Academic Achievement and Emotional Intelligence: Predicting the Successful Transition from High School to University*

Size: px
Start display at page:

Download "Academic Achievement and Emotional Intelligence: Predicting the Successful Transition from High School to University*"

Transcription

1 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. Academic Achievement and Emotional Intelligence: Predicting the Successful Transition from High School to University* James D. A. Parker Trent University Jon M. Duffy Multi-Health Systems, Inc. Laura M. Wood Trent University Barbara J. Bond Sir Sandford Fleming College Marjorie J. Hogan University of Toronto Abstract. This study examined the impact of emotional intelligence (EI) on the successful transition from high school to university. The short form of the Emotional Quotient Inventory (EQ-i) was completed by 1,426 first-year students attending four different universities within the first week of classes (September). At the end of the academic year (May), the students cumulative GPA for *This study was supported by research grants to the first author from the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Ontario Government s Premier s Research Excellence Award program, as well as an Ontario Graduate Scholarship (OGS) to the third author. The authors would like to thank Jennifer Eastabrook, Cheryl Foster, Sarah Majeski, and Amber Oke for their help. The authors would also like to thank the following BHS staff members for their assistance: Frances Clendenen, Margy McCroskey and Nickole Petry. 1

2 Academic Achievement and Emotional Intelligence the year was used to identify two groups of students: academically successful (i.e., GPA of 3.0 or better; n = 590) and academically unsuccessful (i.e., GPA of less than 2.0; n = 289) students. Results revealed that academically successful students had significantly higher levels of several different emotional and social competencies. These findings suggest that emotional intelligence plays an important role in the successful transition from high school to university. A common pattern throughout Canada and the United States is that the majority of high school students who enroll in a specific post-secondary institution may withdraw before graduating from the institution (Gerdes & Mallinckrodt, 1994). Since the greatest proportion of these students drop out in the first year (Geraghty, 1996), it is critically important to understand the factors that influence the successful transition from high school to university. The range of variables that appear to influence the transition is quite extensive. Students often drop out because of problems in the following tasks: (a) forming new relationships, (b) modifying existing relationships, (c) learning new study habits, (d) adjusting to increased academic demands, and, (e) learning to live with increased independence (Pancer, Hunsberger, Pratt, & Alisat, 2000; Parker, Summerfeldt, Hogan, & Majeski, 2004). A growing body of evidence suggests that mastering most of these tasks is linked with a broad range of emotional and social competencies. In a recent study examining the transition from high school to university, Parker et al. (2004) found that various emotional and social competencies were strong predictors of academic success. During the first month of classes (September) a sample of 372 first-year undergraduate students attending a small Ontario university completed the short form of the Emotional Quotient Inventory (EQ-i:Short; Bar-On, 2002). At the end of the academic year (May), the emotional intelligence (EI) data were matched with students academic records. Two groups were identified: one group consisted of academically successful first-year students (i.e., students who achieved a first-year grade of 80% or better) and the other group consisted of academically unsuccessful first-year students (i.e., students who achieved a first-year grade of 59% or lower). Although only a weak correlation was found 2

3 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. between total EI and first-year grade, significant differences were revealed between the two distinct academic groups. Consistent with expectations, the successful group scored significantly higher than the unsuccessful group on several dimensions of emotional intelligence: intrapersonal abilities, adaptability, and stress management (Parker et al., 2004). The Parker et al. (2004) study used a model of emotional intelligence developed by Bar-On (1997, 2000, 2002), consisting of four related social and emotional competencies that influence a person s capability to cope with environmental demands and pressures. The related dimensions consist of intrapersonal abilities (e.g., recognizing and understanding ones feelings), interpersonal abilities (e.g., empathy), adaptability skills (e.g., being able to adjust one s emotions and behaviors to changing situations and conditions), and stress management skills (e.g., resisting or delaying impulses). Recent studies using this model have found a link between academic success and emotional intelligence in both secondary and post-secondary students. Parker et al. (in press) examined the relationship between emotional intelligence and academic achievement among a group of 667 American high school students. Participants completed the youth form of the BarOn Emotional Quotient Inventory (EQ-i:YV; Bar-On & Parker, 2000) during the school year. EQ-i:YV scores were matched with grade point averages (GPA) at the end of the school year. Based on GPA, students were placed into one of three groups: successful, middle, and less successful. The three academic groups were compared on the emotional intelligence dimensions assessed by the EQ-i: YV. The results revealed that the academic groups differed, with the successful group scoring significantly higher than the other two groups on the interpersonal abilities, adaptability, and stress management dimensions. A related study (Petrides, Frederickson, & Furnham, 2004), using British high school students and a different measure of emotional intelligence, found that pupils with high EI scores did better in school and had fewer deviant school behaviors (e.g., unauthorized absences) than students with low EI scores. The present study sought to extend the work of Parker et al. 3

4 Academic Achievement and Emotional Intelligence (2004; in press) by examining the relationship between emotional intelligence and academic achievement in a broader range of post-secondary students. To this end, the relationship between academic achievement and emotional and social competencies was examined in several different groups of first-year students attending several universities. Participants Method The sample consisted of 1,426 students (501 men, 916 women, and 9 who did not indicate gender) attending four American universities (N = 383, 292, 88, and 663) located in Mississippi, North Carolina, and West Virginia. The proportion of men and women in the sample (35% vs. 65%) is representative of first-year students attending the four institutions. All of the students were in their first year of post-secondary study and were 21 years old or younger (within 2 years of completing their high school degree). The mean age of the participants was years (SD = 0.55). Seventy-one percent of the participants identified themselves as White, 25% as African American, 1% as Asian, 1% as Hispanic, 1% as Other; and 1% did not indicate their ethnicity. Measures Participants completed the short form of the BarOn Emotional Quotient Inventory (EQ-i:Short; Bar-On, 2002), a self-report measure designed to assess the core features of emotional intelligence using a five-point Likert scale for each item (ranging from 1 being very seldom true of me to 5 being very often true of me ). The EQ-i:Short consists of 51 items that assess four broad dimensions: (a) intrapersonal (10 items), (b) interpersonal (10 items), (c) adaptability (7 items), and (d) stress management (10 items). The sum of the four dimensions provides a total emotional intelligence score. A high score on any of these scales reflects a higher level of social and emotional competency in that area (Bar-On, 2002). The EQ-i:Short also has an eight-item 4

