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Emotional intelligence refers to the ability of individuals to perceive, evaluate as well as control emotions. Like any other forms of intelligence, emotional intelligence could be enhanced significantly. The ability of individuals to understand situations and empathize with others indicates their levels of emotional intelligence. Various methods are employed in assessing emotional intelligence. A relationship does exist between emotional intelligence, assertiveness, aggression and personality traits as well as their impact on the learning style as indicated in this study.
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Assertiveness is a competency that is associated with emotional intelligence. Assertiveness refers to the ability to express one's feelings openly and stand for the personal right. Assertive people are usually not shy. They express themselves freely without necessarily being abusive or aggressive. Being assertive means seeking both what you want and what others want. It involves clear communication while at the same time it is sensitive to the feelings of other people. Assertiveness focuses on a win-win situation. Thus, assertiveness intervenes between being aggressive and passive. Emotional intelligence enables individuals to be assertive in school and elsewhere. It positively influences their learning process as they can easily engage in objective listening as well as problem-solving. Children with higher emotional intelligence assert themselves and engage in autonomous decision-making process. They know their rights. When faced with difficulties in learning, they understand that they have a right to consult teachers. Consequently, they can easily learn as compared to those who are passive and who are not willing to expose their problems (Emotional Intelligence at work, 2014).
Emotional intelligence generates empathy for others. Being assertive implies understanding one's rights hile still respecting others’ rights. It is all about respecting one’s rights as well as those of others. Thus, there is a continuum between the active and the passive behavior.
In regard to aggression, people with a high level of emotional intelligence hardly get to aggression. When aggression emerges, it implies that the fight is about to ensue. When aggression manifests itself physically, violence is often imminent. Even withdrawing, when one has the energy to fight, it could equally be perceived as passive aggression (Stein & Book 2011). When children are assertive, they are in a position to communicate their opinions without making the other people look defensive. It significantly enhances the ability of these individuals to learn in schools while at the same time maintaining healthy relations with their neighbors. In their relationships, the assertive types make it clear what they want. They do find ways of expressing themselves rather than withholding back. In learning, these students are likely to excel because of their capability to make mistakes and take risks. Nevertheless, when they make such mistakes, they are willing to own up (Singh 2006).
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Being assertive enhances the ability of children to say no to something that is not beneficial to them or something that they are unable to perform. This may help them, especially in dealing with peer pressure. This would significantly boost the ability of such students to engage in learning (Emotional Intelligence at Work 2014).
Over time, assessments relating emotional intelligence with aggression have been carried out. Aggression contradicts the tenets of emotional intelligence such as empathy. Aggression is characterized with hurtful as well as destructive behavior towards other people. It is obvious that emotional intelligence is negatively correlated with aggression. Low emotional levels are correlated with aggression. This implies that people with low emotional intelligence would end up experiencinng aggression. Consequently, their ability to learn significantly diminishes, especially when they experience interpersonal problems (Goleman 2009).
Satisfaction and psychological well-being of individuals are indicators of good mental health. Individuals are usually in good psychological health if they are satisfied with themselves and experience unpleasant emotions only rarely. Learning is a function of an individual’s emotional response to the learning environment, including online environments and physical classrooms. Personal traits often affect self-regulation or persistence. Some of the personal traits associated with successful learning, especially online learning processes, are self-motivation, self-directedness, persistence and personal regulation. These are three indicators of emotional success in learning. Learning theories identify emotional intelligence and intellectual intelligence as opposites. People often differ in terms of their emotional responses. Online learning elicits factors such as anxiety and frustrations as things against emotional competence. The affective domains, mainly the coping skills, emotional responses, as well as interpersonal skills, are gradually melting in traditional as well as online learning instructions design (Stein & Book 2011).
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From this discussion, it has come out clear that emotional intelligence has a negative correlation with aggressiveness. It equally has a positive correlation with assertiveness and personal traits. Students with high emotional quotient are well prepared mentally to handle the challenges facing them in the learning environment as compared to the passive ones. Assertive students are likely to confidently avoid destructive relationships in pursuit of their learning goals, and they are equally in a better position to inform lecturers of problems facing them. Higher emotional intelligence enables people to create good interpersonal relationships as well as empathy.
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