INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMS |
Texto Completo: | https://repositorio.ufms.br/handle/123456789/7169 |
Resumo: | The objective of this research was to investigate how emotional intelligence and socio-emotional skills influence pedagogical practice and the work-life balance of higher education teachers. To this end, a systematic literature review was used, conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, which consists of a list of items to be followed as a protocol. The bibliographic survey was carried out using the Web Of Science, Scopus and Science Direct databases, between the months of September and October 2023 and with a time frame of ten years (2013-2023), using the keywords "social–emotional competence " OR "socio-emotional competence" OR "socio-emotional competencies" OR "emotional intelligence" AND "higher education teachers" OR "University Professors" OR "college teachers" and pointed out the existence of 40 articles. Of these 40 studies, the exclusion criteria were applied, resulting in 10 articles to be investigated. It has been shown that emotional intelligence is a crucial factor in the performance of university teachers, affecting both their effectiveness in the classroom and their general well-being. It has been found that teachers with high levels of emotional intelligence tend to create more positive learning environments, are more resilient to stress and have better communication and interaction with students. Furthermore, significant cultural differences were observed, indicating that emotional intelligence and socio-emotional skills are influenced by the sociocultural context in which teachers are inserted. |
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2023-11-28T01:39:52Z2023-11-28T01:39:52Z2023https://repositorio.ufms.br/handle/123456789/7169The objective of this research was to investigate how emotional intelligence and socio-emotional skills influence pedagogical practice and the work-life balance of higher education teachers. To this end, a systematic literature review was used, conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, which consists of a list of items to be followed as a protocol. The bibliographic survey was carried out using the Web Of Science, Scopus and Science Direct databases, between the months of September and October 2023 and with a time frame of ten years (2013-2023), using the keywords "social–emotional competence " OR "socio-emotional competence" OR "socio-emotional competencies" OR "emotional intelligence" AND "higher education teachers" OR "University Professors" OR "college teachers" and pointed out the existence of 40 articles. Of these 40 studies, the exclusion criteria were applied, resulting in 10 articles to be investigated. It has been shown that emotional intelligence is a crucial factor in the performance of university teachers, affecting both their effectiveness in the classroom and their general well-being. It has been found that teachers with high levels of emotional intelligence tend to create more positive learning environments, are more resilient to stress and have better communication and interaction with students. Furthermore, significant cultural differences were observed, indicating that emotional intelligence and socio-emotional skills are influenced by the sociocultural context in which teachers are inserted.O objetivo desta pesquisa foi investigar como a inteligência emocional e as competências socioemocionais influenciam a prática pedagógica e o equilíbrio entre vida pessoal e trabalho dos docentes do ensino superior. Para tal, foi utilizado uma revisão sistemática da literatura conduzida conforme a metodologia Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a qual consiste em uma lista de itens a serem seguidos como protocolo. O levantamento bibliográfico foi realizado por meio das bases Web Of Science, Scopus e Science Direct, entre os meses de setembro e outubro de 2023 e com recorte temporal de dez anos (2013-2023), utilizando as palavras-chaves "social–emotional competence" OR "socioemotional competence" OR "socio-emotional competencies" OR "emotional intelligence" AND "higher education teachers" OR "University Professors" OR "college teachers" e apontou a existência de 40 artigos. Destas 40 pesquisas, aplicaram-se os critérios de exclusão, resultando em 10 artigos a serem investigados. Foi evidenciado que a inteligência emocional é um fator crucial no desempenho dos professores universitários, afetando tanto a sua eficácia em sala de aula quanto o seu bem-estar geral. Foi constatado que professores com altos níveis de inteligência emocional tendem a criar ambientes de aprendizagem mais positivos, são mais resilientes ao estresse e possuem melhor comunicação e interação com os alunos. Além disso, diferenças culturais significativas foram observadas, indicando que a inteligência emocional