Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16879
Title: Emotional Intelligence Scaffolding to Improve Learning (EISIL): Students' and Teachers' Perceptions
Contributor(s): Ryan, Carolyn (author); Cornish, Linley  (supervisor)orcid ; Hays, Terrence (supervisor); Hoermann, Deanna (supervisor)
Conferred Date: 2014
Copyright Date: 2014
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/16879
Abstract: Emotional Intelligence is an important facet of successful learning and increasingly is being recognised in educational settings. A decade of brain research using fMRI and emotional intelligence research has challenged the paradigms of how we learn, and for teachers, how we facilitate learning. We now know we can reshape our brain through its neuroplasticity and that through repeated experiences we can sculpt the shape, size and number of neurons and their synaptic connections. The success of repeated experiences in cognitive scaffolding can be augmented by emotional intelligence scaffolding to improve Attitude, Effort and Performance. Student learning can be enhanced by an understanding of Emotional Intelligence (EI) and through repeated use of EI strategies students may improve their management of emotions to improve their learning.
Publication Type: Thesis Doctoral
Fields of Research (FoR) 2008: 130309 Learning Sciences
130304 Educational Administration, Management and Leadership
Fields of Research (FoR) 2020: 390409 Learning sciences
390408 Learning analytics
390403 Educational administration, management and leadership
Socio-Economic Objective (SEO) 2008: 930104 Moral and Social Development (incl. Affect)
930401 Management and Leadership of Schools/Institutions
Socio-Economic Objective (SEO) 2020: 160204 Management, resources and leadership
Rights Statement: Copyright 2014 - Carolyn Ryan
HERDC Category Description: T2 Thesis - Doctorate by Research
Appears in Collections:School of Education
Thesis Doctoral

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