Future development of emotional intelligence in Poland

The field of El in Poland is expected to continue and to be broadened, based on the range of research applications as well as the increase in studies in the last decade. Beyond the current El research topics that were reviewed in this chapter, future research may extend the theorizing of El and its related constructs as well as refine applications to business and education. The work of the IRE aims to contribute to educational applications of El for students, teachers, parents, and school environments. The current study - one of the few in Poland that specifically examined El-abilities training for early childhood education - suggests both the need for greater teacher training as well as a promising training program that targets El strategies. The IRE preschool and nursery education programs in Warsaw illustrate the increasing interest and growth in El application for children and families.

One area that appears to need continued attention is the area of measurement. Few studies, to date, have used the Polish translation of the MSCEIT thus limiting the number of studies that actually examine El abilities. While the current El measures in Poland include both tasks and self-report formats, the use of self-report questionnaire measures appears to dominate in the literature, which emphasizes the use of El trait models. Zeidner, Matthews, and Roberts (2009) in reviewing future trends in the El field overall, suggest that ability El models will eventually become dominant, despite the increased challenges in measurement over self-report trait-like approaches. If El research in Poland follows this suggested trend, then one could expect an increase in El ability measures and research studies. The development by the current authors of the Emotional Intelligence Test in Children (Polish acronym TIED; Martyniak & Pellitteri, in development) extends efforts to develop ability-based El measures as well as to address the ongoing need for assessment of El in children.

Matczak and Knopp (2013) and Knopp (2010) note that cognitive and emotional areas of development are closely related and cannot be treated separately; therefore, it is necessary to introduce changes in the approach to childhood education and to focus not only on the cognitive sphere but also on the emotional one. The current El work in Poland suggests that the tendency to devote greater attention to the importance of emotions is beginning to form in the education field - both in research and in actual practice. This would reflect a hopeful trend since developing El in children and families through the education system would then, by extension, impact other areas of Polish society.

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