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Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
Ncur Emotional Intelligence And Academic Success Presentation
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Ncur Emotional Intelligence And Academic Success Presentation

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Independent research course that I took over the course of 2 semesters during undergraduate at Peace College under direction of Dr. Betty Witcher,Social Psychologist

Independent research course that I took over the course of 2 semesters during undergraduate at Peace College under direction of Dr. Betty Witcher,Social Psychologist

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  1. Emotional Intelligence, Adjustment and Academic Success Tracey Wright Peace College Funded by grant awarded by the North Carolina Independent Colleges and Universities (NCICU) Undergraduate Research Program, 2008
  2. What is Emotional Intelligence? <ul><li>Mayer & Salovey (2006) describe EI as the ability to perceive emotion, use emotion to facilitate thought, understand emotions and manage emotion. </li></ul><ul><li>Bar-On (2006) theorized that Emotional Intelligence is one’s intrapersonal ability to be aware of oneself, to understand one’s strengths and weaknesses, and to express one’s feelings and thoughts constructively. </li></ul>
  3. EI: The EQ-i Model <ul><li>EI is a multi-factorial array of emotional and social competencies that determine how effectively we relate with others and ourselves and cope with daily demands and pressures (Bar-On, 2006). </li></ul><ul><li>EI develops over time, changes throughout life, and can be improved through training and therapeutic techniques (Bar-On, 2002). </li></ul>
  4. EI and Other Successful Outcomes <ul><li>Vandervoot (2006) </li></ul><ul><ul><li>Career satisfaction </li></ul></ul><ul><ul><li>Marriage </li></ul></ul><ul><ul><li>Longevity and physical health </li></ul></ul><ul><ul><li>Mental health </li></ul></ul><ul><ul><li>Child development </li></ul></ul><ul><ul><li>Reduced Violence </li></ul></ul>
  5. EI and Adjustment <ul><li>Early studies of academic performance vs. actual academic performance. </li></ul><ul><li>Adjustment to college has more influence on performance than any other factors (Gerdes & Mallinckrodt, 1994). </li></ul><ul><li>Homesickness and loneliness </li></ul><ul><li>Social networks with peers and faculty </li></ul>
  6. What is academic success? <ul><li>Academically successful students: </li></ul><ul><li>“ Have learned to effectively balance the social and academic aspects of school, expect to succeed, and may be described as socially proficient, goal- oriented, and intrinsically motivated” (Ellis & Worthington, 1994; Scheuermann, 2000). </li></ul>
  7. Hypotheses <ul><li>Emotional Intelligence (EI) is the better overall predictor of academic performance. </li></ul><ul><li>Students with higher EI will have better adjustment to the increased demands of college. </li></ul><ul><li>Students with higher EI will perform better academically. </li></ul>
  8. Method <ul><li>Participants </li></ul><ul><ul><li>189 female, full-time students (registered for at least 12 credit hours) at a small, NC, all-women’s college. </li></ul></ul><ul><ul><li>All participants were in first semester of college. </li></ul></ul><ul><ul><li>Enrolled in First-Year Seminar </li></ul></ul><ul><ul><ul><li>Mandatory college orientation and preparation course. </li></ul></ul></ul><ul><ul><ul><li>Enhanced first-year students’ academic and personal adjustment to college. </li></ul></ul></ul>
  9. Method <ul><li>Materials </li></ul><ul><ul><li>Bar-On’s (2002) Emotional Intelligence Inventory (EQ-i,125) was utilized to assess Emotional Intelligence (EI). </li></ul></ul><ul><ul><li>Contains 15 subscales divided into 5 components. </li></ul></ul>
  10. The EQ-i: Emotional Competencies <ul><li>Intrapersonal </li></ul><ul><ul><li>Self-regard </li></ul></ul><ul><ul><li>Emotional self-awareness </li></ul></ul><ul><ul><li>Assertiveness </li></ul></ul><ul><ul><li>Independence </li></ul></ul><ul><ul><li>Self-actualization </li></ul></ul><ul><li>Interpersonal </li></ul><ul><ul><li>Empathy </li></ul></ul><ul><ul><li>Social Responsibility </li></ul></ul><ul><ul><li>Interpersonal relationship </li></ul></ul><ul><li>Adaptability </li></ul><ul><ul><ul><li>Reality testing </li></ul></ul></ul><ul><ul><ul><li>Flexibility </li></ul></ul></ul><ul><ul><ul><li>Problem solving </li></ul></ul></ul><ul><li>Stress Management </li></ul><ul><ul><ul><li>Stress tolerance </li></ul></ul></ul><ul><ul><ul><li>Impulse control </li></ul></ul></ul><ul><li>General Mood </li></ul><ul><ul><ul><li>Optimism </li></ul></ul></ul><ul><ul><ul><li>Happiness </li></ul></ul></ul>