5 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. general mood scale and a six-item positive impression validity scale. The EQ-i:Short has been demonstrated to be a valid and reliable instrument (Bar-On, 2002). Procedures Students were recruited as volunteers to participate in the present study during the first week of classes at their respective universities. Students completed the EQ-i:Short in small groups. As an incentive for participation, students were given an opportunity to attend a workshop at the particular university on emotional intelligence and told that they would be given a feedback report about their individual scores on the EQ-i:Short. Students who completed the instrument also gave informed consent for the researchers to track their academic progress for the year. In June, after final marks for the academic year were processed, EQ-i:Short scores were matched with students academic records (cumulative GPA for the year). Students GPA was used to identify two groups of students. Those students with a GPA of 3.0 or better were identified as the successful academic group and those students with a GPA of less than 2.0 or who withdrew from the institution before the end of the term 1 were identified as the unsuccessful academic group. There were 590 students (168 men and 418 women) in the successful group (41.4% of the sample) and 289 students (122 men and 165 women) in the unsuccessful group (20.3% of the sample). The two groups did not differ in age at the time of completing the EQ-i:Short. Total Sample Results Table 1 presents correlations among EQ-i:Short variables (i.e., intrapersonal, interpersonal, adaptability, stress management, and total EI) and first-year university GPA for the total sample, as well as separately for men and women. The correlations between GPA and EQ-i:Short variables were relatively low 5

6 Academic Achievement and Emotional Intelligence Table 1 Correlations Among EQ-i:Short Scales and First-Year GPA Variables Intrapersonal - Total Sample (N = 1,426) 2. Interpersonal 0.38* - 3. Adaptability 0.33* 0.41* - 4. Stress management 0.39* 0.39* 0.40* - 5. Total EI 0.71* 0.72* 0.74* 0.75* - 6. First-year GPA * 0.11* 0.15* 0.15* 1. Intrapersonal - Men (n = 501) 2. Interpersonal 0.45* - 3. Adaptability 0.31* 0.43* - 4. Stress management 0.41* 0.37* 0.33* - 5. Total EI 0.73* 0.75* 0.73* 0.73* - 6. First-year GPA 0.09* 0.18* 0.19* 0.18* 0.22* 1. Intrapersonal - Women (n = 916) 2. Interpersonal 0.33* - 3. Adaptability 0.33* 0.39* - 4. Stress management 0.38* 0.39* 0.43* - 5. Total EI 0.71* 0.69* 0.75* 0.76* - 6. First-year GPA * * 0.09* *p <.05 6

7 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. Table 2 Means and Standard Deviations (SD) on the EQ-i:Short Scales for Successful and Unsuccessful Students (by gender). Scales Men Women Total Men Women Total (n = 122) (n = 165) (n = 289) (n = 168) (n = 418) (n = 590) M SD M SD M SD M SD M SD M SD Intrapersonal Interpersonal 3.81 a c f Adaptability 3.47 b d f Stress Management 3.46 b c f Total EI 3.62 b c f a unsuccessful men < successful men, p <.01 b unsuccessful men < successful men, p <.001 c unsuccessful women < successful women, p <.001 d unsuccessful women < successful women, p <.05 e unsuccessful women < successful women, p <.01 f unsuccessful < successful, p <.001 7

8 Academic Achievement and Emotional Intelligence or non-significant, with slightly higher correlations among men than women. With GPA and total EI, for example, r was.22 for men and.09 for women. Successful Versus Unsuccessful Students A gender (male vs. female) by academic group (successful vs. unsuccessful) by type of emotional and social competency (i.e., intrapersonal, interpersonal, adaptability, and stress management) repeated measures ANOVA was conducted with level of ability as the dependent variable. 2 The ANOVA used mean-item scores rather than scale scores from the EQ-i:Short because of the unequal number of items across the four scales. Table 2 presents the means and standard deviations for the EQ-i:Short scales by academic group and gender. The main effect for gender was significant, with women scoring higher than males on overall level of emotional intelligence [F(1, 869) = 13.24, p <.001, eta 2 =.037]. The main effect for academic group was also significant, with the successful group scoring higher than the unsuccessful group on overall level of emotional intelligence [F(1, 869) = 26.30, p <.001, eta 2 =.079]. The main effect for type of emotional and social competencies was also significant [F(3, 2607) = , p <.001, eta 2 =.218]. Multiple comparisons (Student-Newman-Keuls procedure) found that, in general, students scored significantly higher on interpersonal abilities compared to the other abilities assessed by the EQ-i:Short. Students also scored significantly higher on intrapersonal abilities than on adaptability and stress management abilities; they were also higher on adaptability than stress management abilities. The interaction between gender and type of competency was significant [F(3, 2607) = 8.58, p <.001, eta 2 =.023]. To understand the main effect for gender and the interaction between gender and type of competency, separate univariate F-tests were conducted comparing men and women. Women scored significantly higher than men on the interpersonal [F(1, 1415) = 91.98, p <.001, eta 2 =.112] and stress management [F(1, 1415) = 16.86, p <.001, eta 2 =.061] scales. The interaction between academic group and type of emotional and social competencies was also significant [F(3, 2607) = 8

9 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. 4.18, p <.01, eta 2 =.021]. To understand this interaction, as well as the main effect for academic group, separate univariate F-tests were conducted comparing successful and unsuccessful students on each of the four EQ-i:Short scales. The successful students scored significantly higher than the unsuccessful students on the interpersonal [F(1, 877) = 30.31, p <.001, eta 2 =.091], adaptability [F(1, 877) = 14.80, p <.001, eta 2 =.051], and stress management [F(1, 877) = 25.53, p <.001, eta 2 =.087] scales. All other interactions were not significant. Discussion Overall, the results of the present study were very consistent with those reported by Parker et al. (2004). When academic achievement (first-year GPA) was treated as a continuous variable the relationship between academic achievement and emotional intelligence variables was non-significant or quite weak. This finding is consistent with past research (e.g., Newsome, Day, & Catano, 2000) that found little relationship between academic success and emotional intelligence among post-secondary students when both variables were treated as continuous variables. When EQ-i:Short scores of academically successful and academically unsuccessful students were compared, however, a higher association was found between academic achievement and several dimensions of emotional intelligence. In particular, academically successful students had higher levels of interpersonal, adaptability, and stress management abilities, as well as overall emotional intelligence. These results are consistent with findings among high school students from the United States (Parker et al., in press) and the United Kingdom (Petrides et al., 2004). With one discrepancy, these results are also similar to those reported by Parker et al. (2004). The two studies differed with regards to interpersonal and intrapersonal abilities. Parker et al. (2004) found a significant difference between the two academic groups on intrapersonal abilities but not on interpersonal abilities, while the present study found the opposite pattern of results. This discrepancy could be the result of some demographic factor unique to the small Ontario university used in the Parker et al. (2004) study. 9

