Difficulties in Defining Social-Emotional Intelligence, Competences and Skills--A Theoretical Analysis and Structural Suggestion

Autor/in	Moana, Monnier
Titel	Difficulties in Defining Social-Emotional Intelligence, Competences and Skills--A Theoretical Analysis and Structural Suggestion
Quelle	2 (2015) 1, S.59-84 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2197-8646
Schlagwörter	Emotional Intelligence; Interpersonal Competence; Self Control; Educational Environment; Definitions; Interpersonal Relationship; Standards; Curriculum; Foreign Countries; Theories; Comparative Analysis; Teaching Methods; Measures (Individuals); Questionnaires; Measurement; Germany + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Interpersonale Kompetenz; Selbstbeherrschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Begriffsbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Standard; Curricula; Lehrplan; Rahmenplan; Ausland; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Fragebogen; Messverfahren; Deutschland
Abstract	Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person's ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation (KMK, 2007). However, in looking for a generally approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emotional aspects, a structural system to facilitate the transfer into the educational context is proposed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01