017 DOI: 10.1007/978-3-319-47829-6_1080-1
  • Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.J. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational Implications: 3-31. New York: Basic Books.
  • Mayuran, I. (2013). Impact of emotional intelligence on stress management: Study of schools with banks in Jaffna district. Global Journal of Commerce & Management Perspective, 2(6), 67-71.
  • Melchior, M., Caspi, A., Milne, B. J., Danese, A., Poulton, R., & Mof- fitt, T. E. (2007). Work stress precipitates depression and anxiety in young, working women and men. Psychological Medicine, 37, 1119-1129. http://dx.doi.org/10.1017/S0033291707000414
  • Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers‘ professional well-being. In D. Gabryś- Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 213–229). Switzerland: Springer.
  • Mérida-López, S. and Extremera, N. (2017), “Emotional intelligence and teacher burnout: a systematic review”. International Journal of Educational Research, 85, 121-130. https://doi.org/10.1016/j.ijer.2017.07.006
  • Ming, L. F. (2003). Conflict management styles and emotional intelligence of faculty and staff at a selected college in southern Taiwan (China). Retrieved from www.eiconsortium.org
  • Mortiboys, A. (2005). Teaching with emotional intelligence: A step-by-step guide for higher and further education professionals. New York: Routledge.
  • Nikolaou, I., & Tsaousis, I. (2002). Emotional intelligence in the workplace: Exploring its effects on occupational stress and organizational commitment. The International Journal of Organizational Analysis.
  • O'Boyle, E. H. Jr., Humphrey, R. H., Pollack, J. M., Hawver, T. H., & Story, P. A. (2011). The relation between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behavior, 32, 788-818. http://dx.doi.org/10.1002/job.714
  • Oginska-Bulik, N. (2005). Emotional intelligence in the workplace: exploring its effects on occupational stress and health outcomes in human service workers. International Journal of Occupational Medicine and Environmental Health, 18(2), 16-175.
  • Palmer, P. J. (1998). The courage to teach. San Francisco: Jossey Bass.
  • Punia, N., Balda, S., & Poonam. (2016). Emotional intelligence and occupational stress among school teachers in Haryana, India. Research Journal of Recent Studies, 5(7), 31-35.
  • Rasoal, C, Eklund, J and Hansen, EM (2011) Toward conceptualization of ethnocultural empathy. Journal of Social, Evolutionary, and Cultural Psychology 5/1: 1–13.
  • Roeser, R. W., Schonert-Reichl, K., Jha, A., Cullen, M., Wallace, L., Wilensky, R., ... & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105, 787-804. doi: 10.1037/a0032093
  • Saarni, C. (1999). The development of emotional competence. Guilford press.
  • Salami, S. O. (2010). Occupational stress and well-being: Emotional intelligence, self-efficacy, coping, negative affectivity and social support as moderators. The Journal of International Social Research, 3(12), 387-398.
  • Salovey P., Bedell B. T., Detweiler, J. B., Mayer, J. D. (1999). Coping intelligently: Emotional intelligence and the coping process. In C. R. Snyder, Coping: The psychology of what works (pp. 141–164). New York, NY: Oxford.
  • Salovey, P., & Mayer, J.D. (1990). Emotional intelligence, Imagination, Cognition, and Personality, 9, 185-211.
  • Salovey, P., Bedell, B. T., Detweiler, J. B., & Mayer, J. D. (2000). Current directions in emotional intelligence research. Handbook of Emotions, 2(1), 504-520.
  • Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.1997
  • Salovey, P., Stroud, L. R., Woolery, A., & Epel, E. S. (2002). Perceived emotional intelligence, stress reactivity, and symptom reports: further explorations using the trait meta-mood scale. Psychology and Health, 17(5), 611-627, doi: 10.1080/08870440290025812
  • Schneider, T. R., Lyons, J. B., & Khazon, S. (2013). Emotional intelligence and resilience. Personality and Individual Differences. 55(8), 909–914.
  • Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and individual differences, 25(2), 167-177.
  • Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.
  • Slaski, M., & Cartwright, S. (2000). Health, performance, and emotional intelligence: An exploratory study of retail managers. Stress and Health, 18, 63-68.
  • Slaski, M., & Cartwright, S. (2002). Health, performance and emotional intelligence: An exploratory study of retail managers. Stress and Health, 18, 63-68. doi:10.1002/smi.926 Spencer-Oatey, H and Franklin, P (2009) Intercultural interaction: A Multidisciplinary Approach to Intercultural Communication. Basingstoke: Palgrave Macmillan.
  • Srivastava, S., Jain, A.K, & Sullivan, S. (2019) "Employee silence and burnout in India: the mediating role of emotional intelligence". Personnel Review, 48(4), 1045-1060. https://doi.org/10.1108/PR-03-2018-0104
  • Strong, J. H., Tucker, P. D., & Ward, T. J. (2003). Tennessee Value Added Assessment System (TV AAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12(3), 247-256.
  • Stys, Y. and Brown, S.L. (2004) A Review of the Emotional Intelligence Literature and Implications for Corrections. Correctional Service Canada. Systems Inc., Toronto.
  • Tennant, C. (2001). Work-related stress and depressive dis- orders. Journal of Psychosomatic Research, 51, 697-704. http://dx.doi.org/10.1016/S0022-3999(01)00255-0
  • Thorndike, E. L. (1920). Intelligence and its uses. Harper's Magazine, 140, 227-235.
  • Xin, Y., Wu, J., Yao, Z., Guan, Q., Aleman, A., & Luo, Y. (2017). The relationship between personality and the response to acute psychological stress, Scientific Reports, 7 (16906), 1-8.
  • Yong, Z., & Yue, Y. (2007). Causes for Burnout among Secondary and Elementary School Teachers and Preventive Strategies. Chinese Education and Society, 40(5), 78–85.
  • Zeidner, M., Matthews, G., & Roberts, R. (2012). The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Applied Psychology: Health and Well-being, 4(1), 1–30.

