Browsing by Author "Silva, Elisabete Porto"
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- Outdoor training como metodología para potenciar la inteligencia emocional en niños de 1. CicloPublication . Santos, Mário Alberto Silva; Franco, Maria da Glória; Santos, Natalie de Nóbrega; Silva, Elisabete PortoSupported by a change of mentality, which coincides with the entry of the century, the investigations begin to question the intelligence quotient as a predominant factor in achieving social and professional success, going to defend the emotional quotient. Thus, we advocate its improvement in children and young people to equip them with differentiating competencies. Outdoor Training, which places individuals in natural settings outside their comfort zone, is shown as a methodology to better and faster learning than the traditional model. For this reason, it is being developed at this time a research project that aims to assess whether the methodology of outdoor training, used to work socio-emo tional skills in executives, is also valid for working competences in children in basic education. For this, we chose an experimental study, which includes 162 students from two public schools in 1.º cycle of basic education Funchal Council, a group operating as an experimental group ( 83 students ) who participate in outdoor training activities during the academic year 2013/2014, and a control group (79 students). Children will be assessed at two points, at the beginning and end of the school year through the following instruments: the Bar -On Emotional Quotient Inventory test: Youth Version (Candeias & Rebocho, 2007), the Test of Emotional Comprehension (TEC, Ponst , Harris, & de Rosnay, 2004), the questionnaire Socially in Action (Socialmente em Acção, SA, Candeias, 2008), Social Cognitive Test Inteligência (Prueva Cognitiva de Inteligência Social, PCIS, Candeias, 2007); Raven’s progressive matrices (Simões , 2000) and the Piers-Harris Children’s Self-Concept Scale (PHCSCS -2, Veiga , 2006). By now it was made the first evaluation and are being developed outdoor training activities with the exper imental group. In this paper, we present some qualitative results of the developments observed in the students who are participating in these activities.
- Outdoor training como metodología para potenciar la inteligencia emocional en niños y adolescentesPublication . Santos, Mário Alberto Silva; Franco, Maria da Glória; Santos, Natalie de Nóbrega; Silva, Elisabete PortoCurrently the talent is the key word for any type of organization or institution. Supported by a change of men tality , which coincides with the entry of the century, the investigations begin to question the IQ (intelligence quo tient) as the predominant factor in achieving social and professional success , going to defend the EQ (emotional quotient). Thus, we advocate processing in children and young people to equip them with differentiating compe tencies to develop talents. Outdoor Training, which places individuals in natural settings outside their comfort zone, has proved to be a methodology that enables better and faster learning than the traditional method. In this workshop we intend to demonstrate how socio-emotional skills can be worked in children and young people using this methodology. It will be developed four outdoor activities that allow participants to go through the experience and be able to assess the relevance and impact of this methodology. The workshop will be con duct with a maximum of 30 people, outdoor environment (off living classroom, on the grounds of the university). A team of researchers in the area of outdoor training and emotional intelligence will energized the workshop on the ground. The workshop will be evaluated through interviews and questionnaires of assessment.
- Relação entre a inteligência emocional e o rendimento escolar em crianças do 1. º Ciclo do Ensino Básico da RAMPublication . Silva, Elisabete Porto; Franco, GlóriaThe growing interest in emotional intelligence has motivated, since the ‘ 90, the development of numerous studies on the topic. One of the approaches of these studies has been the relationship between emotional intelligence and academic achievement, without much agreement on the results (Angelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al., 2006; Silva & Duarte, 2012) and was developed further this research. The survey was developed with a set de129 individuals of both sexes of RAM (Autonomy Region of Madeira) in order to respond to the questions: is there any relationship between IE, the IE perceived and school per formance? Does gender, age, social participation, socio-economic status of parents and school retention influence the IE and the school performance? The instruments used were: A demograph ic and educational survey where they gathered, in addition to the socio-demographic data, academ ic performance data as: retention, the notes of the Portuguese language, Mathematics, the Study of the Middle note of calibration tests: Portuguese language and Mathematics; and the Emotional Intelligence survey of Bar-On (Candeias & Rebocho, 2007, Candeias et al., 2008). The results reveal that only some aspects of IE relate to some of the variables of school performance, in particular the classifications to Portuguese and Mathematics.