References 2
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This document contains 26 references related to research on emotional intelligence. The references are from journal articles and books published between 1990 and 2010. The references cover topics such as the relationship between emotional intelligence and social functioning, academic performance, trait emotional intelligence, emotional intelligence testing instruments, and emotional intelligence in educational contexts.
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![Retrieved November 25, 2010, from
http://www.eiconsortium.org/reprints/ei_issues_and_common_misund
erstandings.html
Fahim, M. & Pishghadam, R. (2007). On the role of emotional,
psychometric, and verbal intelligences in the academic achievement
of university students majoring in English language. Asian EFL
Journal, 9, 240-253.
Fatemi, M. (2006). Hooshe hayajani [Emotional intelligence]. Tehran, Iran:
Sargol Publication.
Gardner, K. J., & Qualter, P. (2010). Concurrent and incremental validity of
three trait emotional intelligence measures. Australian Journal of
Psychology, 62(1), 5-13.
Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional
intelligence: Science and myth. Boston, MA: MIT Press.
Mayer, J. D., Salovey, P., Caruso D. R. (2008). Emotional intelligence: New
ability or eclectic traits? American Psychologist, 63(6), 503-517.
Mayer, J. D., Salovey, P., Caruso D. R., & Sitarenios, G. (2003). Measuring
emotional intelligence with the MSCEIT V2.0. Emotion, 3(1), 97-105.
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2. Strong communication, leadership, and cultural competency skills from years of teaching experience in multiple countries and societies.
3. Over 40 peer-reviewed publications and book chapters as well as research experience collecting and analyzing data from over 50 projects involving subjects from several countries.
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This document provides a resource list on the biological and cognitive-behavioral perspectives on depression. The biological perspective section lists numerous research studies on genetics, biochemical studies, and endocrinology related to depression. The cognitive-behavioral perspective section lists research on biological-cognitive models, rumination and self-concept, belongingness and social support, and the influence of culture, gender socialization, trauma, and acculturation on depression. The document concludes with instructions for a 4-6 page paper arguing for either the biological or cognitive-behavioral perspective on the causes of depression.
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College of Doctoral StudiesLiterature Review.docx
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Running head: LITERATURE REVIEW RESOUCES 1
LITERATURE REVIEW RESOURCES 8
Literature Review Resouces
Ebehi Osahon
Grand Canyon University: LDR-802
05/09/2018
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1.
Reference
Aschwanden, D., Martin, M., & Allemand, M. (2017). Cognitive Abilities and Personality Traits in Old Age Across Four Years: More Stability Than Change. Journal of Research In Personality, 70 202-213. doi:10.1016/j.jrp.2017.08.002
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Annotation
A few studies have been done in examining cognition in regards to personality associations in old age. The result stated that there was more stability than there was change across four years when it came to change in both domains. In the present study, a few and weak associations between the two domains were found. Stability and change comprised of six cognitive abilities and three personality traits in old age were examined over four years. Whether levels of one domain were related to the other domain four years later was also examined. Process of speed decreased while neuroticism increased in four years. The reason was that openness and conscientiousness were related to verbal knowledge four years later. Between the two domain. The findings showed that the development of cognitive abilities and personality traits in old age is marked more by stability than by change.
2.
Reference
Bridger, E., & Daly, M. (2017). Does cognitive ability buffer the link between childhood disadvantage and adult health? Health Psychology, 36(10), 966-976.
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Annotation
The authors of this article took a look at the difference cognitive ability makes in childhood when neglected. How early life psychological factors can be shielded when it comes to health consequences and social disadvantage in the long-term. Data was drawn on this study from two large British cohorts from birth to age 42 and from birth to age 50. The test was to determine whether high levels of cognitive abili ...
D0361016025
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Empathy
This study examined the relationships between empathy, narcissism, and quality of interpersonal relationships in 609 university students. The results showed that empathy was positively correlated with relationship quality, while narcissism was negatively correlated. Path analysis revealed that narcissism mediated the relationship between empathy and relationship quality. Specifically, higher empathy led to lower narcissism and in turn better relationships, while higher narcissism undermined the positive effects of empathy on relationships. This study provides evidence that narcissism plays an important role in linking empathy to the quality of one's interpersonal relationships.
A validation study of the persian version of mckenzie's (1999) multiple intel...
