- Author:
Margarita Gutiérrez-Moret
- Author:
Remedios Aguilar-Moya
- Author:
Raquel Ibáñez-Martínez
- Author:
Antonio Vidal-Infer
- Year of publication:
2017
- Source:
Show
- Pages:
250-256
- DOI Address:
https://doi.org/10.15804/tner.2017.48.2.20
- PDF:
tner/201702/tner20170220.pdf
TMMS and MSCEIT are the most frequently used tools to assess emotional intelligence. TMMS is a questionnaire to self-evaluate emotional skills, and MSCEIT is a test to measure emotional intelligence. Given that both are used equally, we examined the relationship between their dimensions. A sample of 252 adults was selected from higher education institutions. MSCEIT and TMMS-24 were administered and ANOVA and Pearson correlation analyses were conducted. The MSCEIT Managing Emotions branch was the only area that discriminates among participants. A new combined tool to assess EI is proposed in this study.
- Author:
Rafidah Othman
- Author:
Masitah Shahrill
- Author:
Lawrence Mundia
- Author:
Abby Tan
- Author:
Miftachul Huda
- Year of publication:
2016
- Source:
Show
- Pages:
125-138
- DOI Address:
https://doi.org/10.15804/tner.2016.44.2.10
- PDF:
tner/201602/tner20160210.pdf
In the last decade, the emergence of diverse students in a streamed class based on the mathematical ability brought upon challenges for the teacher to find an approach which could accommodate all students. This study aims to investigate the connection of students’ ability with their learning preferences in mathematics by applying differentiated instruction using tiered assignments and parallel tasks. This qualitative approach was used for this study from a sample of year 7 mathematics students within Pengukuhan Kemahiran Asas programme (PeKA) (the Basic Skills Strengthening programme), which revolved upon low ability for students with very weak numeracy skills. The findings in general revealed that there is an improvement in their performance.
- Author:
Marzena Ruszkowska
- E-mail:
r-ska.marzena@wp.pl
- Institution:
Akademia Bialska im. Jana Pawła II
- ORCID:
https://orcid.org/0000-0003-3262-6641
- Year of publication:
2024
- Source:
Show
- Pages:
146-157
- DOI Address:
https://doi.org/10.15804/kie.2024.01.08
- PDF:
kie/143/kie14308.pdf
Strategies for supporting gifted foster care pupils
The issue of gifted children growing up in a natural family environment has been addressed quite widely. However, small amount of research regarding gifted children residing in the foster care environment is noticeable. At the same time, the issue of having, developing and supporting abilities is extremely significant, especially with regard to pupils of foster care environments deprived of their primary developmental environment, which is the family. Foster care environments can also effectively support the potential of their pupils. The publication is an attempt to answer the question of what support activities are undertaken in the foster care environment in relation to gifted pupils? The research method is case studies. The research indicates various forms of support for gifted pupils: the organization of additional activities, depending on the interests or abilities of the pupil or the financial support as the one they need for the future process of independence, as well as emotional support and others. At the same time, some differences are visible between the activities of institutional and family care, as the latter definitely more often uses the help of psychological and pedagogical counseling centers or organizations supporting gifted students, even if in the form of funded scholarships.