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The four dimensions of emotional intelligence essay
The four dimensions of emotional intelligence essay
Emotional Intelligence: Why It Can Matter More Than IQ
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We all have a memory of a moment at school when we were confronted to difficulties. At this moment, most of us had the reaction to compare ourselves to a classmate that doesn’t have problem, and we all, at least once, thought “this is not for me”. It is often thought that ability is an inborn gift, but it might be time to change this thinking. To be clearer, the opposite has been found and explained by the role of the emotion and confidence, the malleability of intelligence, and a good reaction toward challenges and errors.
Emotion and confidence furnish positive changes in the process of learning. Sometimes, people don’t measure the importance that emotions have in the learning process. Zull (2004) explained that emotions are needed to create reactions in the brain. The way we perceive gratification or disappointment when doing a task affect the result. The mind’s activity that is created through positive emotions is one of the
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In their articles Krakovsky (2007), and Kimball and Smith (2013) revealed that if people believe in what they are doing and are convinced that they are able to achieve it, the result would be more impressive than for those who don’t. A person’s perception of personal capability is directly linked with the success of their learning. That means that if you believe in yourself you will provide more effective work and learn faster.
The mechanism of the brain has been shown to be a flexible system that can be improved by different approaches of learning. The authors Krakovsky (2007), Kimball and Smith (2013), and Zull (2004) described the human’s brain as an extensible area. That is to say that intelligence is not restricted. In fact, intelligence is a “neurological process” Zull (2004) which can be improved by training. By practicing, a “growth mind-set” person Krakovsky (2007) (someone who is ready to provide effort for his or her goals) will create new connections
In Carol Dweck’s article titled, “Brainology” Dweck discusses the different mindsets that students have about intelligence. Some where taught that each person had a set amount of intelligence, while others were trained that intelligence is something they could develop and increase over time. in Dweck’s article she writes, “ It is a belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constrictive, determined reactions to setbacks” (Dweck pg. 2). Dweck is talking about a growth mind-set in which is how students perceive the growth of knowledge and that no one person is born with a certain amount of intelligence, it too can be trained and developed over time. By introducing Dweck’s ideas of a growth mind-set to students, students will enjoy learning and be less devastated by setbacks, because they know they can develop intelligence. Dweck also writes that students with a growth mind-set, “believe that intelligence is something that can be cultivated through effort and education. They
It was not until I read Carol S. Dweck’s “Brainology” that I realized I had a fixed mindset. I care more about getting a 4.0 than actually understanding what I am being taught and I also hate struggling. These habits are part of having a fixed mindset. It was after reading this article that I discovered I could change my mindset and be successful. Having a fixed mindset means that you believe that you and others only have a certain amount of intelligence. A growth mindset on the other hand, is believing that everyone has the ability to reach a higher level of intelligence through effort and hardwork.
This is done through the use of a study. The research done monitored the mind-sets of several hundred students and the grades that they accomplished over time. Through this they realized that those who believed that intelligence is a skill individuals develop over time were the students who were improving in the class. To ensure that this was indeed the case they eliminated any doubt by teaching some students that intelligence is not static and proceeded to monitor their progress and discovered that their marks began to improve. This study examines the difference between using both mind-sets instead of just focusing on one and explaining why it does not work, therefore, developing the clarity needed to see the benefits of the growth mind-set. Moreover, this article not only mentions that the growth mind-set needs to be taught by teachers and learned by students, but it mentions a way in which this can easily done through the Brainology website. This is a great method especially with the increase of technology being used in the classroom. As it is has been stated, the strengths of this article are providing a study to prove the growth mind-set is beneficial and by providing means to implement the mind-set in the
Both were given a workshop with skills on how to study, but one was also given lessons on what a growth mindset was and how to develop one. The group given the lessons on growth mindset was extremely fascinated by the thought that they could control how much knowledge they were capable of learning. Overall, the growth mindset group excelled while the control group continued to not do so well. After receiving these results, Dweck was so inspired that she developed a growth mindset computer program called “Brainology,” that would be available to students all around the world. Dweck concluded that it’s extremely important to teach students that it takes hard work to achieve
Also, in Carol Dweck’s research article “Brainology”, she states the subtitle “Transforming Students’ Motivation to Learn”. She dishes mindsets and achievement, how do students learn these mindsets, and so on… … Dweck suggests, “Many students believe that intelligence is fixed, that each person has a certain amount, and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed in intelligence they possess”. Many students believe that the challenge encountered in learning is a threat to their growth path. She put forward two different minds of the ideological study contrast, the finds showed that students studied with a growth mindset were more interested in learning and
In Carol Dweck’s “Brainology” the article explains how our brain is always being altered by our experiences and knowledge during our lifespan. For this Dweck conducted a research in what students believe about their own brain and their thoughts in their intelligence. They were questioned, if intelligence was something fixed or if it could grow and change; and how this affected their motivation, learning, and academic achievements. The response to it came with different points of views, beliefs, or mindset in which created different behavior and learning tendencies. These two mindsets are call fixed and growth mindsets. In a fixed mindset, the individual believes that intelligence is something already obtain and that is it. They worry if they
