Emotional Intelligence and Education: A critical review

By N. Humphrey, A. Curran, Elizabeth Morris, P. Farrell, K. Woods. 2007

267 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/adeb901b5a80c23c5903bdd1b0b25b159f0b512d

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In Social Psychology

Citations in the corpus

Measures of Social and Emotional Skills for Children and Young People (2011, background): “As Humphrey et al. (2007) have argued, clear definition is a basic scientific requirement—yet one is still lacking in this area.”
A review of key issues in the measurement of children’s social and emotional skills (2010, background): “However, given the relatively low concurrence between teacher, parent and child responses in this area [for example, Humphrey et al. (2008) found correlations as low as 0.”
Teachers—The Vital Resource (2013, background): “The extent to which EI can be learned or taught (e.g., Humphrey et al., 2007) is still open for debate.”
Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “Hence, an interdependent predication emerged, considering both emotion and cognition as interrelated concepts (Humphrey et al. 2007).”
Entrepreneurial leadership, performance, and sustainability of micro-enterprises in Malaysia (2018, background): “[73] further provided support to the view that both social and emotional aspects of learning have to be considered for long-term organizational impact and sustainability.”
Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, background): “…as simply teaching ‘emotional intelligence’ and staff express doubts about the nature of such a construct and its amenability to ‘teaching’ (see Humphrey et al., 2007), then the likelihood of other priorities taking over is very high; in such a context, the implementation of SEAL is likely…”