An empirical study to investigate the effects of thinking styles on emotional intelligence: A case study of Jihad Agriculture Organization of east Azerbaijan province

An empirical study to investigate the effects of thinking styles on emotional intelligence among employees of agriculture industry in east Azerbaijan province. The proposed study uses a standard thinking style questionnaire originally developed by Sternberg and Wagner (1992) [Sternberg, R. J., & Wagner, R. K. (1992). Thinking styles inventory. Unpublished test, Yale University]. There are 716 employees working for this agriculture-based unit and the study uses random sampling technique and chooses 255 employees for this study. Cronbach alpha has been used to verify the overall questionnaire and different tests such as Kolmogorov-Smirnov and Pearson correlation test are used to examine different hypotheses of this survey. The results indicate there is positive and meaningful relationship between thinking style and emotional intelligence. We can also confirm that four thinking style’s components including functions, levels, scope and learning have meaningful impact on emotional intelligence when the level of significance is five or even one percent. However, forms did not have any meaningful impact on emotional intelligence

Cultural Explorations of Human Intelligence Around the World

The goal of this article is to review cultural explorations of human intelligence around the globe. The article opens in the first part with a consideration of cultural studies that suggest that there is more to intelligence than IQ. It continues with the suggestion for what that more might be, namely, successful intelligence. The second part of the article thus describes the theory of successful intelligence, as well as data from various cultures that support the theory. The third part of the article considers cultural conceptions, of implicit theories of intelligence. It is concluded that cultural studies suggest that conventional notions of intelligence are narrow and limited

Leadership: Past, present, and future

In this introductory chapter, the editors of the present volume provide readers with the background necessary to understand the chapters that follow. They first acquaint readers with the concept of leadership and why leadership is necessary. Then, the editors briefly trace the history of leadership research and examine its major schools, most of which are reviewed in this book. Their historical overview is also necessary as an organizing framework because chapter authors frequently refer to elements of the history of leadership research. Next, the editors discuss emerging issues in leadership research and how findings are being consolidated. Finally, they provide an overview of the book and a summary of each chapter

Gaining perceptions of intelligence in order to understand how knowledge exists in the post-16 sport curriculum

This study focused on discovering how intelligence was conceptualised by Further Education (FE) sport and access students in order to offer suggestions of what this means for how knowledge is perceived in the post-16 sports curriculum. A small scale qualitative methodology was used where a questionnaire was created to collect data and answer the two research questions devised. Non-probability quota sampling was used to represent characteristics (strata) of the greater population. Results indicated that the professions based on highly academic and theoretical aspects were viewed as more intelligent with the greatest differential of perceived intellect evident in the profession of a doctor and football player. The study offers a concerned outlook as where that leaves the post-16 sports curriculum when intelligence is not perceived in the same way in that environment. Consequentially questions arise for the role of post-16 sport as a subject in its own right especially following recent policy changes that only heighten the importance of subjects such as English and maths in the sector. Future research should look at what intelligence is in these practical environments and focus on assessing the current curriculum to make sure that sport is viewed as more than ‘good for teamwork, good for health’, as although this is true it just highlights that the learning of knowledge is secondary in this subject and highlights the misconceptions of perceived practical performance subjects

Is Creativity Lost in Translation? A discussion of the cultural underpinnings of creativity

Abstract In the interrelated knowledge economy the fostering of creativity is key and as such is the focus of many government initiatives internationally. But is an international definition of creativity achievable or even desirable? Comparisons of different cultures’ propensities for creativity are problematic when we consider that most creativity research has taken place in Western cultures, with Western measures; and when creativity is defined as revolutionary this has often presented a dichotomous view of creativity that equates Westernisation with modernity. As a form of communication, creativity is open to mis- translation across cultures and despite some consensus between the West and Confucian heritage cultures on the desirable attributes to facilitate creativity, misunderstandings of creative practice based on cultural general tendencies such as individualism and collectivism remain. This paper reviews the literature on the development of concepts of creativity in Western and Confucian heritage cultures as well as reporting on a qualitative research study into the understandings and practice of creativity in a London art and design college in order to comment on the existence of a cross-cultural creativity divide and suggest that rather than be set against each other, creativity is enhanced by cultural creativity exchange and cross-cultural collaboration

e-Pedagogy: the pedagogies of e-learning

The aim of this research was to establish effective e-learning practice in higher education. This was achieved by looking at examples of different pedagogic techniques employed in several cases. The effectiveness of these techniques was established by looking at the students' outcomes on these courses. This study has adopted a sequential mixed methodology characterized by an initial phase of qualitative data collection and analysis, which was followed by a phase of quantitative data collection and analysis. The first phase of the study involved collecting a year of data from a postgraduate programme. A grounded approach was used to analyse one million words of online conferences or discussions, and led to the emergence of 29 pedagogic behaviours. These pedagogic behaviours were then developed into a coding instrument. The second phase, hypothetico-deductive analysis, confirmed their presence in three other cases, five million words of online interactions, and established their associations with students' learning and outcomes. The findings suggest seven clusters of pedagogies correlated with students' grades and the effect size calculation revealed an educational significance for all of them. This indicates that if they are employed in online classrooms they are likely to enhance students' learning and outcomes

Intelligences about things and intelligences about people

Human intelligence is redefined in light of new evidence that, in addition to general intelligence, broad mental abilities exist such as quantitative, spatial, and verbal-comprehension intelligences. Many of these broad intelligences pertain to circumscribed topics; that is, to reasoning within a broad content-area. For example, quantitative intelligence is concerned with mathematical reasoning, and spatial intelligence with reasoning about objects and their shapes and movements. Some among the broad intelligences are focused on reasoning about people: People-focused intelligences include personal intelligence (an intelligence about personality), social intelligence, and emotional intelligence. I argue for an understanding of each broad intelligence as involving a group of abilities necessary to reason about a specific subject area. To help organize the broad intelligences, a rationale is provided for categorizing them according to whether they focus mostly on things or on people

Street smarts

A pluralistic approach to folk psychology must countenance the evaluative, regulatory, predictive, and explanatory roles played by attributions of intelligence in social practices across cultures. Building off of the work of the psychologist Robert Sternberg and the philosophers Gilbert Ryle and Daniel Dennett, I argue that a relativistic interpretivism best accounts for the many varieties of intelligence that emerge from folk discourse. To be intelligent is to be comparatively good at solving intellectual problems that an interpreter deems worth solving