10 Academic Achievement and Emotional Intelligence Results from the present study, in conjunction with past research (Parker et al., 2004; in press), suggest that emotional and social competencies are important factors in the successful transition from high school to university. In particular, these findings indicate that an important link exists between adaptability and stress management skills, as well as interpersonal abilities, and academic success. Adaptability involves being able to cope with environmental demands in a flexible and realistic manner; it involves being able to find appropriate ways to deal with everyday problems (Bar-On, 1997, 2000, 2002). Stress management skills involve being able to withstand stress by being calm and working well under pressure (Bar-On, 1997, 2000, 2002). Interpersonal abilities involve having good social skills and being able to interact effectively with other people (Bar-On, 1997, 2000, 2002). Considering the types of tasks students must master in order to make the successful transition from high school to university (e.g., forming new relationships, modifying existing relationships, learning new study habits, adjusting to increased academic demands, and learning to live with increased independence), it is not surprising that adaptability, stress management, and interpersonal skills are paramount for being academically successful. Whether these skills are as important in subsequent years of university is yet to be established. As suggested by Parker et al. (2004), future research needs to examine whether emotional intelligence is a significant predictor of academic achievement in later years of study. It is also unclear, at the present time, what impact the postsecondary environment has on subsequent levels of emotional and social competencies. Most universities and colleges have mission statements (either explicit or implicit) as well as transition and intervention programs that hope to promote many of the abilities associated with emotional intelligence. Notes 1 The mean score of the 65 students who withdrew from the various institutions before the end of the academic year did not differ from the 224 students who achieved a GPA of less than 2.0 on any of the EQ-i:Short scales. 10

11 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. 2 The sample sizes were large enough at three of the four institutions to conduct a separate gender by group by type of EI dimension ANOVA for students from these institutions. The pattern of results was virtually identical to those reported with the total sample. References Bar-On, R. (1997). BarOn Emotional Quotient Inventory: Technical manual. Toronto: Multi-Health Systems. Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQ-i). In R. Bar-On & J. D. A. Parker (Eds.), Handbook of emotional intelligence. San Francisco, CA: Jossey-Bass. Bar-On, R. (2002). BarOn Emotional Quotient Short form (EQ-i:Short): Technical manual. Toronto: Multi-Health Systems. Bar-On, R., & Parker, J. D. A. (2000). The BarOn EQ-i:YV: Technical manual. Toronto: Multi-Health Systems. Geraghty, M. (1996, July 19). More students quitting college before sophomore year, data show. The Chronicle of Higher Education, 42, pp. A Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling and Development, 72, Pancer, S. M., Hunsberger, B., Pratt, M. W., & Alisat, S. (2000). Cognitive complexity of expectations and adjustment to university in the first year. Journal of Adolescent Research, 15, Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M., Bond, B. J., & Hogan, M. J. (in press). Academic achievement in high school: Does emotional intelligence matter? Personality and Individual Differences. Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36,

12 Academic Achievement and Emotional Intelligence Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, Newsome, S., Day, A. L., & Cantan, V. M. (2000). Assessing the predictive validity of emotional intelligence. Personality and Individual Differences, 29, Reader May Respond: James D. A. Parker Department of Psychology Trent University Peterborough, Ontario, Canada, K9J 7B8 Telephone: (705) ext Fax: (705) address: 12

Report on the Ontario Principals Council Leadership Study. Executive Summary

Report on the Ontario Principals Council Leadership Study. Executive Summary Report on the Ontario Principals Council Leadership Study Executive Summary Howard Stone 1, James D. A. Parker, and Laura M. Wood The purpose of the Ontario Principals Council (OPC) leadership study (funded

More information

279. Bar-On & Parker, )

279. Bar-On & Parker, ) 2006-22 279. : Bar-On & Parker, ) :. -(2000.1. ( MANOVA).2. 131 ......3.4 132 2006-22 :.1995 " ".... (1995). 80. 20 133 .. : )..(1995 ) (1995. (1993 2002 2001 ).(1994 1993 ). (1994 2001 ) 2001 ) (1994

More information

ABSTRACT. Field of Research: Academic achievement, Emotional intelligence, Gifted students.

ABSTRACT. Field of Research: Academic achievement, Emotional intelligence, Gifted students. 217- Proceeding of the Global Summit on Education (GSE2013) EMOTIONAL INTELLIGENCE AS PREDICTOR OF ACADEMIC ACHIEVEMENT AMONG GIFTED STUDENTS Ghasem Mohammadyari Department of educational science, Payame

More information

Journal of American Science 2010;6(10) Age and gender differences and construct of the children s emotional intelligence

Journal of American Science 2010;6(10) Age and gender differences and construct of the children s emotional intelligence Age and gender differences and construct of the children s emotional intelligence Mojgan Mirza, Ma rof Redzuan* Department of Social anddevelopment Science Faculty of Human Ecology, University Putra Malaysia

More information

The Role of Emotional Intelligence in Academic Performance of Male and Female Students in the University of the Punjab

The Role of Emotional Intelligence in Academic Performance of Male and Female Students in the University of the Punjab EUROPEAN ACADEMIC RESEARCH Vol. I, Issue 11/ February 2014 ISSN 2286-4822 www.euacademic.org Impact Factor: 3.1 (UIF) DRJI Value: 5.9 (B+) The Role of Emotional Intelligence in Academic Performance of

More information

THE EFFECTIVENESS OF STRESS MANGEMENT TRAINING PROGRAM ON EMOTIONAL INTELLIGENCE AMONG FIRST YEAR UNIVERSITY STUDENTS

THE EFFECTIVENESS OF STRESS MANGEMENT TRAINING PROGRAM ON EMOTIONAL INTELLIGENCE AMONG FIRST YEAR UNIVERSITY STUDENTS THE EFFECTIVENESS OF STRESS MANGEMENT TRAINING PROGRAM ON EMOTIONAL INTELLIGENCE AMONG FIRST YEAR UNIVERSITY STUDENTS Aghdas Safari & Dina Leabarnovic Faculty of education Malaya University aghdassafari@yahoo.com

More information

The relationship between emotional intelligence and academic adaptation among gifted and non-gifted student

The relationship between emotional intelligence and academic adaptation among gifted and non-gifted student Volume: 9 Issue: 1 Year: 2012 The relationship between emotional intelligence and academic adaptation among gifted and non-gifted student Sabah H. Al-Onizat 1 Abstract The purpose of this article was to

More information

Emotional intelligence and its relation to the stressors of life Among King Saud University students

Emotional intelligence and its relation to the stressors of life Among King Saud University students Emotional intelligence and its relation to the stressors of life Among King Saud University students Abstract: The aims of current study to identify more life stressors, and the dimensions of emotional

More information

Management Science Letters

Management Science Letters Management Science Letters 6 (206) 48 486 Contents lists available at GrowingScience Management Science Letters homepage: www.growingscience.com/msl The relationship between emotional intelligence, self-esteem,

More information

FACTORS AFFECTING ENGLISH READING COMPREHENSION ABILITY: INVESTIGATING THE ROLE OF EI, GENDER, AND MAJOR

FACTORS AFFECTING ENGLISH READING COMPREHENSION ABILITY: INVESTIGATING THE ROLE OF EI, GENDER, AND MAJOR FACTORS AFFECTING ENGLISH READING COMPREHENSION ABILITY: INVESTIGATING THE ROLE OF EI, GENDER, AND MAJOR TAYEBEH FANI Sama Technical and Vocational Training College, Islamic Azad University, Tehran branch,

