The Role of Feedback in Cultivating Emotional Intelligence in Educational Settings

Izza Aisyah Nurmahati, Muhammad Hidayat

Abstract


Recently, the emphasis on the skills included in the construct of emotional intelligence (EI) has fascinated a great deal among psychology and education practitioners. The objective outlines of this paper include investigating how feedback works in educational practice for developing students’ emotional intelligence and exploring how every particular type of feedback contributes to the development of self-awareness, self-regulation, empathy, social skills, and other constructs of EI. Emotional Intelligence being a social construct, is very much qualitative in nature and due to this nature, details which are obtained from the participants’ perspective are very insightful. The study confirms the effectiveness of feedback as an essential element in the development of emotional intelligence (EI) in students. Finally, this study contributes to enhance the understanding of the effectiveness of feedback on emotional intelligence education. Used correctly, feedback is more than an academic exercise. It also becomes a powerful tool to enhance students’ emotional awareness, self-control, and resilience. The research clearly illustrates that feedback is unidirectional in nature and focus. Students instead are engaged in an additional aspect of emotional regulation that feedback suggests for students, which is reinforcing competencies needed for academic as well as emotional success, the competencies of regulation, and re-evaluation of emotions in achievement and the absence thereof.

 

Keywords: Emotional Intelligence; Feedback; Educational Settings


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References


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DOI: http://dx.doi.org/10.30870/aiselt.v9i1.28877

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