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Stockton, Susan L. "Resilience among elementary educators as measured by the personal and organizational quality assessment-revised and the emotional quotient i nventory short /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4416.
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Thesis (Ph. D.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 8, 2007) Includes bibliographical references.
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陸靜妍 and Jingyan Lu. "Emotional intelligence and stress related autonomic activity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B42575308.
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Lu, Jingyan. "Emotional intelligence and stress related autonomic activity." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B42575308.
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MacCann, Carolyn Elizabeth. "New approaches to measuring emotional intelligence." University of Sydney, 2006. http://hdl.handle.net/2123/934.
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Doctor of Philosophy (PhD)New scoring and test construction methods for emotional intelligence (EI) are suggested as alternatives for current practice, where most tests are scored by group judgment and are in ratings-based format. Both the ratings-based format and the proportion-based scores resulting from group judgments may act as method effects, obscuring relationships between EI tests, and between EI and intelligence. In addition, scoring based on standards rather than group judgments add clarity to the meaning of test scores. For these reasons, two new measures of emotional intelligence (EI) are constructed: (1) the Situational Test of Emotional Understanding (STEU); and (2) the Situational Test of Emotion Management (STEM). Following test construction, validity evidence is collected from four multi-variate studies. The STEU’s items and a standards-based scoring system are developed according to empirically derived appraisal theory concerning the structure of emotion [Roseman, 2001]. The STEM is developed as a Situational Judgment Test (SJT) with situations representing sadness, fear and anger in work life and personal life settings. Two qualitative studies form the basis for the STEM’s item development: (1) content analysis of responses to semi-structured interviews with 31 psychology undergraduates and 19 community volunteers; and (2) content analysis of free responses to targeted vignettes created from these semi-structured interviews (N = 99). The STEM may be scored according to two expert panels of emotions researchers, psychologists, therapists and life coaches (N = 12 and N = 6). In the first multi-variate study (N = 207 psychology undergraduates), both STEU and STEM scores relate strongly to vocabulary test scores and moderately to Agreeableness but no other dimension from the five-factor model of personality. STEU scores predict psychology grade and an emotionally-oriented thinking style after controlling vocabulary and personality test scores (ΔR2 = .08 and .06 respectively). STEM scores did not predict academic achievement but did predict emotionally-oriented thinking and life satisfaction (ΔR2 = .07 and .05 for emotionally-oriented thinking and .04 for life satisfaction). In the second multi-variate study, STEU scores predict lower levels of state anxiety, and STEM scores predict lower levels of state anxiety, depression, and stress among 149 community volunteers from Sydney, Australia. In the third multi-variate study (N = 181 psychology undergraduates), Strategic EI, fluid intelligence (Gf) and crystallized intelligence (Gc) were each measured with three indicators, allowing these constructs to be assessed at the latent variable level. Nested structural equation models show that Strategic EI and Gc form separate latent factors (Δχ2(1) = 12.44, p < .001). However, these factors relate very strongly (r = .73), indicating that Strategic EI may be a primary mental ability underlying Gc. In this study, STEM scores relate to emotionally-oriented thinking but not loneliness, life satisfaction or state stress, and STEU scores do not relate to any of these. STEM scores are significantly and meaningfully higher for females (d = .80), irrespective of gender differences in verbal ability or personality, or whether expert scores are derived from male or female experts. The fourth multi-variate study (N = 118 psychology undergraduates) distinguishes an EI latent factor (indicated by scores on the STEU, STEM and two emotion recognition ability measures) from a general cognitive ability factor (indicated by three intelligence measures; Δχ2(1) = 10.49, p < .001), although again cognitive ability and EI factors were strongly related (r = .66). Again, STEM scores were significantly higher for females (d = .44) and both STEU and STEM relate to Agreeableness but not to any other dimension from the five-factor model of personality. Taken together, results suggest that: (1) STEU and STEM scores are reasonably reliable and valid tests of EI; (2) EI tests assess slightly different constructs to existing measures of Gc, but more likely form a new primary mental ability within Gc than an entirely separate construct; and (3) the female superiority for EI tests may prove useful for addressing adverse impact in applied settings (e.g., selection for employment, promotion or educational opportunities), particularly given that many current assessment tools result in a male advantage.
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Makino, Hitomi. "The development of a new performance-based test for measuring emotional intelligence Humility-Empathy-Assertiveness-Respect Test /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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Palmer, Benjamin Robert. "An analysis of the relationships between various models and measures of emotional intelligence." Swinburne Research Bank, 2003. http://researchbank.swinburne.edu.au:8080/vital/access/manager/Repository/swin:7489.
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Thesis (PhD) - Swinburne University of Technology, School of Biophysical Sciences and Electrical Engineering, Centre for Neuropsychology, 2003.[Submitted for the degree of Doctor of Philosophy], Centre for Neuropsychology, School of Biophysical Sciences and Electrical Engineering, Swinburne University of Technology, 2003. Typescript. Includes bibliographical references (p. 193-209).
