Study of Educational Psychologists’ Emotional Competence Development
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The article presents the essential characteristics of the concept “emotional competence” as a component of the educational psychologist’s professional competence. The article explains the importance of the emotional abilities (empathy, reflection, self-regulation and control feelings and emotions of other people) in the personal structure of the educational psychologist. Specificity of educational psychologist’s professional activity is that he must confront his professional challenges and manage his emotional state. The foreign analogue of the concept “emotional competence” is “emotional intelligence”. Based on the analysis of conjugate concepts of “emotional ability”, “emotional intelligence” there is provided a definition of “emotional competence”. The article reveals various scientific approaches to this concept, highlighting their structural components. As part of emotional competence there are four basic components and their functions: self-regulation (impulse control and management of emotions, expression of emotions, blocking negative emotional states); regulation of relationships (social skills, ability to build relationships with others); reflection (self-awareness, rational understanding of emotions, and identifying one’s own motivation); empathy (emotional and cognitive decentering). The article presents the results of ascertaining and controlling stages of research in experimental and control groups. The qualitative interpretation of the results obtained with the use of statistical methods of data processing is given.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it