  11. Method <ul><li>Materials </li></ul><ul><ul><li>College Adjustment Test (Pennebaker, Colder & Sharp, 1990) was utilized to assess adjustment. </li></ul></ul><ul><ul><li>Three subscales: </li></ul></ul><ul><ul><ul><li>Homesickness </li></ul></ul></ul><ul><ul><ul><li>General negative affect </li></ul></ul></ul><ul><ul><ul><li>Optimism </li></ul></ul></ul>
  12. Method <ul><ul><li>Other measures: </li></ul></ul><ul><ul><ul><li>HSGPA </li></ul></ul></ul><ul><ul><ul><li>SAT/ACT scores </li></ul></ul></ul><ul><ul><ul><li>Midterm deficiencies </li></ul></ul></ul><ul><ul><ul><li>Fall semester GPA </li></ul></ul></ul><ul><ul><li>Obtained from Office of Academic Affairs, Registrar’s Office, and Financial Aid Office </li></ul></ul>
  13. Method <ul><li>Procedure </li></ul><ul><ul><li>All participants were administered the Bar-On EQ-i,125(Bar-On, 2002) the summer prior to first semester registration, as required. </li></ul></ul><ul><ul><li>Participants received EI training as part of curriculum through Adventures course. </li></ul></ul><ul><ul><li>Informed consent was obtained. </li></ul></ul><ul><ul><li>Participants’ completed the CAT (Pennebaker, Colder, & Sharp, 1990) </li></ul></ul><ul><ul><li>Confidentiality </li></ul></ul><ul><ul><li>Debriefing </li></ul></ul>
  14. Results <ul><li>Correlational analyses were first performed to examine relationships between EI, its subcomponents, and overall adjustment. </li></ul><ul><ul><ul><li>Total EQ-i ( r (157)= .32, p <.01) </li></ul></ul></ul><ul><ul><ul><li>Intrapersonal ( r (157)= .27, p < .01) </li></ul></ul></ul><ul><ul><ul><li>Interpersonal ( r (157)= .25, p< .01) </li></ul></ul></ul><ul><ul><ul><li>Stress Management ( r (157)= .28, p < .01) </li></ul></ul></ul><ul><ul><ul><li>Adaptability ( r (157)= .21, p < .01) </li></ul></ul></ul><ul><ul><ul><li>General Mood ( r (157)= .26, p < .01) </li></ul></ul></ul>
  15. Results <ul><li>Measures of academic performance were correlated with adjustment. </li></ul><ul><ul><li>Midterm deficiencies had a significant relationship with CAT ( r (157)= -.23, p < .01) </li></ul></ul><ul><ul><ul><li>Homesickness ( r (157)= -.17, p < .05) </li></ul></ul></ul><ul><ul><ul><li>General negative affect ( r (157)= -.20, p < .05) </li></ul></ul></ul><ul><ul><li>Fall 2008 GPA had a significant relationship with CAT </li></ul></ul><ul><ul><li> ( r (157)= .26, p < .01) </li></ul></ul><ul><ul><ul><li>Homesickness r (157)= .30, p < .01) </li></ul></ul></ul><ul><ul><ul><li>General Negative Affect r (157)= .24, p < .01) </li></ul></ul></ul>
  16. Results <ul><li>To examine relationships between EI and SAT, correlational analyses were performed. </li></ul><ul><ul><li>Verbal SAT was correlated with Total EQ-i </li></ul></ul><ul><ul><ul><li>Total EQ-i ( r (157)= -.21, p < .01) </li></ul></ul></ul><ul><ul><ul><li>Intrapersonal ( r (157)= -.21, p <.01) </li></ul></ul></ul><ul><ul><ul><li>Interpersonal ( r (157)= -.16, p <.01) </li></ul></ul></ul><ul><ul><ul><li>General Mood ( r (157)= -.21, p <.01) </li></ul></ul></ul>
  17. Results <ul><li>Additional correlations: </li></ul><ul><ul><li>Within intrapersonal subscale </li></ul></ul><ul><ul><ul><li>self-regard, SATM ( r (157)= -.20, p < .01 </li></ul></ul></ul><ul><ul><ul><li>independence, SATV ( r (157)= -.29, p < .01) </li></ul></ul></ul><ul><ul><li>Within Interpersonal subscale </li></ul></ul><ul><ul><ul><li>interpersonal relationships, SATV ( r (157)= -.19, p < .01) </li></ul></ul></ul><ul><ul><ul><li>interpersonal relationships, Fall 08 GPA </li></ul></ul></ul><ul><ul><ul><li>( r (157)= -.17, p < .01) </li></ul></ul></ul><ul><ul><li>Within General Mood subscale </li></ul></ul><ul><ul><ul><li>Happiness, SATM ( r (157)= -.21, p <.01) </li></ul></ul></ul><ul><ul><ul><li>Happiness, SATV (r(157) -.22, p <.01) </li></ul></ul></ul><ul><ul><ul><li>Optimism, Fall 2008 GPA ( r (157)= .16, p <.01) </li></ul></ul></ul>
