Browsing by Author "Salo, Juuso"

This thesis examines the theoretical basis of emotional skills in relation to the aims of the national core curriculum for basic education 2014. The aim of the study was to find out what similarities can be found between the ability model of emotional intelligence and the aims of competence and subject-based learning of NCC for basic education. The aims of the curriculum for basic education guide the teaching of emotional skills in a school context. Thus, the research also considers the consequences that the results of the research and the broader theoretical framework of emotional skills may have for the teaching of emotional skills. The research was implemented by a theory-based content analysis. The analysis was performed using a structured analysis framework consisting of the dimensions of the ability model. The material of this thesis consisted of goals of competence-based and subject-based learning aimed at grades 1-6 and 7-9, which were analyzed with a hermeneutic research approach by interpreting the material. In this study, emotional skills are defined using the ability model of emotional intelligence, which conceptualizes ability based EI. The ability model divides emotional skills into four hierarchically formed dimensions. In these dimensions emotional skills are seen as abilities related to the perception and expression of emotions, emotional facilitation of thinking, understanding and analyzing emotions and regulation of emotions. With the help of the analysis framework based on these dimensions, a classification was formed, which guided the analysis of the material consisting of the goals of competence based and subject-based learning in basic education curriculum 2014. The principles of the current NCC for basic education emphasize competence-based learning which primarily include the aims related to emotional skills. However, the study showed that emotional skills related content in the basic education curricula was rather narrow based on the definition of the ability model. The aims of the curriculum emphasized skills in expressing and regulating emotions, while skills related to understanding emotions and supporting thinking were given less attention. Based on the research results, moderate similarities can be found between the aims of competence based and subject-based learning and the ability model of emotional intelligence. However, the results do not indicate whether the ability model serves as a theoretical basis for the content of emotional skills in the curriculum. Discussion part of the thesis highlights the challenges related to theoretical basis of emotional skills more broadly and the implementation of systematic emotional education based on that framework.