INTELIGÊNCIA EMOCIONAL E COMPETÊNCIAS SOCIOEMOCIONAIS: IMPACTO NO DESEMPENHO E BEM-ESTAR DE PROFESSORES UNIVERSITÁRIOS

Detalhes bibliográficos
Autor(a) principal: ALESSANDRO GUIMARÃES MATOS
Data de Publicação: 2023
Outros Autores: VINÍCIUS DE ALMEIDA RIBEIRO SILVA
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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spelling 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
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dc.publisher.none.fl_str_mv Fundação Universidade Federal de Mato Grosso do Sul
dc.publisher.initials.fl_str_mv 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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