More information

Samantha Wright. September 03, 2003

Samantha Wright. September 03, 2003 BarOn Emotional Quotient Inventory By Reuven Bar-On, Ph.D. Development Report Name: ID: Admin. Date: Samantha Wright September 03, 2003 The information given in this report should be used as a means of

More information

By Reuven Bar-On. Development Report

By Reuven Bar-On. Development Report Name:?? ID : Admin. Date: juni 07, 00 By Reuven Bar-On Development Report The Information given in this report should be used as a means of generating hypotheses and as a guide to assessment. Scores are

More information

EMOTIONAL INTELLIGENCE: THE EFFECT ON SOCIAL MEDIA USE, GENDER, AND INTERPERSONAL VIOLENCE. Presented by: Gail Grabczynski April 21, 2018

EMOTIONAL INTELLIGENCE: THE EFFECT ON SOCIAL MEDIA USE, GENDER, AND INTERPERSONAL VIOLENCE. Presented by: Gail Grabczynski April 21, 2018 EMOTIONAL INTELLIGENCE: THE EFFECT ON SOCIAL MEDIA USE, GENDER, AND INTERPERSONAL VIOLENCE Presented by: Gail Grabczynski April 21, 2018 Introduction to Topic Emotional Intelligence (EI) is defined as

More information

The College Coach Approach. EI + C = The Best You Can Be. Presented by: Steve Fishman Lisa Decandia

The College Coach Approach. EI + C = The Best You Can Be. Presented by: Steve Fishman Lisa Decandia SUCCESS@Seneca The College Coach Approach EI + C = The Best You Can Be Presented by: Steve Fishman Lisa Decandia The Agenda What is Emotional Intelligence? Characteristics of a Successful Student Benefits

More information

Global Perspective Inventory (GPI) Report

Global Perspective Inventory (GPI) Report Global Perspective Inventory (GPI) 2012-2013 Report Executive Summary display higher levels of global competence than freshmen in all of the GPI scales except for the interpersonal social responsibility

More information

Samantha Wright. September 03, 2003

Samantha Wright. September 03, 2003 BarOn Emotional Quotient Inventory By Reuven Bar-On, Ph.D. Resource Report Name: ID: Admin. Date: Samantha Wright September 03, 2003 Copyright 2002 Multi-Health Systems Inc. All rights reserved. P.O. Box

More information

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJ IMPACT FACTOR 2016 = 4.44, www.srjis.com UGC Approved Sr. No.48612, OCT- NOV 2017, VOL- 4/24 https://doi.org/10.21922/srjhsel.v4i24.10419

More information

Keywords: Emotional Intelligence, Irrational Beliefs, emigrant, aboriginal.

Keywords: Emotional Intelligence, Irrational Beliefs, emigrant, aboriginal. The relationship between emotional intelligence and irrational beliefs with aboriginal and emigrant individuals in a sample of college students Abstract The aim of this study was to determine the relationship

More information

A Comparison of Emotional Intelligence in Elite Student Athletes and Non-Athletes

A Comparison of Emotional Intelligence in Elite Student Athletes and Non-Athletes Available online at www.scholarsresearchlibrary.com Annals of Biological Research, 2011, 2 (6):179-183 (http://scholarsresearchlibrary.com/archive.html) ISSN 0976-1233 CODEN (USA): ABRNBW A Comparison

More information

Global Perspective Inventory (GPI) - Pilot Report

Global Perspective Inventory (GPI) - Pilot Report Global Perspective Inventory (GPI) - Pilot 2010-11 Report Introduction The Global Perspectives Inventory is a nationally recognized instrument designed to measure a student s global perspective. The GPI

More information

GENDER AND AGE DIFFERENCES ON EMOTIONAL INTELLIGENCE SCALES OF CHILDREN YEARS OLD: PARENTS REPORT ABSTRACT

GENDER AND AGE DIFFERENCES ON EMOTIONAL INTELLIGENCE SCALES OF CHILDREN YEARS OLD: PARENTS REPORT ABSTRACT European Journal of Research in Social Sciences Vol. No., 0 ISSN 0- GENDER AND AGE DIFFERENCES ON EMOTIONAL INTELLIGENCE SCALES OF CHILDREN 0- YEARS OLD: PARENTS REPORT Evis Fili European University of

More information

Emotional Intelligence and its Predictive Power in Iranian Foreign Language Learners Language Achievement

Emotional Intelligence and its Predictive Power in Iranian Foreign Language Learners Language Achievement 2011 International Conference on Social Science and Humanity IPEDR vol.5 (2011) (2011) IACSIT Press, Singapore Emotional Intelligence and its Predictive Power in Iranian Foreign Language Learners Language

More information

BarOn Emotional Quotient Inventory. Resource Report. John Morris. Name: ID: Admin. Date: December 15, 2010 (Online) 17 Minutes 22 Seconds

BarOn Emotional Quotient Inventory. Resource Report. John Morris. Name: ID: Admin. Date: December 15, 2010 (Online) 17 Minutes 22 Seconds BarOn Emotional Quotient Inventory By Reuven Bar-On, Ph.D. Resource Report Name: ID: Admin. Date: Duration: John Morris December 15, 2010 (Online) 17 Minutes 22 Seconds Copyright 2002 Multi-Health Systems

More information

EMOTIONAL INTELLIGENCE AS A MEDIATOR IN THE RELATIONSHIP OF CULTURAL ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF INTERNATIONAL STUDENTS

EMOTIONAL INTELLIGENCE AS A MEDIATOR IN THE RELATIONSHIP OF CULTURAL ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF INTERNATIONAL STUDENTS Part-II: Social Sciences and Humanities ISSN-L: 2223-9553, ISSN: 2223-9944 EMOTIONAL INTELLIGENCE AS A MEDIATOR IN THE RELATIONSHIP OF CULTURAL ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF INTERNATIONAL STUDENTS

More information

International Journal of English and Education

International Journal of English and Education 450 The Relationship between Emotional Intelligence, Gender, Major and English Reading Comprehension Ability: A Case Study of Iranian EFL Learners Tayebeh Fani Sama Technical and Vocational Training College,

More information

Effects of Emotional Intelligence on Attitudinal Learning in e-learning Environment

Effects of Emotional Intelligence on Attitudinal Learning in e-learning Environment Effects of Emotional Intelligence on Attitudinal Learning in e-learning Environment Insook Lee inlee@sejong.ac.kr Professor Department of Education, Sejong University Seoul, Korea ABSTRACT This study intended

More information

Relationship between Emotional Intelligence and the Academic. Achievement among College Students

Relationship between Emotional Intelligence and the Academic. Achievement among College Students The International Journal of Indian Psychology ISSN 2348-5396 (e) ISSN: 2349-3429 (p) Volume 2, Issue 3, Paper ID: B00315V2I32015 http://www.ijip.in April to June 2015 Relationship between Emotional Intelligence

