THE ROLE OF EMOTIONAL INTELLIGENCE IN THE DEVELOPMENT OF STUDENTS' CREATIVE ACTIVITY BASED ON A NEUROPEDAGOGICAL APPROACH
Authors/Creators
Description
This article examines the role and importance of emotional intelligence in the development of students' creative activity based on a neuropedagogical approach from a scientific, theoretical and practical perspective. The article analyzes the neurobiological foundations of emotional intelligence, the relationship between the limbic system and the prefrontal cortex, and the influence of emotions on creative processes. Also, the Mayer-Salovey-Caruso model of emotional intelligence is reviewed in a neuropedagogical context, empirical studies are presented that prove the connection between emotional intelligence and creative activity, and neuropedagogical educational strategies aimed at developing emotional intelligence in higher education institutions are presented.
Files
2556-2564.pdf
Files
(266.4 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:fd73388f7f676aef18df09dbd02a2d38
|
266.4 kB | Preview Download |
Additional details
References
- 1.Mayer, J. D., Salovey, P. & Caruso, D. R. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry, 15(3), 197–215.
- 2.Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. — New York: Bantam Books.
- 3.Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A Test of Emotional Intelligence. — Toronto: Multi-Health Systems.
- 4.Damasio, A. (1994). Descartes' Error: Emotion, Reason, and the Human Brain. — New York: Putnam.
- 5.LeDoux, J. (1996). The Emotional Brain: The Mysterious Underpinnings of Emotional Life. — New York: Simon & Schuster.