Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
In the last years the new estimation means was introduced in Russian school education - the Unified State Examination (the USE). “Unified State Exam is an exam in the Russian Federation that every student must pass after graduation from school in order to enter a university or a professional college. All students must pass the USE for mathematics and the Russian language and can take two additional subject exams. Since 2009, the USE is the only form of graduation examination in schools and the main form of preliminary examinations for universities.” (National examinations: http://www.useic.ru/nationalexaminat.html). Thus students of Russian high school were compelled to adjust to the changing conditions of the educational environment. Psychological research data have obtained many evidences that Emotional Intelligence accounts for success at the working place and happiness in life equally with Intellectual Intelligence (British Psychological Society (Press Release), 2008, Derevjanko, 2007, Izard, 2001, Mayer & Salovey, 1997, Ljusin, D.V. (2004). Numerous studies of emotional intelligence (EI) were conducted in recent years, but still a number of issues relating to the cerebral mechanisms that may underlie its components and the connection with adjustment to educational environment remained unclear (Mayer et al., 1999; Izard, 2001, Roberts et al, 2004, Mayer, J.D., Roberts, R.D., and Barsade, S.G..(2008)). The role of students’ characteristics of Emotional Intelligence in successful adjustment to the USE also has not been sufficiently discussed.
Objectives. The aim of the present research was to examine how the EI components influence the students' adjustment to the introduction of the new criteria of the final evaluation of school progress (the USE), i.e. adjustment to the educational environment.The importance of processing of speech emotional intonation (as one of cognitive characteristics of EI) is underlined by the scenario "it is not what was said but how it was said", that is emotional intonation of a message may override or nullify its linguistic content. So, the special emphasis was made for exploring the connections of psychophysiological mechanisms of recognition of emotional tone of voice with students’ adjustment to the educational environment.
Method
Expected Outcomes
References
Derevjanko, S.P. (2007). Role of Emotional Intelligence in the process of socio-psychological adaptation of students. Innovation technologies, №1, 92-95. Dmitrieva E.S., Gel'man V.Y., Zaitseva K.A., Orlov A.M. ( 2012). Perception features of emotional intonation of short pseudo words. Zh Vyssh Nerv Deiat Im I P Pavlova. 62,270-278. Emotional Intelligence Training May Boost Exam Performance (2008) British Psychological Society (Press Release). http://alevelpsychology.co.uk/news/intelligence/ emotional-intelligence-training-may-boost-exam-performance.html Izard, C.E. (2001) Emotional intelligence or adaptive emotions? Emotion, 1, 249–257 Ljusin, D.V. (2004) Contemporary conceptions of Emotional Intelligence, in Ljusin, D.V. and Ushakov D.V. (Eds.) Social Intelligence: Theory, Measurement, Research. Moscow, Institute of Psychology RAS. Lyusin D. (2009). Emotional intelligence questionnaire: New psychometric data. In: Ljusin, D.V. and Ushakov D.V. (Eds.) Social and Emotional Intelligence, pp.264-278. Moscow. Institute of Psychology RAS National examinations. http://www.useic.ru/nationalexaminat.html Mayer, J.D., Roberts, R.D., and Barsade, S.G. (2008) Human Abilities: Emotional Intelligence. Annu. Rev. Psychol., 59, 507–536. Mayer J.D., and Salovey P. (1997). What is emotional intelligence? in P. Salovey, D. Sluyter (Eds.) Emotional development and emotional intelligence: Implications for educators. New York: BasicBooks. P.3-31 Roberts R.D., Zeidner M., Matthews G., and Lyusin D. (2004). Emotional intelligence: aspects of theory, measurement and practical application. V. 1. № 4. P. 3 - 26.
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