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Biblioteca Digital do IPB (53.442 recursos)

A Biblioteca Digital do IPB, tem por objectivo divulgar e permitir o livre acesso à produção científica produzida pela comunidade académica, promovendo a integração, partilha e a visibilidade da informação científica e garantindo a preservação da memória intelectual do Instituto Politécnico de Bragança.

CSG - Resumos em Proceedings Não Indexados ao ISI

Mostrando recursos 1 - 8 de 8

  1. Managing emotions in situations of suffering – how do we manage negative emotions when they are triggered by our personal decision?

    Veiga-Branco, Augusta; Correia, Ana Almeida
    Managing Emotions as an Emotional Intelligence capacity (Mayer-Salovey, 1997) has presented a significant correlation with Emotional Competence (r=.679; α=.68) and (r=.69.5; α=.80) (Veiga-Branco, 2004; 2007) in previous quantitative studies. This study contribute to explain how Managing of Negative Emotions occurs, but, only caused by personal decisions. Aim: To acknowledge the causes and consequences of Negative Emotions Management when triggered by personal decisions. Method: Qualitative cross-retrospective study using the "grounded theory“ methodology, conducted with semi-structured interviews in a 58 teachers sample from primary and secondary education, aged 26 to 59 years. We then proceeded to a Categorical Analysis, where the respective discursive content was analyzed. From this, a categorical tree emerged, revealing...

  2. How different an emotional competence profile can be, when we became slim? – longitudinal case study

    Veiga-Branco, Augusta
    This case study focuses on Emotional Competence (Saarni, 2000; Veiga Branco, 2004, 2007), the concept redefined from the initial Emotional Intelligence (Mayer-Salovey, 1990, 1997, Goleman, 1995), here applied, to perceive the behavioral differences when someone lost 43Kg of body weight, without pathology associated. The longitudinal research compares, the behavior profile, before (obese) and after (non obese) a weight loss, through Self-conscience, Self-motivation, Emotions Management, Empathy and Emotions Management in Group Qualitative and longitudinal study (three years), conducted through deep interviews with two instruments: Firstly, "Emotional Competence Veiga Scale" and an "Interview guide", along these years. The case study is about a 22-26 year old, male, with 122Kg (initially) and 69Kg...

  3. Emotional competence profile in a higher education students sample

    Veiga-Branco, Augusta; Antão, Celeste; Ribeiro, Maria Isabel; Vaz, Josiana A.; Ferro-Lebres, Vera
    Recent research emphasizes the relationship between emotional responses, cognitive functioning and learning (Ruthig et al., 2007; Chung, I., 2010), and others authors presented emotional intelligence correlated with better academic performance but not with the highest levels of intelligence quotient (Barchard, 2003; Izard, 2001; O’Connor 2003; in Mayer, J., Roberts, and Barsade, 2008). Aim: to define the Emotional Competence profile in higher education students. Method: A cross-sectional survey was carried out in a probabilistic sample including 461 students of higher education from five schools of Polytechnic Institute of Bragança, Portugal. The instrument was based on the model of Emotional Competence developed by Veiga-Branco (2004, 2007). Data was analyzed using descriptive statistics. Factor analysis...

  4. Discoursive construction of resilience as a moderate variable of emotional competence.

    Veiga-Branco, Augusta; Correia, José; Marques-Teixeira, João
    To contribute to the Resilience understanding, as an integrating construct (Zautra et al., 2008) and a dynamic process of effective adaptation in the face of adversity (Luthar, 2006), in this study, we identify two Resilience profiles: Positive and Negative, respectively, that comprising the Major and Minor Emotional Competence Profile, in previous study (Veiga-Branco, 2007). Aim: To identify attitudes that build different Resilience. Method: Qualitative and retrospective study – second of a joint study (quantitative/qualitative) on "Emotional Competence Profile" - developing a "ground theory", from the speeches of semi-structured, in-depth interviews, - using a Guide with 25 questions built for this purpose – made to an intentional sample (Glaser and Strauss,...

  5. Teacher skills – emotional intelligence skills profile

    Correia, Ana Almeida; Veiga-Branco, Augusta
    The current situation of education has changed: the social, economic and personal circumstances of the population require a more complex and demanding teacher than a few years ago (Hernández, 2007). Objective: To know the variables assigned to the competent teacher – through the perception of a sample of teachers - in order to create a profile in terms of effective teaching practice, for the present day. Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted to a purposive sample of 60 subjects: 7 preschool teachers and 53 primary and lower secondary school teachers aged 22 to 59, within 4 to 30 years of working...

  6. Managing emotions - an ability of emotional intelligence.

    Correia, Ana Almeida; Veiga-Branco, Augusta
    This study focuses on the concept Managing Emotions from Emotional Intelligence (I.E.), (Mayer-Salovey, 1990, 1997, Goleman, 1995), also identified as Emotional Regulation (Bisquerra, 2000), to obtain recognition and practical use of this concept, through the use of Emotional Fitness charts (Bimbela-Pedrola, 2008), to develop these abilities and manage emotions in contexts of practical life. Objective: To train preschool teachers, as well as primary and lower secondary school teachers to confront negative emotions by using selfregulatory strategies (identifying errors of thought and changing negative emotions/thoughts to positive thoughts/emotions). Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted to a purposive sample of 60 subjects: 7 preschool teachers...

  7. Flow state – a potential of emotional intelligence

    Correia, Ana Almeida; Veiga-Branco, Augusta
    This study sets off from the construct of "flow activity or experience" (Csikszentmihalyi, 1982, 1990, 2000), or "optimal experience" to know the living activities that can provide this state. According to the author, they occur when the energy of an individual is focused on experience: thoughts and mixed feelings disappear, one loses track of time and space. He also argues that work can trigger the flow, a phenomenon confirmed by (Veiga Branco, 2004 a, b; 2007, 2010 Agostinho, 2009), although it can be achieved by any activity. Objective: To understand the activities leading to "flow state" (Csikszentmihalyi, 1982, 1990, 2000), according to the perception of a sample of preschool, primary...

  8. Basic emotions - self-awareness

    Correia, Ana Almeida; Veiga-Branco, Augusta
    We start from basic emotions using Paul Ekman’s model (1999): joy, sadness, anger, surprise, disgust, fear and contempt, to study the concepts of Self- Awareness - Knowing our own emotions - (Goleman, 1995), and Emotional Awareness - Ability to become aware of one's own emotions - (Bisquerra, 2001). Objectives: To understand the levels of Emotional Self-awareness/ Emotional awareness of a group of preschool, primary and lower secondary school teachers through the identification and reference to the body areas where the emotion is felt. Method: A transversal, descriptive and qualitative study, using "grounded theory" methodology, with semi-structured interviews conducted from January to March 2011 to a purposive sample of 60 subjects: 7...

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