Zugl.: Bremen, University, Diss., 2005.

Die sportpsychologische Forschung zum Zusammenhang zwischen der emotionalen Intelligenz (EI) und der sportlichen Leistung im Wettkampfsport ist durch eine breite Vielfalt konzeptioneller EI-Modelle sowie eine heterogene Verwendung von EI-Inventaren gekennzeichnet. Die Befunde zum Einfluss der EI auf sowohl Mannschafts- als auch individuelle Leistungsindikatoren weisen in unterschiedliche Richtungen. Dies erschwert die Ableitung eindeutiger Schlussfolgerungen und die Bewertung des konkreten Beitrags des Konzepts der EI für den Wettkampfsport. Die vorliegende Dissertation trägt dazu bei, dieses Forschungsdesiderat anzugehen und die empirische Evidenz im Bereich der sportpsychologischen Forschung zum Zusammenhang zwischen der EI und der sportlichen Leistung zu präzisieren. Ausgangspunkt ist die theoretische Auseinandersetzung über die Rolle von Emotionen im Wettkampfsport und der notwendigen Fähigkeiten, diesen zu begegnen. Dies führt zur eingehenden Auseinandersetzung mit dem Konstrukt der EI, der sich gegenüberstehenden theoretischen Perspektiven der EI und deren Methoden zur EI-Operationalisierung. Es werden allgemeine Forschungsbefunde zur EI und repräsentative Auszüge empirischer Studien in der Sportpsychologie zur EI im Sport und konkret zum Zusammenhang mit der sportlichen Leistung dargestellt. Den Kern meiner kumulativen Dissertation bilden drei wissenschaftliche Studien (eine Metaanalyse und zwei empirische Querschnittsanalysen), von denen zwei in internationalen Zeitschriften mit Peer-Review-Verfahren veröffentlicht und eine eingereicht wurden. Das Ergebnis der quantitativen Metaanalyse, welches auf 22 Effektgrößen basiert, zeigt eine schwache, positive Verbindung zwischen dem Gesamtwert der EI und der sportlichen Leistung, was die Bedeutung der EI als möglichen Prädiktor für die sportliche Leistung im Wettkampfsport unterstreicht. Darüber hinaus empfiehlt die gemeinsame Analyse der eigenschafts- und fähigkeitsbasierten EI in einem quantitativen Querschnittsdesign (Studie 2) die Verwendung der Eigenschafts-EI, gemessen durch den „Trait Emotional Intelligence Questionnaire“ (TEIQue), für die Vorhersage subjektiver Leistungsparameter im Wettkampfsport. Es wurde auch festgestellt, dass weder ein erhöhtes Niveau der eigenschaftsbasierten EI noch der fähigkeitsbasierten EI ausschließlich für Spitzensportler:innen charakteristisch ist. In der dritten Studie wurden in einem ersten Schritt emotionale Herausforderungen in verschiedenen Sportarten unter der Verwendung von Bewertungstheorien der Emotionen identifiziert und daraus ein Kategorisierungssystem für Sportarten theoretisch abgeleitet. Darauf aufbauend wurde in einer quantitativen Querschnittsanalyse nachgewiesen, dass nicht der Gesamtwert der eigenschaftsbasierten EI, sondern einzelnen Dimensionen – insbesondere die Dimension Selbstkontrolle, geeignet sind, zwischen Sportartengruppen zu differenzieren. Dies legt nahe, dass eine gezielte Fokussierung auf spezifische Aspekte der EI in Bezug auf bestimmte Sportgruppen sinnvoll sein kann. Die Ergebnisse der Einzelstudien werden zum theoretischen Diskurs in Bezug gesetzt. Es erfolgt eine kritische Reflektion der methodischen Limitationen der einzelnen Studien, die im Hinblick auf die Wahl der Forschungsmethoden zur Beantwortung der Forschungsfrage