Emotional intelligence of children from transnational families (modern historiography of the problem)
Bibliographic Data
| ID | 6015218 |
|---|---|
| Authors | Daniela Oprea (0000-0001-5565-064X, corresponding author) |
| Year | 2022 |
| Volume | 32 |
| Pages | 107-115 |
| Publication date | 2022-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Ethnology and Culturology (JOURNAL) |
| Journal identifiers | ISSN: 1857-2049 • E-ISSN: 2537-6152 |
| Publisher | Inst. Patrimoniului Cultural (IPC) (PUBLISHER • MD) |
| DOI | 10.52603/rec.2022.32.13 |
| OpenAlex | W4313412146 |
| Language | EN |
| References cited | 33 |
The article provides a review of the specialized lite rature and addresses practices regarding the development of emotional intelligence in the school environment. In the current period, more and more families are involved in demanding, time-consuming activities or end up in a situation of separation, as a result of the phenomenon of labor migration abroad, the attention and parental supervision of children being affected. Transnational families are exposed to certain risks regarding the stability and balance of the emotional framework, the most vulnerable being the children. The socio-economic context reconfigures the families’ priorities, at the expense of emotional well-being, which leads to school adaptive difficulties and in the process of children’s mental development at a young school age. On a national and international level, these problems are generalized, a fact that involves the school in a process of emotional and social balancing of the child. The article highlights the impact that parental emigration has on school-aged children and the role of educational strategies in the development of emotional intelligence. The relationships established in the school environment between equals (students – students) but also the relationships established vertically (teachers – students) validate the emotional development of school-age children if they are optimized through adaptive strategies. The article provides a review of the specialized literature and addresses practices regarding the development of emotional intelligence in the school environment
Context (archaeology · Developmental psychology · Emigration · Emotional intelligence · Political science · Process (computing · Social emotional learning · Cognitive Abilities and Testing · Emotional Intelligence and Performance · Psychology · Psychology of Development and Education
Growing up with a single parent
The Scientific Base Linking Social and Emotional Learning to School Success
Left behind to farm? Women's labor re-allocation in rural China
Parent, family, and child characteristics
Psychological adjustment among left‐behind children in rural C hina
Families Caring Across Borders
Children of Global Migration
The Role of the Family Context in the Development of Emotion Regulation
Can migration reduce educational attainment? Evidence from Mexico
Gender, educational attainment, and the impact of parental migration on children left behind
The Feminization of International Migration and its Effects on the Children Left Behind
Remittances, schooling, and child labor in Mexico
Emotional Intelligence
Acculturation, Substance Use, and Deviant Behavior
Academic Achievement and Loneliness of Migrant Children in China
Trait emotional intelligence influences on academic achievement and school behaviour
Temporal properties of spontaneous speech-a syllable-centric perspective
Migrant Parents and the Psychological Well-Being of Left-Behind Children in Southeast Asia
The long reach of divorce
The impact of migration on the well-being of transnational families
| Citation velocity | historical |
|---|---|
| Highly cited | No |