One of the experiments performed was with animals. One set of animals were forced to live alone in a bare cage and the other set of animals were given toys and companions. The animals in the “stimulating” environment were forced to create connection with their companions and they were also forced to figure out how the toys work. This environment allowed the animals to form new connections between brain cells, which allowed their brains to grow. The animals that were put in bare cages spent most of their day sleeping and not engaging, which did not allow their brains to grow. The animals in the stimulating environment had brains that were 10% heavier than the other animals, according to the study. In another study, scientists assembled a group of individuals who could not juggle and divided the group in half. One group was taught to practice juggling and they continued to practice, while to other group did not practice. The group that was taught to practice and practiced the skill were able to improve their skills. These results were confirmed by a brain scan which revealed that the jugglers who practice had growth in the motor and visual areas of their brain. Brain growth is always possible, as long as practice is
Conclusively, Bruer stresses that educators should be wary of claims derived from the neuroscience and education argument and focus on what behavioral science already tells us about teaching, learning and cognitive development (Bruer, 1997). There should be an attempt to build an interactive, recursive relationship among research programs in education, cognitive psychology, and systems neuroscience, which will allow us to extend and apply our understanding of how mind and brain support learning (Bruer,
A number of aspects can influence one’s mind and its relationship with the world, and how it grows and flourishes. Both genetic and environmental traits have a contribution to the development of cognition and intelligence. Biologically, a person is born with the same number of brain cells they will ever possess, however, a person’s complete brain function capacity and strength will take years to solidify as neural networks grow more complex (Hank, 2014). Biological maturation will allow for such growth processes, and it enables orderly changes in behavior to take place. Cognitive development refers to how thought, intelligence, and language processes change as people mature (King, 2017). The development of thought processes, including memory, problem-solving, and decision-making, expand from childhood through adolescence to adulthood. Jean Piaget (1896-1980), proposed his theory on how children actively construct and seek to
Moreover, self-confidence is something that cannot be taught. It is up to the individual to decide how much belief that they possess inside of themselves. Further, the more people believe in success and in the achievements that they have accomplished in the past, the more they can firmly embrace new challenges in the future. In contrast, “confidence” is opposite to some of people’s negative personalities such as cowardness, timidity, and it can lead them to be afraid to fail, or do not dare to pursue their dreams. Throughout life, “confidence” can be expressed from the smallest action as a student presenting or contributing ideas to the class lessons, or a scientist announcing his inventions, or even a writer publishing his books. The best way to gain self-confidence is to look deep inside of ourselves and believe that we have the ability to overcome all obstacles and challenges we are faced with on a daily bases because our self-esteem is one of the few things that we have control over. Thus, practicing to be more confident is a crucial task people should do every
Arguably, learning new information and skills as well as dealing with challenging situations can be negatively impacted by a lack of confidence due to a lack of competence in practice. According to Lundberg (2008) students with low confidence often visualize defeat before it occurs. In line with (ibid, 2008), Bradbury-Jones et al., (2007) challenge that disempowering experiences can lead to fragile levels of confidence, which can be result in students disengaging from placements or leaving a program. The authors further elaborate that in contrast, increased confidence and empowerment led to improved motivation for learning and a better outlook on a situation (Bradbury-Jones et al., 2007). Earlier work by Clark et al., (2004) highlight that when students have a higher sense of confidence about their skills, they are more likely to think of these skills as important, which may indirectly affect competence at work, as argued by Bandura (1997), people fail to apply what they learned or do half-heartedly, if they distrust their ability to do successfully. A recent study by Watson et al.,
Intelligence involves the ability to interact with our surroundings by understanding and analysing complex concepts. It also means having the mental capability to be able to adapt, learn and solve problems quickly (Gottfredson, 1997). Understanding the nature of intelligence will greatly help the approach towards enhancing humans’ ability, be it education or research. The study of what represents intelligence is still debatable. Currently there are two main stems of research on the nature of intelligence: general intelligence and multiple intelligences. Multiple intelligences explains that intelligence is separated into different forms of intelligence. Gardner (1983) grouped the abilities into seven forms; logical-mathematical, musical, spatial,
Understanding yourself will help immensely in achieving your set goals.” This is because it will help you know what you are capable of and what you would have to delegate to others to do. Managing yourself depends on knowing yourself, so that you can build performance on the characteristics that support your achievement. Most people assume that they know what they're good at and what they're not good at and that these constitute their strengths and weaknesses. Concentrate on your strength and don’t try to build performance on your weakness, but rather try managing your weakness” (Komives, 2007) .Understanding yourself entails knowing your values that guides your action, because beliefs shape our actions. When you are known for a solid value system based on integrity ...
Cognitive theory states that learning capacity is what going on inside student’s mind. According to cognitive theory, learning is not just a difference in behaviour, it is a modification in the way a learner thinks. Following it is the information processing model which describes that one’s brain has internal structures which select and operate incoming material (Dynamic Flight 2003). According to studies performed by the Laboratoire de Psychologie du Développement et de l'Education de l'Enfant (CNRS/Université Paris Descartes/Université de Caen Basse-Normandie), in collaboration with the NeuroSpin Center (CEA), brain shape does affect learner’s learning capacities. Everyone has cognitive control which is a crucial component of intelligence and learning capacity. However, the difference of our brain does affect it and therefore it differs from individuals. The scientists explained that if the asymmetry of the right and left hemisphere corresponds to more lateralization, the greater specialization of each hemisphere. This helps to improve the ability to resolve tasks. Learners whose two hemispheres were asymmetrical at the level of the cingulate cortex achieved better results and displayed greater capacity for cognitive control. From this, we can know that everyone may have different
The anxiety and frustration can decrease. Emotions are very important because not everyone accept them, sometimes they have experienced reject from others for example classroom partners, teachers and even their own parents because they experience a lot of stress and frustration , but many people are very compromised helping them so they can improve all their motor skills. The next phrase emphasizes what has been said: “Raise your words, not your voice. It is rain that grows flowers, not thunders” – (Rumi, 1207)