aufgetreten sind. Gleichzeitig werden mögliche Lösungsansätze für empirische Forschungsprojekte vorgestellt. Abschließend werden die zukünftigen Forschungsansätze und Handlungsempfehlungen für die sportpsychologische Praxis präsentiert. / The field of sport psychology has explored the relation between Emotional Intelligence (EI) and athletic performance in competitive sports, characterized by a diverse range of conceptual EI models and heterogeneous use of EI inventories. Findings on the influence of EI on both team and individual performance indicators have yielded varied results, complicating the derivation of definitive conclusions and the assessment of the specific contribution of the EI concept to competitive sports. This dissertation addresses this research gap by contributing to a more precise understanding of the empirical evidence in the domain of sport psychological research on the relationship between EI and athletic performance. The investigation commences with a theoretical examination of the role of emotions in competitive sports and the requisite skills to navigate them. This leads to a thorough exploration of the EI construct, the opposing theoretical perspectives of EI, and their methods of operationalization. General research findings on EI, along with representative excerpts from empirical studies in sport psychology on EI in sports, particularly in relation to athletic performance, are presented. The core of this cumulative dissertation comprises three scientific studies, a meta-analysis, and two empirical cross-sectional analyses, with two studies published in international peer-reviewed journals and one submitted. The results of the quantitative meta-analysis, based on 22 effect sizes, reveal a moderate, positive association between the overall score of EI and athletic performance, underscoring the significance of EI as a potential predictor for athletic performance. Additionally, the joint analysis of trait-based and ability-based EI in a quantitative cross-sectional design (Study 2) recommends the use of trait-based EI, measured by the "Trait Emotional Intelligence Questionnaire" (TEIQue), for predicting subjective performance parameters in competitive sports. It was also observed that an elevated level of either trait-based EI or ability-based EI is not exclusive to elite athletes. In the third study, emotional challenges in various sports were initially identified using appraisal theories of emotions, leading to the theoretical derivation of a categorization system for sports. Subsequently, a quantitative cross-sectional analysis demonstrated that it is not the overall score of trait-based EI but individual dimensions—particularly the dimension of self-control—that are suitable for differentiating between sports groups. This suggests that a targeted focus on specific aspects of EI concerning certain sports groups may be meaningful. The results of individual studies are contextualized within the theoretical discourse, followed by a critical reflection on the methodological limitations of each study in terms of the choice of research methods to answer the research question. Simultaneously, potential solutions for empirical research projects are presented. Finally, future research avenues and recommendations for sport psychological practice are discussed.

Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.

In Ontario, Canada, practical nurses (PN) are educated through a 2-year diploma program. A review of PN program curricula in Ontario suggested that emotional intelligence (EI) and the core concept of emotional self-management are not specified in curriculum outcomes or courses. The study explored PN students' lived experiences with emotional self-management in the clinical settings where they are exposed to stress related situations using van Manen's orientation to hermeneutic phenomenology. The original four-branch ability model of EI by Mayer and Salovey was used as the theoretical framework to guide the explorative and interpretative processes of the study. Face-to-face interviews were conducted with a purposive convenience sample of 10 PN students at a southern Ontario community college in Canada. Van Manen's selective reading thematic analysis approach was used to analyze the data. Findings of this study suggested that the participants perceived themselves to have basic EI knowledge and are usually aware of their own and others' emotions, and indicated the notion of professionalism, ability to reflect, and empathy were meaningful in relation to EI. Participants expressed that their first knowing of EI provided them with more confidence and awareness and they would like to learn more about EI. An increased understanding of emotional self-management could enhance teaching and learning approaches, particularly with PN students who are exposed to high-stress clinical environments, thereby contributing to positive social change.

Techn. Universiẗat, Diss.--Berlin, 2000.

Made available in DSpace on 2018-09-21T14:10:12Z (GMT). No. of bitstreams: 1 tese_12587_TEXTO FINAL COMPLETO - Edineia print version.pdf: 9557215 bytes, checksum: 0fdb61017e4dbe2309b454c1affdb50f (MD5) Previous issue date: 2018-07-16 / Este trabalho analisa possibilidades e limitações da abordagem de ensino de conteúdos diversos por meio da língua conhecida como Content and Language Integrated Learning ou CLIL na abreviação em inglês e doravante, no ensino de inglês da Educação Infantil. As perguntas de pesquisa que norteiam o trabalho são quais são possibilidades e limitações do uso da abordagem CLIL na educação infantil e quais são apropriações de uma professora/pesquisadora dessa abordagem para selecionar, elaborar, adaptar, implementar e avaliar atividades baseadas na abordagem CLIL. A metodologia de pesquisa é a da pesquisa-ação e o estudo foi realizado em uma escola privada regular não-bilíngue com crianças de 5 e 6 anos de idade, falantes apenas de português como língua materna (L1), em 3 turmas no último ano da Educação Infantil, totalizando 54 participantes. Foram preparados 10 planos de aula com base na abordagem CLIL para trabalhar conteúdos de Matemática, Linguagem Oral e Escrita e Ciências da Natureza ministrados em inglês como língua estrangeira (L2) para esse público. O arcabouço teórico que fundamenta a pesquisa é o da teoria sociocultural de Vigotsky (1934), com foco no conceito de Zona de Desenvolvimento Proximal (ZDP) proposto por ele. Os dados da pesquisa incluem notas do diário da professora/pesquisadora e os planos de aula produzidos e adaptados por ela. A análise dos dados mostra que é possível a utilização da abordagem CLIL na Educação Infantil por meio da mediação do professor, com a ajuda de materiais concretos que se relacionem com o conhecimento prévio dos alunos. O estudo conclui que existem possibilidades de uso da abordagem CLIL na Educação Infantil desde que as limitações relacionadas à formação de professores para atuarem com essa abordagem sejam superadas.

Made available in DSpace on 2018-09-21T14:10:12Z (GMT). No. of bitstreams: 1 tese_12587_TEXTO FINAL COMPLETO - Edineia print version.pdf: 9557215 bytes, checksum: 0fdb61017e4dbe2309b454c1affdb50f (MD5) Previous issue date: 2018-07-16 / Este trabalho analisa possibilidades e limitações da abordagem de ensino de conteúdos diversos por meio da língua conhecida como Content and Language Integrated Learning ou CLIL na abreviação em inglês e doravante, no ensino de inglês da Educação Infantil. As perguntas de pesquisa que norteiam o trabalho são quais são possibilidades e limitações do uso da abordagem CLIL na educação infantil e quais são apropriações de uma professora/pesquisadora dessa abordagem para selecionar, elaborar, adaptar, implementar e avaliar atividades baseadas na abordagem CLIL. A metodologia de pesquisa é a da pesquisa-ação e o estudo foi realizado em uma escola privada regular não-bilíngue com crianças de 5 e 6 anos de idade, falantes apenas de português como língua materna (L1), em 3 turmas no último ano da Educação Infantil, totalizando 54 participantes. Foram preparados 10 planos de aula com base na abordagem CLIL para trabalhar conteúdos de Matemática, Linguagem Oral e Escrita e Ciências da Natureza ministrados em inglês como língua estrangeira (L2) para esse público. O arcabouço teórico que fundamenta a pesquisa é o da teoria sociocultural de Vigotsky (1934), com foco no conceito de Zona de Desenvolvimento Proximal (ZDP) proposto por ele. Os dados da pesquisa incluem notas do diário da professora/pesquisadora e os planos de aula produzidos e adaptados por ela. A análise dos dados mostra que é possível a utilização da abordagem CLIL na Educação Infantil por meio da mediação do professor, com a ajuda de materiais concretos que se relacionem com o conhecimento prévio dos alunos. O estudo conclui que existem possibilidades de uso da abordagem CLIL na Educação Infantil desde que as limitações relacionadas à formação de professores para atuarem com essa abordagem sejam superadas.

No description available.

Developing a time- and cost-efficient method for second language (L2) oral proficiency measurement is one of the research topics that has attracted much attention in recent decades. The purpose of this study is to develop a computerized oral testing system for L2 Japanese using automatic speech recognition (ASR) technology. Two testing methods called elicited imitation (EI) and simulated speech (SS) are proposed to quantify L2 accuracy and fluency via ASR processing. This study also suggests systematic EI item creation leveraging corpus technology and discusses the effectiveness of the test items created through analyses of item difficulty. Further, refinement of the EI grading system is described through a series of statistical investigations. For SS, this study reports the five most influential L2 fluency features identified through machine learning and proposes a method to yield individual SS scores with these features based on previous studies. Lastly, several methods to combine the EI and SS scores are presented to estimate L2 oral proficiency of Japanese.

No description available.