خلاصه ماشینی:
"According to Bar-On and Handley (2003), there are currently three major conceptual models for emotional intelligence: (a) the Salovey-Mayer model which defines EI as the ability to perceive, understand, manage, and use emotions to facilitate thinking, in this model EI is measured by an ability-based test; (b) the Goleman model viewing EQ as a set of competencies and skills that drive managerial performance, here a multi-rater assessment is used for measuring EQ; (c) the Bar-On model in which interrelated emotional and social competencies, skills and facilitators impact intelligent behavior, measured by self-report questionnaire.
The individual’s responses render a total EQ score and scores on the following 5 Subscales comprise 15 subscale scores: Intrapersonal (comprising Self-Regard, Emotional Self-Awareness, Assertiveness, Independence, and Self-Actualization); Interpersonal (comprising Empathy, Social Responsibility, and Interpersonal Relationship); Stress Management (comprising Stress Tolerance and Impulse Control); Adaptability (comprising Reality-Testing, Flexibility, and Problem- Solving); General Mood (comprising Optimism and Happiness).
Regarding Huitt’s model of critical thinking proposing that the learners’ affective tendency is a determining factor at two levels of thinking critically (at the level of activating critical thinking processes as well as planning to use it as a guide to one’s behavior) and also its conative and behavioral aspects, it becomes necessary to plan and take action for the management of the learners’ emotions and behaviors if pedagogy is going to develop learners’ skill in rational thinking and problem-solving which will be effective not only in instructional settings but in their daily life."