More information

Study of relationship between Emotional Intelligence and Social Adjustment

Study of relationship between Emotional Intelligence and Social Adjustment Third 21st CAF Conference at Harvard, in Boston, USA. September 2015, Vol. 6, Nr. 1 ISSN: 2330-1236 Study of relationship between Emotional Santwana G. Mishra Dr. Babasaheb Ambedkar Marathwada University

More information

Level of Emotional Intelligence (EQ) Scores among Engineering Students during Course Enrollment and Course Completion

Level of Emotional Intelligence (EQ) Scores among Engineering Students during Course Enrollment and Course Completion Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 60 ( 2012 ) 479 483 UKM Teaching and Learning Congress 2011 Level of Emotional Intelligence (EQ) Scores among Engineering

More information

Emotional Intelligence and Academic Achievement among Advantage and Disadvantage Children

Emotional Intelligence and Academic Achievement among Advantage and Disadvantage Children The International Journal of Indian Psychology ISSN 2348-5396 Volume 2, Issue 1, Paper ID: B00270V2I12014 http://www.ijip.in Oct to Dec 2014 ABSTRACT: Emotional Intelligence and Academic Achievement among

More information

Analysis of relationship between emotional intelligence and quality of life in oncology patients

Analysis of relationship between emotional intelligence and quality of life in oncology patients International Journal of Medicine Research ISSN: 2455-7404 Impact Factor: RJIF 5.42 www.medicinesjournal.com Volume 3; Issue 2; April 208; Page No. 8-23 Analysis of relationship between emotional intelligence

More information

Emotional Quotient. Stacy Sample. Technical Sales ABC Corporation

Emotional Quotient. Stacy Sample. Technical Sales ABC Corporation Emotional Quotient Technical Sales ABC Corporation 9-14-2015 Shawn Kent Hayashi, CPBA & CPVA Introduction The Emotional Quotient report looks at a person's emotional intelligence, which is the ability

More information

Emotional Quotient. Bernd Mustermann 1/2/2013

Emotional Quotient. Bernd Mustermann 1/2/2013 Emotional Quotient 1/2/2013 Klettgaustraße 21 D-79761 Waldshut-Tiengen Introduction The Emotional Quotient report looks at a person's emotional intelligence, which is the ability to sense, understand and

More information

Emotional Maturity and Adjustment in First Year Undergraduates of Delhi University: An Empirical Study

Emotional Maturity and Adjustment in First Year Undergraduates of Delhi University: An Empirical Study Emotional Maturity and Adjustment in First Year Undergraduates of Delhi University: An Empirical Study Dimpy Mahanta* Vikasni Kannan** Abstract Entering into college is considered a time of stress and

More information

An empirical analysis of the BASC Frontal Lobe/Executive Control scale with a clinical sample

An empirical analysis of the BASC Frontal Lobe/Executive Control scale with a clinical sample Archives of Clinical Neuropsychology 21 (2006) 495 501 Abstract An empirical analysis of the BASC Frontal Lobe/Executive Control scale with a clinical sample Jeremy R. Sullivan a,, Cynthia A. Riccio b

More information

Emotional Intelligence and Professional Support. Kate Read and Vijay Nayar

Emotional Intelligence and Professional Support. Kate Read and Vijay Nayar Emotional Intelligence and Professional Support Kate Read and Vijay Nayar Think of someone you admire whom you see as successful and/or effective in their work and life Name a quality they possess Emotional

More information

Helping Behaviors and Alcohol Use Disorders

Helping Behaviors and Alcohol Use Disorders Helping Behaviors and Alcohol Use Disorders Maria E. Pagano, Ph.D. Assistant Professor of Psychiatry Case Western Reserve University Medical School Copyright Alcohol Medical Scholars Program 1 This Lecture

More information

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND STRESS MANAGEMENT

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND STRESS MANAGEMENT THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND STRESS MANAGEMENT Ms S Ramesar Prof P Koortzen Dr R M Oosthuizen Department of Industrial and Organisational Psychology University of South Africa th

More information

EMOTIONAL INTELLIGENCE AND DEVELOPMENT WORK

EMOTIONAL INTELLIGENCE AND DEVELOPMENT WORK EMOTIONAL INTELLIGENCE AND DEVELOPMENT WORK David Mainella Executive Director of Development and External Relations Massey Cancer Center September 10, 2013 Contact Information dmmainella@vcu.edu Session

More information

Emotional Intelligence Assessment Technical Report

Emotional Intelligence Assessment Technical Report Emotional Intelligence Assessment Technical Report EQmentor, Inc. 866.EQM.475 www.eqmentor.com help@eqmentor.com February 9 Emotional Intelligence Assessment Technical Report Executive Summary The first

More information

EMOTIONAL INTELLIGENCE: AN OVERVIEW

EMOTIONAL INTELLIGENCE: AN OVERVIEW EMOTIONAL INTELLIGENCE: AN OVERVIEW WHAT IS IT AND WHY IT MATTERS! Korrel Kanoy, Ph.D. kkanoy@developmentalassociates.com www.developmentalassociates.com GOALS Understand emotional intelligence (EI) Understand

More information

Laxshmi Sachathep 1. Richard Lynch 2

Laxshmi Sachathep 1. Richard Lynch 2 53 A COMPARATIVE - CORRELATIONAL STUDY OF EMOTIONAL INTELLIGENCE AND MUSICAL INTELLIGENCE AMONG STUDENTS FROM YEARS EIGHT TO ELEVEN AT MODERN INTERNATIONAL SCHOOL BANGKOK, THAILAND Laxshmi Sachathep 1

More information

The Relationship of Trait EI with Personality, IQ and Sex in a UK Sample of Employees

The Relationship of Trait EI with Personality, IQ and Sex in a UK Sample of Employees The Relationship of Trait EI with Personality, IQ and Sex in a UK Sample of Employees Adriane Arteche*, Tomas Chamorro-Premuzic*, Adrian Furnham** and John Crump*** *Goldsmiths, University of London, London,

More information

The Effect of Being a Student-Athlete on Academic Performance

The Effect of Being a Student-Athlete on Academic Performance The Effect of Being a Student-Athlete on Academic Performance Thomas Kohs Department of Biological Sciences, College of Liberal Arts & Sciences and the Honors College University of Illinois at Chicago

More information

A review and critique of emotional intelligence measures

A review and critique of emotional intelligence measures Journal of Organizational Behavior J. Organiz. Behav. 26, 433 440 (2005) Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/job.319 A review and critique of emotional intelligence

More information

A study of association between demographic factor income and emotional intelligence

A study of association between demographic factor income and emotional intelligence EUROPEAN ACADEMIC RESEARCH Vol. V, Issue 1/ April 2017 ISSN 2286-4822 www.euacademic.org Impact Factor: 3.4546 (UIF) DRJI Value: 5.9 (B+) A study of association between demographic factor income and emotional