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Johnson, Gia Daneka Kimbrough Witte Maria Margarita. "Learning styles and emotional intelligence of the adult learner." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Johnson_Gia_27.pdf.
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Khajavi, Hedieh. "The relationship between emotional intelligence and the adjustment process of international students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2270.
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Although there is a handful of research on Emotional Intelligence in organizations, there is a lack of research between Emotional Intelligence and the adjustment process of international students. This research aimed to gain a greater understanding of the adjustment process of international students in the United States.
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Rovnak, Amanda M. "A PSYCHOMETRIC INVESTIGATION OF THE EMOTIONAL QUOTIENT INVENTORY IN ADOLESCENTS: A CONSTRUCT VALIDATION AND ESTIMATE OF STABILITY." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1175100013.
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Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2007."May, 2007." Title from electronic dissertation title page (viewed 04/02/2008) Advisor, Cynthia Reynolds; Committee members, Isadore Newman, Carole Newman, Sandra Perosa, Fred Ziegler; Interim Department Chair, Sajit Zachariah; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Karim, Jahanvash. "Emotional Intelligence : a Cross-Cultural Psychometric Analysis." Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32028/document.
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Malgré la littérature importante dans le champ de l’intelligence émotionnelle, la très grande majorité des études sur le développement et la validation des échelles de mesure de l’intelligence émotionnelle ont été réalisées dans des pays Occidentaux. D’où, une limitation majeure de cette littérature dans son orientation purement occidentale. L’objectif de cette recherche est d’évaluer les propriétés psychométriques du Test d’Intelligence Emotionnelle de Mayer-Salovey-Caruso (MSCEIT), du Questionnaire des Traits d’Intelligence Emotionnelle (TEIQue), et du Test d’auto-évaluation d’Intelligence Emotionnelle (SREIT) dans un contexte comparatif interculturel comprenant des étudiants collectivistes Pakistanais (culture Orientale) et des étudiants individualistes Français (culture Occidentale). Les résultats de cette étude ont démontré que les participants de la culture française ont eu une meilleure performance par rapport aux participants pakistanais au MSCEIT mais pas au TEIQue et au SREIT. Les analyses d’échantillons multiples ont révélé des structures factorielles invariantes du MSCEIT, du TEIQue, et du SREIT à travers les deux cultures. Concernant la validité discriminante, l’auto-évaluation de l’IE, mesurée par le SREIT et le TEIQue, et les mesures de performance de l’IE, évaluées par le MSCEIT, n’ont pas démontré une forte corrélation dans les deux cultures. En autre, les résultats au MSCEIT, au TEIQue, et au SREIT n’ont pas démontré le lien avec l’intelligence cognitive dans les deux cultures. Des corrélations faibles à modérées ont été observées entre les mesures de l’IE et les dimensions de personnalité Big Five. Enfin, les mesures de l’IE se sont révélées indépendantes de styles de communication. Concernant la validité convergente des mesures d’auto-évaluation de l’IE, les résultats au TEIQue ont montré une forte corrélation avec le SREIT dans les deux cultures. En ce qui concerne la validité incrémentale, après un contrôle statistique des dimensions de personnalité Big Five et la capacité cognitive, le MSCEIT et le SREIT n’ont pas démontré le lien avec la satisfaction de vie, l’affect positif, l’affect négatif, et la détresse psychologique dans les deux cultures. En revanche, les facteurs du TEIQue ont expliqué une part significative de la variance dans les variables dépendantes après avoir contrôlé pour les dimensions de personnalité Big Five et l’intelligence cognitive. Cependant, des analyses plus approfondies ont révélé que ces associations ont été en grande partie attribuées au facteur du bien-être du TEIQue. Enfin, les femmes ont montré de meilleurs résultats que les hommes au MSCEIT mais pas au TEIQue et au SREIT dans les deux cultures. En résumé, les résultats de cette étude fournissent les preuves pour validité factorielle, discriminante, et convergente de ces mesures de l’intelligence émotionnelles dans les deux cultures. Toutefois, les résultats concernant la validité incrémentale de ces mesures se sont avérés moins prometteurs que prévuDespite the rather large literature concerning emotional intelligence, the vast majority of studies concerning development and validation of emotional intelligence scales have been done in the Western countries. Hence, a major limitation in this literature is its decidedly Western focus. The aim of this research was to assess the psychometric properties of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Trait Emotional Intelligence Questionnaire (TEIQue), and the Self-Report Emotional Intelligence Test (SREIT) in a cross-cultural comparative context involving the collectivist Pakistani (Eastern culture) and the individualist French (Western culture) students. Results of this study showed that participants from the French culture scored higher than participants from the Pakistani sample on the MSCEIT but not on the TEIQue and the SREIT. Multi-sample analyses revealed that the MSCEIT, the TEIQue, and the SREIT factor structures remained invariant across both cultures. Regarding discriminant validity, in both cultures, self-ratings of emotional intelligence, as assessed by the SREIT and the TEIQue, and performance measure of emotional intelligence, as assessed by the MSCEIT, were not strongly correlated. Furthermore, in both cultures, scores on the MSCEIT, the TEIQue, and the SREIT revealed to be unrelated to cognitive intelligence and communication styles. Finally, low to moderate correlations were observed between the EI measures and the Big Five personality dimensions. Regarding convergent validity of the self-report EI measures, in both cultures the scores on the TEIQue strongly correlated with the scores on the SREIT. With regard to incremental validity, in both cultures, after statistically controlling for the Big Five personality dimensions and cognitive ability, the MSCEIT and the SREIT revealed to be unrelated to satisfaction with life, positive affect, negative affect, and psychological distress. In contrast, the TEIQue factors accounted for a significant amount of variance in outcome variables after controlling for the Big Five personality dimensions and the cognitive intelligence. However, further analyses revealed that the associations were mainly because of the TEIQue’s well-being factor. Finally, in both cultures, females scored higher than males on the MSCEIT but not on the TEIQue and the SREIT. In sum, the results of this study provide evidence for the factorial, discriminant, and convergent validity of these emotional intelligence measures in both cultures. However, results regarding incremental validity of these measures are less promising than anticipated
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Burger, Trudie. "Emotional intelligence and well-being in teachers." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1727.