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.The relationship between personality traits and reading proficiency
Generally, different individuals have the tendency to perform differently while reading. Despite such variation, studies have shown that readers have the tendency to be consistent in their performance. Studies have also found such consistency can be traced to the personality traits of the subjects. Hence, the purpose of the study is to investigate the relationship between personality traits and reading proficiency score. The respondents of this study are mainly third-semester diploma students of various courses from one of the leading institution of higher learning in Malaysia involving 313 students. The respondents are required to sit for a reading proficiency test and a personality trait test. An analysis of variance is used to see whether certain personality traits can be associated with reading proficiency. Using one-way analysis of variance, it is found that none of the personality traits shows a significant relationship to reading proficiency as p>0.05. However, despite the insignificant relationship between reading proficiency and personality traits, it is found that there are some negative correlations between reading proficiency score and personality traits.
Can you tell if they're learning? ICALT 7 July 2015
This document discusses using a pedagogical framework called DiAL-e to analyze comments from a Massive Open Online Course (MOOC) on archaeology to determine if the comments provided evidence of learning. The author coded 525 comments from 12 steps of the MOOC using DiAL-e categories and calculated average DiAL-e scores. Correlations were found between higher DiAL-e scores and greater use of second person pronouns, positive emotion words, and informational language. However, no correlations were seen with measures of language complexity or social network density. The author concludes some linguistic markers may indicate pedagogical activity but more work is needed applying different frameworks to larger samples and using additional methods like interviews
Speech, language and communication: references
This document provides references for a presentation by Dr. Courtenay Norbury on speech, language and communication. It lists 10 sources published between 1982 and 2012 that relate to research on childhood language disorders, heritability of specific language impairment, structural language in autism spectrum disorder, the relationship between gesture and motor skills with language development, data collection challenges for children with speech/language/communication needs, the impact of speech difficulties on early literacy development, prevalence of speech delay in 6-year olds and its connection to language impairment, tools for measuring pragmatic language in autism spectrum disorder, and the association between intervention receipt and speech-language profiles.
cv- vahedi1
This document provides the curriculum vitae of Vahedi Sh., including educational background, qualifications, research interests, and publications. It lists Vahedi's Ph.D. in Educational Psychology from University of Tabriz from 2005-2009, M.A. in Educational Psychology from University of Allame Tabtabaei from 1996-1998, and B.A. in Educational Sciences from University of Tabriz from 1992-1996. It also lists over 50 publications in refereed journals related to topics like emotional/behavioral disorders in children, bullying, learning problems, parent-child interaction, and teaching methods.
Asaricaoglu aarikan
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
11. a relationship between emotional intelligence and self esteem
This document summarizes a study that assessed the relationship between emotional intelligence and self-esteem. 240 students and employees (120 male and 120 female) from universities in Pakistan completed surveys measuring their emotional intelligence and self-esteem. The results showed a positive correlation between emotional intelligence and self-esteem. Females scored higher than males on emotional intelligence, while males scored higher than females on self-esteem. The study provides evidence that people with higher emotional intelligence tend to have greater self-esteem.
2. [10 15] a relationship between emotional intelligence and self esteem
This document summarizes a study that assessed the relationship between emotional intelligence and self-esteem. 240 students and employees (120 male and 120 female) from universities in Pakistan completed assessments of their emotional intelligence and self-esteem. The results showed a positive correlation between emotional intelligence and self-esteem. Females scored higher on emotional intelligence compared to males, while males had higher self-esteem than females. The study helps further the understanding of how emotional intelligence relates to self-esteem.
An individual assignment makes up your final grade for the course..docx
An individual assignment makes up your final grade for the course. The assignment consists of a research report which addresses the influence of personality on online social behavior. The assignment will be marked with a 0.1 and counted as an attempt, with no further feedback given, if any plagiarism is found.
This term, describe and analyze how personality affects tourists’ online social behavior from a quantitative perspective. In your literature review you should adopt a funnel approach. In other words, you start out broad by describing what academics consider personality, provide descriptions etc. Next, narrow your discussion and explain to the reader how personality is related to behavior, specifically tourist behavior. Possibly make inferences on how personality could be associated with tourists' online social behavior. Finally, focus on a specific aspect of personality (e.g., sensation seeking) or a wider range of personality traits (e.g., the Big 5) and convince the reader that this aspect is the most interesting predictor for a certain online behavior. It will include:
· Review academic literature;
· Construct relevant research questions;
· To set-up a proper questionnaire;
· To analyze the quantitative data;
· Compare the analysis of the primary data to the literature review;
· Make recommendations based on quantitative research findings;
· Write a professional report according to APA guidelines.