Duygusal Zeka ve Dil Öğretimi

Yıl 2021, Cilt: 5 Sayı: 1, 17 - 30, 31.12.2021
https://doi.org/10.51726/jlr.1034535

Öz

This paper reviews Emotional Intelligence (EI) and the development of models which focus on the individual's cognitive and non-cognitive abilities and skills. It also emphasizes the differences and similarities between the mentioned models and the value of EI in educational contexts.

Kaynakça

  • Abebe, S., & HaileMariam, A. (2011). Teacher stressors and potential remedies from pre-service teachers’ and cooperating teachers. Eastern Education Journal, 40(1), 64–74.
  • Alemu, Y., Teshome, A., Kebede, M., & Regassa, T. (2014). Experience of stress among student-teachers enrolled in postgraduate diploma in teaching (PGDT): The case of Haramaya University cluster centers, Ethiopia. African Educational Research Journal, 2(3), 96–101.
  • Anderson, L. W. (1991). Increasing teacher effectiveness. Paris: International Institute for Educational Planning, UNESCO.
  • Armstrong, A. R., Galligan, R. F., & Critchley, C. R. (2011). Emotional intelligence and psychological resilience to negative life events. Personality and Individual Differences, 51(3), 331–336.
  • Bar-On, R. (1997). EQ-i Bar-On emotional quotient inventory technical manual. Multi-Health
  • Bar-On, R. (1997a). Bar-On Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Toronto, Canada: Multi-Health Systems.
  • Bar-On, R. (1997b). Bar-On Emotional Quotient Inventory (EQ-i): Technical manual. Toronto, Canada: Multi-Health Systems.
  • Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory. In R. Bar-On, & J. D. Parker (Eds.), The handbook of emotional intelligence: theory, development, assessment, and application at home, school, and in the workplace (pp. 363–388). San Francisco, CA: Jossey-Bass.
  • Bar-On, R, (2002). Bar On Emotional Quotient Inventory: Short (BarOn EQi: S): Technical Manual. Multi-Health Systems Inc., Toronto.Bar-On, R. (2006), The Bar-On Model of Emotional-Social Intelligence (ESI), Psicothema, 18(1), 13-25.
  • Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI) 1. Psicothema, 13-25.
  • Beilock, S. L., & Ramírez, G. (2011). On the interplay of emo-tion and cognitive control: Implications for enhancing academicachievement. In J. P. Mestre, & B. H. Ross (Eds.), Psychologyof Learning and Motivation (Vol. 55) Psychology of learn-ing and motivation: Cognition in education (pp. 137---169). http://dx.doi.org/10.1016/B978-0-12-387691-1.00005-3 profession .(Klassen & Durksen, 2014; Malik & Ajmal, 2010).
  • Berrocal, F. , P. & Extremera, N., (2006).Emotional intelligence: A theoretical and empirical review of its first 15 years of history. Psicothema 2006. Vol. 18, supl., pp. 7-12
  • Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47, 406-417. http://dx.doi.org/10.1002/pits.20478
  • Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese second- ary school teachers in Hong Kong. Teaching and Teacher Education, 22, 1042-1054.
  • Ciarrochi, J. V., Chan, A. Y., & Caputi, P. (2000). A critical evaluation of the emotional intelligence construct. Personality and Individual differences, 28(3), 539-561
  • Colomeischi, A.A. (2015). Teachers Burnout in Relation with Their Emotional Intelligence and Personality Traits. Procedia - Social and Behavioral Sciences,180, 1067-1073. https://doi.org/10.1016/j.sbspro.2015.02.207.
  • Corcoran, R. P., & Tormey, R. (2012). How emotionally intelligent are pre-service teachers? Teaching and Teacher Education, 28, 750-759. http://dx.doi.org/10.1016/j.tate.2012.02.007
  • Curry, J. R. P., & O'Brien, E. R. P. (2012). Shifting to a Wellness Paradigm in Teacher Education: A Promising Practice for Fostering Teacher Stress Reduction, Burnout Resilience, and Promoting Retention. Ethical Human Psychology and Psychiatry, 14(3), 178-191.
  • Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional Intelligence: In search of an elusive construct.
  • Day, A. L., & Carroll, S. A. (2004). Using an ability-based measure of emotional intelligence to predict individual performance, group performance, and group citizenship behaviors. Personality and Individual Differences, 36, 1443-1458. http://dx.doi.org/10.1016/S0191-8869(03)00240-X
  • Dörnyei, Z., & Murphy, T. (2003).Group dynamics in the language classroom.Cambridge: Cambridge University Press.
  • Erb, C. S. (2002, May). The emotional whirlpool of beginning teachers’ work. Paper presented at the annual meeting of the Canadian Society for Studies in Education, Toronto, Canada.
  • Faber, J., & Schlarb, A. A. (2016). The Relation of Sleep, Distress, and Coping Strategies-What Male and Female Students Can Learn from Each Other? Health, 8, 1356-1367. http://dx.doi. org/10.4236/health.2016.813136
  • Faltas I. Three models of emotional intelligence; 2017. Available from: https://patimes.org/models-emotional-intelligence/. Accessed July 21, 2021.
  • Fawzy, M., & Hamed, S. A. (2017). Psychological stress among medical students in Assiut University, Egypt. Psychiatry Research, 255, 186-194. http://dx.doi.org/10.1016/j.psychres. 2017.05.027
  • Flander, N. A., & Simon, A. (1969). Teacher effectiveness. In R. L. Ebel (Ed.), Encyclopedia of educational research (4th ed.,pp. 142-143). London: McMillion.
  • Gardner, H. (1993). Multiple intelligences. New York: Basic Books.
  • Gardner, L. (2006). Emotional Intelligence and Occupational Stress.
  • George, J. M. (2000). Emotions and leadership: The role of human intelligence. Human Relations, 53, 1027-1055. http://dx.doi.org/10.1177/0018726700538001
  • Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York
  • Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
  • Goleman, D. (1998b). Working with Emotional Intelligence. New York: Bantam
  • Gottfredson, L. S. (1998). The general intelligence factor.
  • Herr, R. M., Li, J., Loerbroks, A., Angerer, P., Siegrist, J., & Fischer, J. E. (2017). Effects and mediators of psychosocial work characteristics on somatic symptoms six years later: Prospective findings from the Mannheim Industrial Cohort Studies (MICS). Journal of Psychosomatic Research, 98, 27-33. http:// dx.doi.org/10.1016/j.jpsychores.2017.05.00
  • Hockenbury, D. H., & Hockenbury, S. E. (2007). Discovering psychology. New York: Worth Publishers.
  • Holmes, E. (2005). Teacher well-being:Looking after yourself and your career in the classroom. London: Routledge-Falmer. I. Nikolau and I. Tsaosis, EI in the workplace: Exploring its effect on occupational stress and organizational commitment, The International Journal of Organizational Analysis, 10(4) (2002), 327-342.
  • Ignat, AA, & Clipa, O. (2010). The impact of self-efficacy and locus of control on the professional development of teachers. Education, 177(1), 180􏲄185.
  • Jensen, E. (1998). Super teaching. San Diego: The Brain Store.
  • Journal of Personality and Social Psychology, 75, 989-1015. http://dx.doi.org/10.1037/0022-3514.75.4.989
  • Keeley, J. W., Reed, G. M., Roberts, M. C., Evans, S. C., Robles, R., Matsumoto, C., Brewin, C. R., Cloitre, M., Perkonigg, A., Rousseau, C., Gureje, O., Lovell, P., Sharon, P., & Maercker, A. (2016). Disorders specifically associated with stress: A case- controlled field study for ICD-11 mental and behavioural disor- ders. International Journal of Clinical and Health Psychology, 16, 109-127. http://dx.doi.org/10.1016/j.ijchp.2015.09.002