More information

Management Science Letters

Management Science Letters Management Science Letters 2 (2012) 2071 2076 Contents lists available at GrowingScience Management Science Letters homepage: www.growingscience.com/msl A comparative study on emotional intelligence and

More information

THE IMPACT OF EMOTIONAL INTELLIGENCE IN THE CONTEXT OF LANGUAGE LEARNING AND TEACHING

THE IMPACT OF EMOTIONAL INTELLIGENCE IN THE CONTEXT OF LANGUAGE LEARNING AND TEACHING THE IMPACT OF EMOTIONAL INTELLIGENCE IN THE CONTEXT OF LANGUAGE LEARNING AND TEACHING ElenaSpirovska Tevdovska South East European University, e.spirovska@seeu.edu.mk DOI: 10.1515/seeur-2017-0009 Abstract

More information

TTI Success Insights Emotional Quotient Version

TTI Success Insights Emotional Quotient Version TTI Success Insights Emotional Quotient Version 2-2-2011 Scottsdale, Arizona INTRODUCTION The Emotional Quotient report looks at a person's emotional intelligence, which is the ability to sense, understand

More information

IJBARR E- ISSN X ISSN ASSESSMENT OF EMOTIONAL INTELLIGENCE AND ACADEMIC MOTIVATION IN SCHOOL GIRLS

IJBARR E- ISSN X ISSN ASSESSMENT OF EMOTIONAL INTELLIGENCE AND ACADEMIC MOTIVATION IN SCHOOL GIRLS ASSESSMENT OF EMOTIONAL INTELLIGENCE AND ACADEMIC MOTIVATION IN SCHOOL GIRLS Dr. R. Kannappan* Ms. Lily kavitha** *Associate professor of Clinical Psychology, Department of psychiatry, Vinayaka Mission

More information

TTI Emotional Quotient TM

TTI Emotional Quotient TM TTI Emotional Quotient TM "He who knows others is learned. He who knows himself is wise." Lao Tse Bryan Duncan Sales Rep ABC Company 12-23-2008 Copyright 2007-2008. EQmentor, Inc. & Target Training International,

More information

Emotional Intelligence: Testing Results for ISACS Master Teachers EXECUTIVE SUMMARY

Emotional Intelligence: Testing Results for ISACS Master Teachers EXECUTIVE SUMMARY Emotional Intelligence: Testing Results for ISACS Master Teachers EXECUTIVE SUMMARY A Preliminary Report on the Use of the EMOTIENT QUOTIENT PROFILE (EQP) To Describe the Culture of Teachers ("Master"

More information

Procedia - Social and Behavioral Sciences 146 ( 2014 ) Third Annual International Conference «Early Childhood Care and Education»

Procedia - Social and Behavioral Sciences 146 ( 2014 ) Third Annual International Conference «Early Childhood Care and Education» Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 146 ( 2014 ) 105 111 Third Annual International Conference «Early Childhood Care and Education» The linkage

More information

Emotional Intelligence and Leadership

Emotional Intelligence and Leadership The Mayer Salovey Caruso Notes Emotional Intelligence Test (MSCEIT) 2 The Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) 2 The MSCEIT 2 measures four related abilities. 3 Perceiving Facilitating

More information

Personality Down Under: Perspectives from Australia

Personality Down Under: Perspectives from Australia Personality Down Under: Perspectives from Australia Edited by Simon Boag Macquarie University, Sydney, NSW, Australia Chapter 10 Does Emotional Intelligence predict real-world performance? John Reid Department

More information

Edinburgh Research Explorer

Edinburgh Research Explorer Edinburgh Research Explorer Emotional intelligence, coping and exam-related stress in Canadian undergraduate students Citation for published version: Austin, E, Saklofske, D & Mastoras, S 2010, 'Emotional

More information

Key words: intelligence, IQ, emotional intelligence, EI, school success

Key words: intelligence, IQ, emotional intelligence, EI, school success Coll. Antropol. 39 (2015) 2: 371 375 Original scientific paper The Relationship between Cognitive and Emotional Intelligence and High School Academic Achievement Krunoslav Matešić Catholic University of

More information

Emotional Quotient. Megan Nice. Owner Sample Co Your Address Here Your Phone Number Here Your Address Here

Emotional Quotient. Megan Nice. Owner Sample Co Your Address Here Your Phone Number Here Your  Address Here Emotional Quotient Owner Sample Co. 5-22-2013 Introduction The Emotional Quotient report looks at a person's emotional intelligence, which is the ability to sense, understand and effectively apply the

More information

In search of the correct answer in an ability-based Emotional Intelligence (EI) test * Tamara Mohoric. Vladimir Taksic.

In search of the correct answer in an ability-based Emotional Intelligence (EI) test * Tamara Mohoric. Vladimir Taksic. Published in: Studia Psychologica - Volume 52 / No. 3 / 2010, pp. 219-228 In search of the correct answer in an ability-based Emotional Intelligence (EI) test * 1 Tamara Mohoric 1 Vladimir Taksic 2 Mirjana

More information

The Impact of Stress on the BarOn EQ-i Reported Scores and A Proposed Model of Inquiry 1

The Impact of Stress on the BarOn EQ-i Reported Scores and A Proposed Model of Inquiry 1 The Impact of Stress on the BarOn EQ-i Reported Scores and A Proposed Model of Inquiry 1 High Performing Systems, Inc. Technical Report #15-5 Henry L. Thompson, Ph.D. June 20, 2005 www.hpsys.com hpsys2@aol.com

More information

Bahria Journal of Professional Psychology, January 2014, Vol-13, 1, 44-63

Bahria Journal of Professional Psychology, January 2014, Vol-13, 1, 44-63 Bahria Journal of Professional Psychology, January 2014, Vol-13, 1, 44-63 Trait Emotional Intelligence as Determinant of Self Concept in Interpersonal Relationships in Adolescents Salman Shahzad* Institute

More information

Influence of Emotional Intelligence on Study Involvement among Adolescents

Influence of Emotional Intelligence on Study Involvement among Adolescents Influence of Emotional Intelligence on Involvement among Adolescents Maharishi. R Parameswari. J M. Phil Researsh Scholar, Assistant Professor Department of Psychology, Department of Psychology Periyar

More information

Can trait Emotional Intelligence. predict differences in attainment and progress. in secondary school?

