Emotional Capital: the Set of Emotional Competencies as Professional and Vocational Skills in Emotional Works and Jobs

Bénédicte Gendron


In the context of changes or decreasing quality of life at school and at work (violence, incivilities, stress, anxiety, depression, burn out, pressure, bullying..), research on Education with its dialectic links between learning and well-being competencies, that is, between educational processes and outcomes on the one hand, and well-being-promotion processes and outcomes on the other, suggests a frame to purpose radical alternatives and reconceptualize educational programms in itself. Beyond general knowledge (Savoirs) and technical skills (Savoir-Faire), the role of Emotional Capital, referring to the set of emotional competencies (Savoir-Etre), is crucial at sustaining human capital constitution in a broad sense and person development and well-being and performance (Gendron, 2004). This communication will be focus on the experimental research-action part of a global research led at the university of Montpellier 3 called Idefi-UM3D-“Réussir en 3D determination, diversification, différences”. This peticular project called “Idefi-UM3D-emotional capital & well-being & performance”, aims at developing emotional competencies among emotional works and jobs, peticularly future educators and teachers’ students, using tools from the positive psychology, the Mindfullness and the Acceptance and Commitment Training (ACT’) and its return and impact on trainees’ well-being, personal and social emotional competencies and performance. From an interdisciplinary approach combining sciences of education, economic of human resources and positive psychology, it shows that emotional capital, can improve the well-being and performance of trainees, future educators and teachers which contributes to ensure sustainable and benevolence education and balanced person development and professional skills.


Emotional Capital; Emotional Competencies; Soft Skills; Acceptance and Commitment Therapy; Mindfulness

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DOI: https://doi.org/10.5944/reec.29.2017.17433


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