  • Kumaravadivelu, B (2012) Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing and Seeing. New York: Routledge.
  • Kyriacou, C. (1987). Teacher Stress and Burnout: An International Review. Educational Research, 29, 146-152. http://dx.doi.org/10.1080/0013188870290207
  • Laurențiu P. M, Sulea, C, & Iancu, A. (2017). Work engagement or burnout: Which comes first? A meta-analysis of longitudinal evidence. Burnout Research, 5, 35–43.
  • Law, K. S., Wong, S. C., & Song, J. L. (2004). The construct and criterion validity of emotional intelligence and its potential utility for management studies. Journal of Applied Psychology, 89, 483-496. http://dx.doi.org/ 0.1037/0021-9010.89.3.483
  • Li, J., Zhang, M., Loerbroks, A., Angerer, P., & Siegrist, J. (2014). Work stress and the risk of recurrent coronary heart disease events: A systematic review and meta-analysis. International Journal of Occupational Medicine and Environmental Health, 28, 8-19. http://dx.doi.org/10.2478/s13382-014-0303-7
  • Martinez-Pons, M. (1997). The relation of emotional intelligence with selected areas of personal functioning. Imagination, cognition and personality, 17(1), 3-13.f
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52(1), 397–422.
  • Matsumoto, D. (2007). Culture, context, and behavior. Journal of personality, 75(6), 1285-1320.
  • Matzel, L., D. & Sauce, B. (2017) IQ (The Intelligence Quotient) May 2017 DOI: 10.1007/978-3-319-47829-6_1080-1
  • Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.J. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational Implications: 3-31. New York: Basic Books.
  • Mayuran, I. (2013). Impact of emotional intelligence on stress management: Study of schools with banks in Jaffna district. Global Journal of Commerce & Management Perspective, 2(6), 67-71.
  • Melchior, M., Caspi, A., Milne, B. J., Danese, A., Poulton, R., & Mof- fitt, T. E. (2007). Work stress precipitates depression and anxiety in young, working women and men. Psychological Medicine, 37, 1119-1129. http://dx.doi.org/10.1017/S0033291707000414
  • Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers‘ professional well-being. In D. Gabryś- Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 213–229). Switzerland: Springer.
  • Mérida-López, S. and Extremera, N. (2017), “Emotional intelligence and teacher burnout: a systematic review”. International Journal of Educational Research, 85, 121-130. https://doi.org/10.1016/j.ijer.2017.07.006
  • Ming, L. F. (2003). Conflict management styles and emotional intelligence of faculty and staff at a selected college in southern Taiwan (China). Retrieved from www.eiconsortium.org
  • Mortiboys, A. (2005). Teaching with emotional intelligence: A step-by-step guide for higher and further education professionals. New York: Routledge.
  • Nikolaou, I., & Tsaousis, I. (2002). Emotional intelligence in the workplace: Exploring its effects on occupational stress and organizational commitment. The International Journal of Organizational Analysis.
  • O'Boyle, E. H. Jr., Humphrey, R. H., Pollack, J. M., Hawver, T. H., & Story, P. A. (2011). The relation between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behavior, 32, 788-818. http://dx.doi.org/10.1002/job.714
  • Oginska-Bulik, N. (2005). Emotional intelligence in the workplace: exploring its effects on occupational stress and health outcomes in human service workers. International Journal of Occupational Medicine and Environmental Health, 18(2), 16-175.
  • Palmer, P. J. (1998). The courage to teach. San Francisco: Jossey Bass.
  • Punia, N., Balda, S., & Poonam. (2016). Emotional intelligence and occupational stress among school teachers in Haryana, India. Research Journal of Recent Studies, 5(7), 31-35.