Can trait Emotional Intelligence. predict differences in attainment and progress. in secondary school? Can trait Emotional Intelligence predict differences in attainment and progress in secondary school? Carmen L. Vidal Rodeiro, John F. Bell and Joanne L. Emery February 2009 Research Division Statistics

More information

Introduction It is well documented that foster care children often experience more adversity than non-foster care children as they move into young adu

Introduction It is well documented that foster care children often experience more adversity than non-foster care children as they move into young adu Exploring the Relationship Between Factors of Emotional and General Intelligence and the Success of Foster Care Alumni Quality of Life Applied Research Grant June 10, 2008 Tom Kennedy, Ph.D. FSEHS Alex

More information

International Journal of Caring Sciences January-April 2015 Volume 8 Issue 1 Page 9

International Journal of Caring Sciences January-April 2015 Volume 8 Issue 1 Page 9 International Journal of Caring Sciences January-April 2015 Volume 8 Issue 1 Page 9 O R I G I N A L P A P E R Research on the Association between Emotional Intelligence and Educational Achievement: A Case

More information

Relationship of Family Functioning and Emotional Intelligence in Adolescents

Relationship of Family Functioning and Emotional Intelligence in Adolescents Original article Relationship of Family Functioning and Emotional Intelligence in Adolescents Girish M.Ghanawat*, Shital S. Muke*, Suprakash Chaudhury **,Manisha Kiran*** Abstract The present study aims

More information

Examining the Relationship between Emotional Intelligence and Aggression among Undergraduate Students of Karachi

Examining the Relationship between Emotional Intelligence and Aggression among Undergraduate Students of Karachi Examining the Relationship between Emotional Intelligence and Aggression among Undergraduate Students of Karachi Rubina Masum 1, Imran Khan 2 Faculty of Education and Learning Sciences, IQRA University,

More information

IDENTIFYING THE UNDERLYING DIMENSIONS OF TEACHERS EMOTIONAL INTELLIGENCE

IDENTIFYING THE UNDERLYING DIMENSIONS OF TEACHERS EMOTIONAL INTELLIGENCE 89 IDENTIFYING THE UNDERLYING DIMENSIONS OF TEACHERS EMOTIONAL INTELLIGENCE Chris Perry, Ian Ball Deakin University, Australia E-mail: perryac@deakin.edu.au Abstract Within the area of educational research

More information

Emotional Intelligence (EQ) and the Core Competencies in Graduate Medical Education

Emotional Intelligence (EQ) and the Core Competencies in Graduate Medical Education Emotional Intelligence (EQ) and the Core Competencies in Graduate Medical Education Sandra Gonzalez, PhD Director, Graduate Medical Education College of Medicine Objectives State the definition and components

More information

Variables Influencing Emotional Intelligence of Visually Impaired Students in Higher Education

Variables Influencing Emotional Intelligence of Visually Impaired Students in Higher Education Variables Influencing Emotional Intelligence of Visually Impaired Students in Higher Education S. Parween* 97 ABSTRACT Purpose: Emotional Intelligence is a set of abilities which enables people to understand

More information

International Journal of Innovative Research in Management Studies (IJIRMS) ISSN (Online): Volume 1 Issue 4 May 2016

International Journal of Innovative Research in Management Studies (IJIRMS) ISSN (Online): Volume 1 Issue 4 May 2016 EMOTIONAL INTELLIGENCE SKILLS FOR HR LEADERSHIP Dr.R.Alamelu* Dr.L.Cresenta Motha** S.Mahalakshmi*** *Faculty Member, School of Management, SASTRA University, Thanjavur, South India **Faculty Member, School

More information

Emotional Quotient Inventory EQ-i

Emotional Quotient Inventory EQ-i Emotional Quotient Inventory EQ-i on EMOTIONAL INTELLIGENCE Taking the pulse of success What if you could put your finger on the pulse of success? What if you could predict who will succeed in a certain

More information

99 87/2/8 : 87/5/23: 1387 1 5 164.. t....... : Email: a_moghadam60@yahoo.com 1387 100. 1.(1998 ). :. 2.(1987 ). ) 4 3.(2000).(2002... 5.(2001 ) 1-Tran 2-Martinco & Gardner 3-Salovey Mayer & Caruso 4-Goleman

More information

The Relationship between Emotional Intelligence, Perceived Stress and Academic Performance among Iranian High School Students

The Relationship between Emotional Intelligence, Perceived Stress and Academic Performance among Iranian High School Students European Online Journal of Natural and Social Sciences 2013; www.european-science.com Vol.2, No.2 Special Issue on Teaching and Learning. ISSN 1805-3602 The Relationship between Emotional Intelligence,

More information

SRJIS/BIMONTHLY/ZAHOOR AHMAD & GEETA RANI ( ) AVALUE CONFLICT AND SPIRITUAL INTELLIGENCE OF CROSS-CULTURAL UNDERGRADUATES

SRJIS/BIMONTHLY/ZAHOOR AHMAD & GEETA RANI ( ) AVALUE CONFLICT AND SPIRITUAL INTELLIGENCE OF CROSS-CULTURAL UNDERGRADUATES AVALUE CONFLICT AND SPIRITUAL INTELLIGENCE OF CROSS-CULTURAL UNDERGRADUATES Zahoor Ahmad, Geeta Rani 1. Research Scholar, Mewar University, Gangrar, Chittorgarh, Rajasthan-312901 2. Assistant Professor,

More information

Relation between emotional intelligence and behavioral symptoms in delinquent adolescents

Relation between emotional intelligence and behavioral symptoms in delinquent adolescents Procedia - Social and Behavioral Sciences 30 (2011) 944 948 WCPCG-2011 Relation between emotional intelligence and behavioral symptoms in delinquent adolescents Ali Akbar Haddadi Koohsar a, Bagher Ghobary

More information

Texas A&M University Texarkana. Global Perspective Inventory General Form Report

Texas A&M University Texarkana. Global Perspective Inventory General Form Report Global Perspective Inventory General Form Report April Introduction Thank you for participating in the Global Perspective Inventory (GPI). The Research Institute for Studies in Education (RISE) at Iowa

More information

SARA M. FULMER. Department of Psychology University of Notre Dame B10 Haggar Hall (574)

SARA M. FULMER. Department of Psychology University of Notre Dame B10 Haggar Hall (574) SARA M. FULMER Department of Psychology University of Notre Dame B10 Haggar Hall (574) 252-0169 Notre Dame, Indiana, 46556 sfulmer@nd.edu EDUCATION Ph.D. in Developmental Psychology, University of Notre

More information

EQ-360 Multirater Feedback Report (Coach)

EQ-360 Multirater Feedback Report (Coach) By Reuven Bar-On, Ph.D. and Rich Handley, DBA EQ-360 Multirater Feedback Report (Coach) Client Name: Jason Demo Raters: Managers (1) Direct Reports (3) Report Date: November 16, 2006 (Online) Copyright

More information

Family Expectations, Self-Esteem, and Academic Achievement among African American College Students

Family Expectations, Self-Esteem, and Academic Achievement among African American College Students Family Expectations, Self-Esteem, and Academic Achievement among African American College Students Mia Bonner Millersville University Abstract Previous research (Elion, Slaney, Wang and French, 2012) found