Please do not include all the individually filled out questionnaires in your report. One (not filled out) copy in the appendix will do. The actual survey may be in any language, granted you put an English version in an appendix. You will collect (at least) 40 responses to your questionnaire.
We recommend using one of the following references for the measurement of personality in your survey :
Barnett, L. A. (2007). The Nature of Playfulness in Young Adults. Personality and Individual Differences, 43(4), 949–958.
Gosling, S. D., Rentfrow, P. J., & Jr., W. B. S. (2003). A Very Brief Measure of the Big-Five Personality Domains. Journal of Research in Personality, 37(6), 504–528.
Hoylea, R. H., Stephenson, M. T., Palmgreen, P., Lorch, E. P., & Donohew, R. L. (2002). Reliability and Validity of a Brief Measure of Sensation Seeking. Personality and Individual Differences, 32(3), 401–414.
Rammstedt, B., & John, O. P. (2007). Measuring Personality in One Minute or Less: A 10Item Short Version of the Big Five Inventory in English and German. Journal of Research in Personality, 41(1), 203–212.
The assignment will be marked with a 0.1 and counted as an attempt, with no further feedback given, if any plagiarism is found. The first page of the report must include the sentence, “I, (your name), have read the plagiarism appendix to the course outline, and I am absolutely certain that my report contains no plagiarism.” Otherwise we will not begin to mark it or give feedback.
The work includes: Literature review, Questionnaire preparati.
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A validation study of the persian version of mckenzie's (1999) multiple intel...
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Can you tell if they're learning? ICALT 7 July 2015
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11. a relationship between emotional intelligence and self esteem
2. [10 15] a relationship between emotional intelligence and self esteem
2. [10 15] a relationship between emotional intelligence and self esteem
An individual assignment makes up your final grade for the course..docx
An individual assignment makes up your final grade for the course..docx
References 2
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- 2. Retrieved November 25, 2010, from http://www.eiconsortium.org/reprints/ei_issues_and_common_misund erstandings.html Fahim, M. & Pishghadam, R. (2007). On the role of emotional, psychometric, and verbal intelligences in the academic achievement of university students majoring in English language. Asian EFL Journal, 9, 240-253. Fatemi, M. (2006). Hooshe hayajani [Emotional intelligence]. Tehran, Iran: Sargol Publication. Gardner, K. J., & Qualter, P. (2010). Concurrent and incremental validity of three trait emotional intelligence measures. Australian Journal of Psychology, 62(1), 5-13. Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional intelligence: Science and myth. Boston, MA: MIT Press. Mayer, J. D., Salovey, P., Caruso D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503-517. Mayer, J. D., Salovey, P., Caruso D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion, 3(1), 97-105. 2
- 3. Petrides K. V., Fredrickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, 277-293. Petrides K. V., Furnham, A., & Fredrickson, N. (2004). Emotional intelligence. The Psychologist, 17(10), 574-577. Petrides, K. V., Vernon, P. A., Schermer, J. A., Lightart, L., Boomsma, D. I., & Veselka, L. (2010). Relationship between trait emotional intelligence and the Big Five in the Netherlands. Personality and Individual Differences, 48, 906-910. Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6(1), 31-41. Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37, 700-707. Roohani, A. (2009). The study of emotional intelligence and literature: gender and major of study. TELL 9(3), 117-141. Rouhani, A. (2008). An investigation into emotional intelligence, foreign language anxiety and empathy through a cognitive-affective course in 3
- 4. an EFL context. Linguistik online, 34(2), 41-57. Retrieved December 14, 2010, from http://www.linguistik-online.com/34_08/rouhani.pdf Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. Sanchez-Ruiz, M. J., Perez-Gonzalez, J. C., & Petrides, K. V. (2010). Trait emotional intelligence profiles of students from different university faculties. Australian Journal of Psychology, 62(1), 51-57. Zeidner, M., Shani-Zinovich, I., Matthews, G., & Roberts, R. D. (2005). Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure. Intelligence, 33, 369-391. 4