  • Rasoal, C, Eklund, J and Hansen, EM (2011) Toward conceptualization of ethnocultural empathy. Journal of Social, Evolutionary, and Cultural Psychology 5/1: 1–13.
  • Roeser, R. W., Schonert-Reichl, K., Jha, A., Cullen, M., Wallace, L., Wilensky, R., ... & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105, 787-804. doi: 10.1037/a0032093
  • Saarni, C. (1999). The development of emotional competence. Guilford press.
  • Salami, S. O. (2010). Occupational stress and well-being: Emotional intelligence, self-efficacy, coping, negative affectivity and social support as moderators. The Journal of International Social Research, 3(12), 387-398.
  • Salovey P., Bedell B. T., Detweiler, J. B., Mayer, J. D. (1999). Coping intelligently: Emotional intelligence and the coping process. In C. R. Snyder, Coping: The psychology of what works (pp. 141–164). New York, NY: Oxford.
  • Salovey, P., & Mayer, J.D. (1990). Emotional intelligence, Imagination, Cognition, and Personality, 9, 185-211.
  • Salovey, P., Bedell, B. T., Detweiler, J. B., & Mayer, J. D. (2000). Current directions in emotional intelligence research. Handbook of Emotions, 2(1), 504-520.
  • Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale.1997
  • Salovey, P., Stroud, L. R., Woolery, A., & Epel, E. S. (2002). Perceived emotional intelligence, stress reactivity, and symptom reports: further explorations using the trait meta-mood scale. Psychology and Health, 17(5), 611-627, doi: 10.1080/08870440290025812
  • Schneider, T. R., Lyons, J. B., & Khazon, S. (2013). Emotional intelligence and resilience. Personality and Individual Differences. 55(8), 909–914.
  • Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and individual differences, 25(2), 167-177.
  • Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.
  • Slaski, M., & Cartwright, S. (2000). Health, performance, and emotional intelligence: An exploratory study of retail managers. Stress and Health, 18, 63-68.
  • Slaski, M., & Cartwright, S. (2002). Health, performance and emotional intelligence: An exploratory study of retail managers. Stress and Health, 18, 63-68. doi:10.1002/smi.926 Spencer-Oatey, H and Franklin, P (2009) Intercultural interaction: A Multidisciplinary Approach to Intercultural Communication. Basingstoke: Palgrave Macmillan.
  • Srivastava, S., Jain, A.K, & Sullivan, S. (2019) "Employee silence and burnout in India: the mediating role of emotional intelligence". Personnel Review, 48(4), 1045-1060. https://doi.org/10.1108/PR-03-2018-0104
  • Strong, J. H., Tucker, P. D., & Ward, T. J. (2003). Tennessee Value Added Assessment System (TV AAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12(3), 247-256.
  • Stys, Y. and Brown, S.L. (2004) A Review of the Emotional Intelligence Literature and Implications for Corrections. Correctional Service Canada. Systems Inc., Toronto.
  • Tennant, C. (2001). Work-related stress and depressive dis- orders. Journal of Psychosomatic Research, 51, 697-704. http://dx.doi.org/10.1016/S0022-3999(01)00255-0
  • Thorndike, E. L. (1920). Intelligence and its uses. Harper's Magazine, 140, 227-235.
  • Xin, Y., Wu, J., Yao, Z., Guan, Q., Aleman, A., & Luo, Y. (2017). The relationship between personality and the response to acute psychological stress, Scientific Reports, 7 (16906), 1-8.
  • Yong, Z., & Yue, Y. (2007). Causes for Burnout among Secondary and Elementary School Teachers and Preventive Strategies. Chinese Education and Society, 40(5), 78–85.
  • Zeidner, M., Matthews, G., & Roberts, R. (2012). The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Applied Psychology: Health and Well-being, 4(1), 1–30.
Toplam 83 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mert Pekbay 0000-0001-6790-933X