More information

EMOTIONAL QUOTIENT ASSESSMENT RESULTS

EMOTIONAL QUOTIENT ASSESSMENT RESULTS EMOTIONAL QUOTIENT ASSESSMENT RESULTS The Emotional Quotient (EQ) is a measure of your ability to sense, understand, and effectively apply the power and acumen of your emotions and the emotions of others

More information

TTI Emotional Quotient TM

TTI Emotional Quotient TM TTI Emotional Quotient TM "He who knows others is learned. He who knows himself is wise." Lao Tse Sally Sample ABC Company 7-29-2009 Copyright 2007-2009. EQmentor, Inc. & Target Training International,

More information

Self-Reported Leadership Experiences in Relation to Inventoried Social and Emotional Intelligence

Self-Reported Leadership Experiences in Relation to Inventoried Social and Emotional Intelligence University of Nebraska at Omaha DigitalCommons@UNO Psychology Faculty Publications Department of Psychology Summer 2001 Self-Reported Leadership Experiences in Relation to Inventoried Social and Emotional

More information

Emotional Intelligence Simonis 1

Emotional Intelligence Simonis 1 Emotional Intelligence Simonis 1 Running head: EMOTIONAL INTELLIGENCE SIMONIS Emotional Intelligence Joan Simonis Bowling Green State University Emotional Intelligence Simonis 2 Abstract Emotional Intelligence

More information

Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different

Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different Edinburgh Research Explorer Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success Citation

More information

The Impact of Learning Skills Instruction on Emotional Intelligence and Self-Esteem of Female High School Students

The Impact of Learning Skills Instruction on Emotional Intelligence and Self-Esteem of Female High School Students The Impact of Learning Skills Instruction on Emotional Intelligence and Self-Esteem of Female High School Students Mohammad Khodayarifard, University of Tehran, Iran Soraya Ramezanzadeh, University of

More information

Adversity Quotient and Teaching Performance of Faculty Members

Adversity Quotient and Teaching Performance of Faculty Members International Journal of Scientific and Research Publications, Volume 5, Issue 3, March 2015 1 Adversity Quotient and Teaching Performance of Faculty Members Mary Josephine C. Bautista, Ph. D. Associate

More information

Understanding Psychological Distress, Job Satisfaction and Academic Performance in College Students

Understanding Psychological Distress, Job Satisfaction and Academic Performance in College Students Understanding Psychological Distress, Job Satisfaction and Academic Performance in College Students Amelia Do Abstract As the emphasis on higher education continues to be an increasing focus, the number

More information

Permission to Use: University of Saskatchewan. Education degree from the University of Saskatchewan, I agree that the Libraries of this

Permission to Use: University of Saskatchewan. Education degree from the University of Saskatchewan, I agree that the Libraries of this Permission to Use: University of Saskatchewan In presenting this thesis in partial fulfillment of the requirements for a Masters of Education degree from the University of Saskatchewan, I agree that the

More information

Candidate: Joanne Sample Company: Abc Chemicals Job Title: Chief Quality Assurance Date: Jan. 29, 2017

Candidate: Joanne Sample Company: Abc Chemicals Job Title: Chief Quality Assurance Date: Jan. 29, 2017 EMOTIONAL QUOTIENT Candidate: Company: Abc Chemicals Job Title: Chief Quality Assurance Date: Jan. 29, 2017 Emotional Quotient distributed by: Aptitude Analytics 1385 Highway 35. Suite 118 Middletown NJ

More information

Journal of Education. Emotional intelligence profile of High Academic Performance students in Computer Engineering

Journal of Education. Emotional intelligence profile of High Academic Performance students in Computer Engineering Page of 0 0 Emotional intelligence profile of High Academic Performance students in Computer Engineering Several studies have documented the benefits of emotional intelligence particularly in the workplace.

More information

Contribution to Language Teaching and Learning: A Review of Emotional Intelligence

Contribution to Language Teaching and Learning: A Review of Emotional Intelligence English Language Teaching; Vol. 5, No. 9; 2012 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Contribution to Language Teaching and Learning: A Review of Emotional

More information

The Prediction of Mediating Role of Resilience Between Psychological Well- Being and Emotional Intelligence in Students

The Prediction of Mediating Role of Resilience Between Psychological Well- Being and Emotional Intelligence in Students Int J School Health. 2015 July; 2(3): e26238. Published online 2015 July 4. DOI: 10.17795/intjsh-26238 Research Article The Prediction of Mediating Role of Resilience Between Psychological Well- Being

More information

A Longitudinal Study on the Psychological Well-Being of College Students

A Longitudinal Study on the Psychological Well-Being of College Students 1 A Longitudinal Study on the Psychological Well-Being of College Students Charles J. Walker St. Bonaventure University August 6, 2009 Abstract An inventory on the psychological well-being of college students

More information

Help-Giving as a Factor in Perceived Group Helpfulness and Member Satisfaction in Small Counseling Groups

Help-Giving as a Factor in Perceived Group Helpfulness and Member Satisfaction in Small Counseling Groups Article 88 Help-Giving as a Factor in Perceived Group Helpfulness and Member Satisfaction in Small Counseling Groups Paper based on a program presented at the 2012 American Counseling Association Conference,

More information

The Emotionally Intelligent Teacher: A Transformative Learning Model

The Emotionally Intelligent Teacher: A Transformative Learning Model The Emotionally Intelligent Teacher: A Transformative Learning Model Darwin B. Nelson, Ph.D. Gary R. Low, Ph.D. Kaye Nelson, Ed.D. ABSTRACT This article presented a research-based model of emotional intelligence

More information

The role of emotional intelligence in predicting students' academic achievement in distance education system

The role of emotional intelligence in predicting students' academic achievement in distance education system Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 2 (2010) 1158 1163 WCES-2010 The role of emotional intelligence in predicting students' academic achievement in distance

More information

mike jay August 23, 2006 (Online)

mike jay August 23, 2006 (Online) BarOn Emotional Quotient Inventory By Reuven Bar-On, Ph.D. Resource Report Name: ID: Admin. Date: Duration: mike jay August 23, 2006 (Online) 10 Minutes 2 Seconds Copyright 2002 Multi-Health Systems Inc.

More information

Effects of Cultural Adjustment on Academic Achievement of International Students

Effects of Cultural Adjustment on Academic Achievement of International Students Journal of Elementary Education Vol.22, No. 2 pp. 95-103 Effects of Cultural Adjustment on Academic Achievement of International Students Maliha Nasir* Abstract This study was an attempt to find out how

More information

ACDI. An Inventory of Scientific Findings. (ACDI, ACDI-Corrections Version and ACDI-Corrections Version II) Provided by:

ACDI. An Inventory of Scientific Findings. (ACDI, ACDI-Corrections Version and ACDI-Corrections Version II) Provided by: + ACDI An Inventory of Scientific Findings (ACDI, ACDI-Corrections Version and ACDI-Corrections Version II) Provided by: Behavior Data Systems, Ltd. P.O. Box 44256 Phoenix, Arizona 85064-4256 Telephone:

More information