Rama Sundari Nag
Osmania University, India
Title: Enhancing emotional competencies and explore its’ effect on self-efficacy, and resilience of high school students: An intervention study
Biography
Biography: Rama Sundari Nag
Abstract
Emotional competencies can be defined as combination of skills and abilities that individual puts to use to perceive accurately, appraise, and express, regulate and understand emotions. It shows the individual’s ability to demonstrate emotionally intelligent behavior. The emotional intelligence is the behavior that requires emotional and behavioral control in social situations (Kanfer &Kantrowitz,2002). The work of Boyatzis, Goleman, and Rhee (1999), designed a framework for the clustering of emotional competencies. According to Wolff (2005), the competencies can be assessed by an instrument based on this framework, the Emotional and Social Competencies Inventory (ESCI).
Emotional intelligence competencies allow people to gain insight into their emotional state, regulate their moods effectively, and build their emotional resources, help people to relate confidently and empathically to others, (Salovey et al. 2002; Frederickson 2001). Strong positive relationships have been found between emotional intelligence and several positive outcomes such as physical and psychological health and life satisfaction (Salovey et al. 2002; Carmeli and Josman 2006; Mikolajczak et al. 2006). The important role is played by emotional intelligence in enhancing the resilience and psychological wellbeing (Kinman and Grant 2011).
Self-efficacy is a perceived belief concerning the level of competence that a person expects he or she will display in a given situation (Bandura, 1997). Self-efficacy has a significant influence on human achievement in a wide variety of settings, including education, health, sports, and work (Bandura, 1997). Self-efficacy strongly influences the choices people make, the effort they expend and their perseverance in the face of challenge (Bandura,1986), Self-efficacy beliefs influence task choice, effort, persistence, resilience and achievement (Britner & Pajares, 2006).
Adolescence, a period of physical, cognitive, and socio-emotional transition, is a crucial age for development. The child once entering in this phase requires intensive readjustment to school, social, and family life. Social and emotional learning, which involves enhancing social and emotional competencies of students in schools, has been found to be an appropriate way of dealing with such mental health issues. Self-efficacy is seen as an essential element that contributes to an adolescent’s well-being. This is supported by Meyer and Kim (2000) which stated self-efficacy is a psychological mediator of health and academic accomplishment of the adolescents.
Resilience is a complex and multi- faceted construct (Grant and Kinman 2013). The term resilience reflects ‘emotional stamina’ (Wagnild and Young,1990.) The ability to “recover” from adversity, react appropriately, or “bounce back” when life gets tough. Resilience is not an innate or fixed characteristic but can be developed through carefully targeted interventions (McAllister and McKinnon 2008; McDonald et al. 2010: Beddoe et al. 2013).
Limited research has been done to study the association between emotional competencies, self efficacy, and resilience of adolescent students.