e as competências socioemocionais são influenciadas pelo contexto sociocultural em que os professores estão inseridos.Fundação Universidade Federal de Mato Grosso do SulUFMSCiências SociaisInteligência EmocionalCompetências SocioemocionaisProfessores UniversitáriosEnsino SuperiorINTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisELISABETH DE OLIVEIRA VENDRAMINALESSANDRO GUIMARÃES MATOSVINÍCIUS DE ALMEIDA RIBEIRO SILVAinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMSinstname:Universidade Federal de Mato Grosso do Sul (UFMS)instacron:UFMSORIGINAL8962.pdf8962.pdfapplication/pdf359851https://repositorio.ufms.br/bitstream/123456789/7169/-1/8962.pdfb3a7b4f63692a025edc97752d65e36d2MD5-1123456789/71692023-11-27 21:39:53.232oai:repositorio.ufms.br:123456789/7169Repositório InstitucionalPUBhttps://repositorio.ufms.br/oai/requestri.prograd@ufms.bropendoar:21242023-11-28T01:39:53Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)false |
dc.title.pt_BR.fl_str_mv |
INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS |
title |
INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS |
spellingShingle |
INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS ALESSANDRO GUIMARÃES MATOS Inteligência Emocional Competências Socioemocionais Professores Universitários Ensino Superior Ciências Sociais |
title_short |
INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS |
title_full |
INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS |
title_fullStr |
INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS |
title_full_unstemmed |
INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS |
title_sort |
INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS |
author |
ALESSANDRO GUIMARÃES MATOS |
author_facet |
ALESSANDRO GUIMARÃES MATOS VINÍCIUS DE ALMEIDA RIBEIRO SILVA |
author_role |
author |
author2 |
VINÍCIUS DE ALMEIDA RIBEIRO SILVA |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
ELISABETH DE OLIVEIRA VENDRAMIN |
dc.contributor.author.fl_str_mv |
ALESSANDRO GUIMARÃES MATOS VINÍCIUS DE ALMEIDA RIBEIRO SILVA |
contributor_str_mv |
ELISABETH DE OLIVEIRA VENDRAMIN |
dc.subject.por.fl_str_mv |
Inteligência Emocional Competências Socioemocionais Professores Universitários Ensino Superior |
topic |
Inteligência Emocional Competências Socioemocionais Professores Universitários Ensino Superior Ciências Sociais |
dc.subject.classification.pt_BR.fl_str_mv |
Ciências Sociais |
description |
The objective of this research was to investigate how emotional intelligence and socio-emotional skills influence pedagogical practice and the work-life balance of higher education teachers. To this end, a systematic literature review was used, conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, which consists of a list of items to be followed as a protocol. The bibliographic survey was carried out using the Web Of Science, Scopus and Science Direct databases, between the months of September and October 2023 and with a time frame of ten years (2013-2023), using the keywords "social–emotional competence " OR "socio-emotional competence" OR "socio-emotional competencies" OR "emotional intelligence" AND "higher education teachers" OR "University Professors" OR "college teachers" and pointed out the existence of 40 articles. Of these 40 studies, the exclusion criteria were applied, resulting in 10 articles to be investigated. It has been shown that emotional intelligence is a crucial factor in the performance of university teachers, affecting both their effectiveness in the classroom and their general well-being. It has been found that teachers with high levels of emotional intelligence tend to create more positive learning environments, are more resilient to stress and have better communication and interaction with students. Furthermore, significant cultural differences were observed, indicating that emotional intelligence and socio-emotional skills are influenced by the sociocultural context in which teachers are inserted. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-11-28T01:39:52Z |
dc.date.available.fl_str_mv |
2023-11-28T01:39:52Z |
dc.date.issued.fl_str_mv |
2023 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
format |
bachelorThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufms.br/handle/123456789/7169 |
url |
https://repositorio.ufms.br/handle/123456789/7169 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Fundação Universidade Federal de Mato Grosso do Sul |
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UFMS |
dc.publisher.country.pt_BR.fl_str_mv |
|
publisher.none.fl_str_mv |
Fundação Universidade Federal de Mato Grosso do Sul |
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Repositório Institucional da UFMS |
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Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS) |
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