The Emotional Competence Framework Model

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Goleman (1998) developed the Emotional Competence Framework model that is organized around personal and social competencies. Personal competence is defined as how people manage emotions and has five major areas: Self-Awareness is knowing one’s internal states preferences, resources and intuitions. Self-Regulation is managing one’s internal states, impulses and resources. Motivation is an emotional tendency that guides or helps us to reach our goals. Empathy is an awareness of other’s feelings, needs and concerns. Social skills are adeptness at inducing desirable responses from others. Weisenger (1998) defines emotional intelligence as “the intelligent use of emotions; one intentionally makes one’s own emotions work for one by using them to…show more content…
A sample of two hundred ninety students from a University was employed. Beck’s Depression Inventory and Heppner’s Problem Solving Scale were utilized. Results suggested that non-depressed student averages were significantly higher on problem-solving scales than the depressed students. General orientation and decision making variables accounted for twenty nine percent of the variance in depression among the college students. Hancock, Bray & Nason, (2002), in a study investigated the effects of professors’ instructional methods and university students’ conceptual levels of achievement and motivation in a course designed to teach computer technologies. The study concluded that matching high-conceptual-level learners with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students’ achievement and motivation. Overall, students exposed to student-centered instruction demonstrated greater motivation than students exposed to teacher centered…show more content…
One hundred one males and one hundred one females responded to a self- report questionnaire. The results suggest that males and females use situational cues in their frameworks of anger expression. Females report using internal feeling cues to determine whether or not to express anger whereas males do not. Males report that they express anger more when they perceive anger and aggression in their social environments whereas females do not unless they are also feeling angry. Females report that they suppress anger less and express anxiety and guilt less when they perceive their social environment as supportive. Helland, Stallings & Braxton, (2002) in a study examined how fulfillment of college expectations affects students’ social integration. Analysis showed that the fulfillment of social expectations for college positively affects both social integration and subsequent institutional commitment. The study also revealed that the greater the degree of social integration and institutional commitment, the more likely students will return to theuniversity to complete their academic

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