The Role of Emotional Intelligence in Ontario International Graduate Students: An Auto-Ethnography

Autor/inn/en	Zabin, Rakha; Bosacki, Sandra; Novak, John
Titel	The Role of Emotional Intelligence in Ontario International Graduate Students: An Auto-Ethnography
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 4, S.37-52 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Foreign Countries; Emotional Intelligence; Foreign Students; Graduate Students; Learning Experience; Reflection; Self Control; Stress Management; Student Adjustment; Coping; Acculturation; Autobiographies; Ethnography; Canada + Suchen Sie Ihr Suchwort? Ausland; Emotionale Intelligenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Selbstbeherrschung; Stressmanagement; Stressbewältigung; Adjustment; Schüler; Schülerin; Adaptation; Bewältigung; Akkulturation; Autobiography; Autobiografie; Autobiographie; Ethnografie; Kanada
Abstract	Emotional Intelligence (EQ) is a multifaceted ability that helps individuals to sense, understand, value, and effectively apply the power of emotions as a source of information, trust, creativity, and influence (Goleman, 2006; Mayer et al., 2011). The five components (self-awareness, self-regulation, empathy, motivation, and social skill) embedded within EQ may work solely or collectively to cope with everyday life events that international students may encounter. Such an emotional tool kit may help multicultural international students handle several adverse situations. This study focused on an auto-ethnographic account of the learning experience of one international graduate student's transition to becoming a scholar within a new cultural context. Self-reflection on the hurdles and socio-emotional challenges experienced during the transition to becoming a graduate student in Ontario informs the analysis. Findings suggest the need for Canadian universities to incorporate multiple components of EQ into their international university services, including mindfulness, self-regulation, and stress management. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01