  18. Implications <ul><li>Support for hypothesis 1 had little support by this current study. However, EQ-i did show significant relationships with academic performance. </li></ul><ul><ul><li>There was evidence that Total EQ-i and some subscale scores showed significant relationships with other measures of performance. </li></ul></ul><ul><ul><li>Optimism had a positive relationship with Fall 2008 GPA. </li></ul></ul>
  19. Implications <ul><li>Numerous significant relationships of emotional intelligence and adjustment were found. </li></ul><ul><ul><li>Hypothesis 2 was supported with evidence that students with higher EI will report better adjustment. </li></ul></ul><ul><ul><li>Total EQ-i, self-regard, independence, self-actualization, social responsibility, interpersonal relationships, stress tolerance, impulse control, flexibility, optimism, and happiness were all significant. </li></ul></ul>
  20. Implications <ul><li>Although not presented as an original hypothesis, analyses indicated that adjustment did have a significant relationship with academic performance measures, especially Fall 2008 GPA. </li></ul>
  21. Limitations & Further Research <ul><li>Re-assessment of EI throughout college career </li></ul><ul><li>Professors’ and/or Instructors’ EI </li></ul><ul><li>Students beginning at different EI levels </li></ul><ul><li>Gender </li></ul><ul><li>College retention </li></ul><ul><li>Program development </li></ul>
  22. Some Last Words… <ul><li>Why Emotional Intelligence? </li></ul><ul><li>“ It is clear that academic success goes hand in hand with emotional and physical well-being. College is a fresh start for many students, but dysfunctional coping styles can cripple their efforts. Even students who “get by” or succeed academically can be at risk if unhealthy behavioral patterns follow them after college. Promoting emotional health in students is an investment in the future. It should be part of the mission of all colleges and universities.” </li></ul><ul><li>Dr. Richard Kadison, Chief of Mental Health, </li></ul><ul><li>Harvard University </li></ul>
  23. EI, Adjustment, and Academic Success <ul><li>Questions? </li></ul>
  24. References <ul><li>Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18 (Suppl), 13-25. </li></ul><ul><li>Berrocal, P. F. & Extremera, N. (2006). Special issue on emotional intelligence: An overview. Psicothema, 18 , (supl), 1-6. </li></ul><ul><li>Ellis, E.S., & Worthington, L.A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators (Technical Report No. 5). Eugene: University of Oregon, National Center to Improve the Tools of Educators. (ERIC Document Reproduction Service No. ED386853) National Center for Education Statistics. (2001). Chapter 5: Outcomes of Education. Digest of Education Statistics. Retrieved October 15, 2002 from, http://nces.ed.gov//pubs2002/digest2001/ch5.asp </li></ul><ul><li>Multi-Health Systems, Inc, © 2004-2007. Emotional Quotient -Inventory HEd. Retrieved November,12, 2008 from, http://www.mhs.com </li></ul><ul><li>Parker, J.D.A., Duffy, J.M., Wood, L. M., Bond, B.J., & Hogan, M.J. (2005). Academic achievement and emotional intelligence: Predicting the successful transition from high school to university. Journal of The First-Year Experience, 17 (1), 1-12. </li></ul><ul><li>Parker, J. D.A., Saklofske, D.H., Wood, L.M., Eastabrook, J.M., & Taylor, R.N. (2005). Stability and change in emotional intelligence: Exploring the transition to young adulthood. Journal of Individual Differences, 26 (2) 100-106. </li></ul><ul><li>Parker, J. D.A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: examining the transition from high school to university. Personality and Individual Differences, 36 , 163-172. </li></ul><ul><li>Scheuermann, B. (2000, February). Curricular and Instructional Recommendations for Creating Safe, Effective, and Nurturing School Environments for All Students. In L.M. Bullock & R.A. Gabel (Ed.), Positive Academic and Behavioral Supports: Creating Safe, Effective, and Nurturing Schools for All Students. Norfolk, VA: Council for Children with Behavioral Disorders. (ERIC Document Reproduction Service No. ED457628) </li></ul><ul><li>Vandervoort, D.J. (2006). The importance of emotional intelligence in higher education. Current Psychology: Developmental, Learning, Personality, Social. 25 (1), 4-7. </li></ul>

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