Onur Karasu 0000-0002-2739-237X

Oya Tunaboylu 0000-0002-9926-7973

Erken Görünüm Tarihi 16 Nisan 2021
Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 5 Sayı: 1

Kaynak Göster

APA Pekbay, M., Karasu, O., & Tunaboylu, O. (2021). Emotional Intelligence and Language Teaching. Journal of Language Research, 5(1), 17-30. https://doi.org/10.51726/jlr.1034535
AMA Pekbay M, Karasu O, Tunaboylu O. Emotional Intelligence and Language Teaching. JLR. Aralık 2021;5(1):17-30. doi:10.51726/jlr.1034535
Chicago Pekbay, Mert, Onur Karasu, ve Oya Tunaboylu. “Emotional Intelligence and Language Teaching”. Journal of Language Research 5, sy. 1 (Aralık 2021): 17-30. https://doi.org/10.51726/jlr.1034535.
EndNote Pekbay M, Karasu O, Tunaboylu O (01 Aralık 2021) Emotional Intelligence and Language Teaching. Journal of Language Research 5 1 17–30.
IEEE M. Pekbay, O. Karasu, ve O. Tunaboylu, “Emotional Intelligence and Language Teaching”, JLR, c. 5, sy. 1, ss. 17–30, 2021, doi: 10.51726/jlr.1034535.
ISNAD Pekbay, Mert vd. “Emotional Intelligence and Language Teaching”. Journal of Language Research 5/1 (Aralık 2021), 17-30. https://doi.org/10.51726/jlr.1034535.
JAMA Pekbay M, Karasu O, Tunaboylu O. Emotional Intelligence and Language Teaching. JLR. 2021;5:17–30.
MLA Pekbay, Mert vd. “Emotional Intelligence and Language Teaching”. Journal of Language Research, c. 5, sy. 1, 2021, ss. 17-30, doi:10.51726/jlr.1034535.
Vancouver Pekbay M, Karasu O, Tunaboylu O. Emotional Intelligence and Language Teaching. JLR. 2021;5(1):17-30.