When it comes to academic performance, the first thing we think of is IQ. In fact, academic performance is also affected by another key factor, that is, emotional intelligence.
Many parents' understanding of EQ is that children have a sweet mouth and can talk, but this is a one-sided interpretation. In fact, emotional intelligence usually refers to emotional intelligence, or emotional intelligence for short, which mainly refers to people's qualities in emotion, will and frustration tolerance.
The concept of "EQ" was first put forward by American psychologists Salovi and Meyer in 1990. Later, Daniel Gorman, a doctor of psychology at Harvard University, made a systematic study of EQ and wrote related books.
Gorman believes that people with high emotional intelligence have the following five abilities:
For example, a child is smart and good at communication, but his emotional self-management ability is low, and he will be noisy and unable to think calmly when he encounters something unsatisfactory, so the comprehensive level of emotional intelligence still needs to be improved.
So why is academic performance related to emotional intelligence? In the human brain, there is an area called prefrontal cortex, which is mainly used for memory, judgment, analysis, thinking and operation.
Gorman mentioned in his book that people's strong emotions, such as anxiety and anger, will produce nerve static electricity, which will affect the prefrontal lobe and make it unable to work normally.
There is a saying that "people are carried away by anger." People will lose their minds in an angry state and do completely different things from before. This is actually that the judgment and thinking ability of the frontal lobe have been disturbed.
If children can control their emotions well, avoid the influence of prefrontal cortex as much as possible, and keep their basic thinking ability, know the outside world and remember knowledge in a good state, then learning efficiency and grades will naturally improve.
Many experimental studies have proved that various positive and negative emotions have different effects on cognition (en, 199:Meg, 1989).
Study 1: Positive Emotional Intensity and Cognitive Process
It is found that the full influence of moderate positive emotional state on thinking and decision-making is helpful to improve the quality of thinking and decision-making.
Positive emotional tone basically involves the whole process of human cognition and organization, and information materials in the brain are easier to be processed in a positive emotional state, which proves that positive emotions can help people cope with troubles and reduce the occurrence of antagonistic events.
When children are studying or doing things, maintaining a good and positive emotional state can help children deal with problems and complete tasks more efficiently.
Study 2: Positive emotional intensity and problem-solving flexibility
In the laboratory study of Eisen (len, 1992, 1993), subjects were induced to be in a moderately positive sensory state.
For example, a group can watch a light comedy movie for 5 minutes or get a small bag of candy to compare with the control group. The task is to classify items or words.
The experimental results show that the classification operation of the experimental group is smoother and more flexible than that of the control group in the state of causing moderate positive emotions, as is the result of the differential selection operation of articles or words.
These experiments can prove that positive emotions can promote the flexibility of thinking, and people who are satisfied with their feelings are more able to associate concepts with stimuli and find differences and complex relationships than people who generally feel the state.
This simple operation of judging, classifying and classifying is smoother than that of people with neutral emotions, because thinking in a happy state can get more information, produce more associations and better feel the same or different feelings.
Therefore, positive emotions have sufficient scientific basis for promoting children's learning. Although it is not obvious on the surface, the child's brain has actually changed a lot.
Therefore, many parents increase their children's pressure by nagging, urging and scolding when they see that their children are not doing their homework well. Although it will help to promote their children's execution, it is useless for the brain's flexible thinking and information processing.
I believe some parents will ask, do we have to be coaxed to keep our children in a positive mood? Of course not, let's see what the scientific training method is!
Today, we also start with the rules of psychological cognitive training and share two points for parents to guide their children to adjust their emotions.
In the process of parenting, most parents unconsciously make two mistakes: 0 1 selective acceptance of emotions; Skip understanding and manage directly.
The first point is easy to understand. Emotions such as happiness, active efforts, boldness and pride are usually welcome, while parents are very tolerant of emotions such as anger, sadness, fear, jealousy, embarrassment and shame. They think it is wrong for children to have these emotions and need to be corrected immediately.
In fact, everyone has emotions such as jealousy, fear and anger. To cultivate children's emotional management ability, we must first treat it objectively.
We should let children know that it is normal to have these emotions. What we should do is not to suppress and abandon these emotions, but to express, vent and adjust them through appropriate methods.
Secondly, when many parents see their children make mistakes or have some negative emotions, their first reaction is to tell them "no, no, no" and then tell them what to do.
This process just lacks the most critical step, which is to understand why children have these emotions and let them understand their own behavior.
When talking about what children should learn, Dr. Lillian Katz, an American child education expert and honorary professor of UIUC Institute of Education, said: "Children should only learn about their own experiences." The experience here certainly includes emotions.
Therefore, when we feel children's emotions, the first thing we should do is not to instruct discipline immediately, but to ask and listen, and then help children calm down their emotions and calm their brains. Finally, it is necessary to teach children the correct handling methods, so as to achieve the ideal effect.
Considering the needs of parents, this time we found an expert teacher with 12 years of attention training experience to cooperate:
Aiming at the most common learning problems of children: distracted attention in class, delayed homework, hyperactivity and so on. , specially opened a 7-day attention training camp (for children aged 3- 12) to help children improve their reading and writing ability and improve their learning efficiency!
Every day 15 minutes, children can easily improve their attention at home, so that parents can also master a correct educational thinking mode and easily learn the methods and tricks to improve parent-child relationship.
No matter what stage the child is at.
Can pass the professional attention evaluation report.
Develop personalized promotion training
Effectively improve children's excellent learning ability
Tips:
If in doubt, you can learn more about the training by private message or message for 7 days.