Attitudes About Their Metacognitive And Emotional Regulatory Abilities

Abraham, R. (1999). Emotional Intelligence in associations: a conceptualization. Hereditary Social and General Psychology Monographs, 125(2), 209-224.

The metacognitive feedback plays an important role in taking into account one’s own mental competence in order to react (or not) to the affective states of others (Decety & Meyer, 2010).

Not every teacher teaching the same subject is going to emphasize the same area of that subject because each teacher has a different

Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.

If a person feels that their identity is being repressed, by not being able to or given the choice to do things that interest them, then this person may feel withdrawn or unable to express themselves. This will then in turn have an effect on their self image and self esteem.

As suggested in Salovey and Mayer’s theory of emotional intelligence (1990), the instrument has three categories: the appraisal and expression of emotion assessed by 13 items; the regulation of emotion assessed by 10 items; and the utilisation of emotion assessed by 10 items.

Have you ever felt trapped? Like someone or something does not let you be yourself. You want to be able to just say or write exactly how you feel, but you can’t because if you did you would make the situation worse for yourself. It’s hard. It’s hard when there is hundreds of thousands of people that are going through the same situation as you,but you’re the only that knows what is actually going on. It’s hard when you want to reach out to people to help them but you feel that if you did it wouldn’t get through to them. It’s hard when when you can’t be yourself with the only person that you need approval of to be happy with yourself.

different demeanor in class than they do in conversation, or people who dress and act like the

Attitudes are evaluations of people, objects, and ideas. (Akert, 2013) Cognitively based attitudes are based on thoughts and beliefs one has about an object, and this attitude provides pros and cons of an object, so we can decide if we want to be associated with it or not. Affectively based attitudes are based more on people’s feelings and values than on their beliefs about the nature of an attitude object. (Akert, 2013) The elaboration likelihood model is the umbrella for this topic, because it explains the two ways in which persuasion can change someone attitude. The two ways are persuasion through the central route and the persuasion through the peripheral route. The elaboration likelihood model refers to processing the message which is related to the cognitively based attitudes. Persuasive communication is most successful in changing attitudes when going through the central route because the audience is motivated, whereas with the peripheral route the audience is not motivated. Now I am going to discuss the routes of persuasion through advertisements in detail.

In order for teachers at Resthaven Elementary to improve their student’s scores on the SGLSST teachers must first evaluate their own behavior, tolerance and expectations. They must also create a healthy learning environment and motivate their students to do well. One of the most important instructional factors related to student achievement is the teacher’s behavior. The teachers’ behavior and expectations have a direct impact on how their students behave and perform. The teacher-student interaction must be positive. To promote academic achievement in students, teachers must have high expectations, be encouraging, be patient, provide supportive and corrective feedback and frequently assess their student’s

If a student’s emotional regulation is increased towards their education they can pay more attention, work harder and achieve more in school. In the article, “A child’s increasing ability to “regulate” her emotions - to express her feelings in constructive rather than impulsive or hurtful ways - is now recognized as a critical factor in children’s psychological health.” “Children most effectively learn to regulate their emotions when they are confident that their feeling will be heard. When a child expects that her feelings and concerns will be appreciated and understood, her emotions become less urgent.” https://www.huffingtonpost.com/kenneth-barish-phd/how-do-children-learn-to-_b_3890461.html. Improving emotional regulation within students enables them to resolve conflicts with peers and show lower levels of physical stress. Emotional regulation produces children to be better behaved and more caring towards others. Emotional regulation means being able to think productively about how to manage with feelings. Children should have their feelings, but not be overwhelmed by them, should feel discouraged but not give up, be excited but not get so carried away in their enthusiasm that they use poor judgement in making decisions. Some therapist emphasize cognitive processes and have

Self-regulation is an area I thrive in, as long as I am practicing self-awareness. Self-regulation is the management of one’s internal states, urges, and assets. Self-regulation can be broken down into trustworthiness, integrity, comfort with ambiguity, and openness to change (Sadri, 2012). As mentioned before I am able to recognize the way that my mood affects other people. This allows me to control my emotions and bring them to a level that is more suitable for the situation. In the past, I have struggled with consistently being able to take full responsibility for my personal performance; yet, I have made it a priority to internalize the fact that I make mistakes and I cannot blame those mistakes on another person. I value the ability to be an open and honest person, which is the kind of person who does not try to blame other for their own shortcomings. In order to be emotional intelligent, you need to be open to the idea of working on yourself and changing the aspects that are inappropriate (Faguy, 2012). This is needed in the nursing profession because the patients and environment are fast-paced and ever-changing. A nurse has to be able to think on her feet. This is the broad spectrum that self-regulation requires from a person; therefore, it

The author was given the task to explain emotional intelligence, and give two (2) example of the concept. Second, to examine, the concept of “emotional quotient” compared to traditional “intelligence quotient.” Third to suggest two to three (2-3) reasons why leaders’ need emotional intelligence to manage today’s workforce, as well as to speculate on at least two (2) possible consequences should a leader not possess emotional intelligence. Fourth, to explore the elements of emotional intelligence that leaders must be aware of to increase leadership effectiveness. Lastly, to recommend a strategy that the organization could undertake in order to improve the social skills of leaders within the organization and thereby

Emotional intelligence is an important characteristic in becoming a good leader. “Emotional intelligence is the ability to manage oneself and one's relationships in mature and constructive ways” (Kinicki & Kreitner, 2009, p.137).Being a good leader entails more than just being smart; leaders need to be able to connect to their employees emotionally and empathetically. Organizations today not only look for leaders with the skills, but leaders that can emotionally connect to employees to obtain the organization’s goal. “Leaders have always played a primordial emotional role. No doubt humankind’s original leaders-whether tribal chieftains or shamanesses-earned their place in large part because their leadership was

Maturation is especially important for individuals as it provides several competitive evolutionary advantages (Locke & Bogin, 2006). Through this process, individuals develop and acquire control over their emotions and behaviours. This ability to monitor and adapt our emotions, cognition and behaviours in accordance to the social and intellectual demands of particular contexts is often referred to as self-regulation (Demetriou, 2000; Zimmerman, 2000). Various complex cognitive skills are required for self-regulation. These skills encompass the constant observation of our thoughts and behaviours, knowledge of the demands of any situation, the capability to alter conditions of our current behaviour as required to achieve a goal or suit a situation and attention to how favourably the demands of a context are met (Evans & Rosenbaum, 2008).