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dc.contributor.author | Cotler, Jami | es_ES |
dc.contributor.author | Burshteyn, Dmitry | es_ES |
dc.contributor.author | DeAngelis, Beth | es_ES |
dc.contributor.author | Mahar, Rachael | es_ES |
dc.date.accessioned | 2019-07-25T06:35:59Z | |
dc.date.available | 2019-07-25T06:35:59Z | |
dc.date.issued | 2019-07-05 | |
dc.identifier.isbn | 9788490486610 | |
dc.identifier.issn | 2603-5871 | |
dc.identifier.uri | http://hdl.handle.net/10251/124167 | |
dc.description.abstract | [EN] The purpose of this study was to investigate the effect of using the RESET model on Emotional Intelligence, Resilience, and Empathy of students registered for a software engineering senior capstone computer science course. Thirty-seven undergraduate students participated in this study during 2017-18 academic year. The participants were taught emotional intelligence and mindfulness skills encompassed by the RESET model. Most of the students completed both Pre and Post EQi 2.0 and Connor-Davidson Resilience (RISC-25) scales. Our results indicate statistically significant pre to post changes in overall emotional intelligence t(32)=3.071, p<.004, empathy t(32)=4.143, p<.0001, and resilience t(24)=2.366, p<.026. This quasi experiment is the first step in assessing the efficacy of the RESET Model in higher education. More controlled experiments will follow. These results support the notion that mindfulness practices coupled with emotional intelligence training lead to increases in resilience, overall emotional intelligence and empathy in college students. Between 150 and 200 words briefly specifying the aims of the work, the main results obtained, and the conclusions drawn. | es_ES |
dc.format.extent | 8 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | HEAD'19. 5th International Conference on Higher Education Advances | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Educational systems | es_ES |
dc.subject | Teaching | es_ES |
dc.subject | Emotional Intelligence | es_ES |
dc.subject | Mindfuldness | es_ES |
dc.subject | Software engineering | es_ES |
dc.subject | Empalty | es_ES |
dc.subject | Resilience | es_ES |
dc.title | Future of Higher Education: Emotionally Intelligent and Mindful? | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/HEAD19.2019.9520 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Cotler, J.; Burshteyn, D.; Deangelis, B.; Mahar, R. (2019). Future of Higher Education: Emotionally Intelligent and Mindful?. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1383-1390. https://doi.org/10.4995/HEAD19.2019.9520 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | Fifth International Conference on Higher Education Advances | es_ES |
dc.relation.conferencedate | Junio 26-28, 2019 | es_ES |
dc.relation.conferenceplace | València, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/HEAD/HEAD19/paper/view/9520 | es_ES |
dc.description.upvformatpinicio | 1383 | es_ES |
dc.description.upvformatpfin | 1390 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\9520 | es_ES |