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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: Teachers in the post-apartheid South Africa experience multiple, complex and constantly changing requirements within the teaching context, which contributes to high levels of stress. They are often faced with different challenges than those in more developed countries. For example, a lack of sufficient resources is a common occurrence in schools in South Africa. Furthermore, teachers regularly engage in multiple roles (e.g. that of the educator, social worker, nurse, etc.) Hence, some researchers identify teaching as a particularly stressful occupation, and suggest that teachers experience disproportionately high levels of stress, when compared to other occupations. Some reasons provided for the occurrence of this include long working hours, high workloads, lack of discipline and respect from learners, and the new South African curriculum, enforcing learner-centred or cooperative teaching methods. Consequences of teachers experiencing high levels of stress have ultimately resulted in the South African government admitting that they are facing a shortage in skilled teachers. Therefore, promoting the well-being of teachers is crucial. There is a need to invest in teacher well-being, in order to reduce the occurrence and consequences of stress in the workplace. The central role that emotions play in the stress process is increasingly recognised. It is said that an individual will experience stress and strain, if they perceive the situation as negative or stressful. For this reason, emotional intelligence (EI) has led to a new focus on the role of emotions in the workplace. More specifically, EI involves expressing, recognising, understanding and managing emotions. Research has proven that EI serves a buffering role against stress, and those individuals with higher EI experience better overall health.
AFRIKAANSE OPSOMMING: In ‘n post-apartheid era kom Suid Afrikaanse onderwysers te staan teen ‘n stel vereistes wat voortdurend verander, asook kompleks en veelvoudig van aard is. Binne die opvoedkunde konteks dra hierdie faktore by tot hoë vlakke van stres. In kontras met ontwikkelde lande, staar Suid Afrikaanse onderwysers verskillende uitdagings in die gesig. Een voorbeeld behels die gebrek aan genoegsame hulpbronne, `n algemene verskynsel in Suid Afrikaanse skole. Voorts vervul onderwysers ook voortdurend verskeie rolle (bv. opvoeder, maatskaplike werker, verpleegster ens.). In vergeleke met ander beroepe, het sommige navorsers al uitgewys dat onderwysers aan buitengewone hoë stresvlakke blootgestel word. Hierdie hoë voorkoms van stres kan toe geskryf word aan lang werksure, hoë werkslading, gebrek aan dissipline en respek van leerders, asook die nuwe Suid-Afrikaanse kurrikulum wat leerder-gefokusde en uitkomsgebaseerde metodes afdwing. Gevolglik het die Suid-Afrikaanse regering onlangs erken dat daar tans ‘n gebrek aan opgeleide onderwysers bestaan. Daar is `n behoefte om in onderwysers se welstand te belê, ten einde die voorkoms en gevolge van stres in die werksplek te verminder. Die sentrale rol wat emosies speel in die stres-proses ontvang toenemend meer erkenning. Daar word aangevoer dat individue stres en spanning sal ondervind, indien hulle die situasie as negatief evalueer. Emosionele intelligensie (EI) het dus gelei tot ‘n nuwe bewustheid van die rol wat emosies in die werksplek speel. EI behels die uitdrukking, erkenning, begrip en bestuur van emosies. Navorsing toon dat EI ‘n buffer teen stres vorm, en diegene met hoër vlakke van EI ervaar beter algehele gesondheid. Tot op hede, is daar egter min navorsing gedoen ten opsigte van die rol wat EI vertolk in die stres-proses soos wat dit spesifiek deur onderwysers ervaar word. Hierdie tesis het die verwantskap tussen EI en beroepsverwante stres, spanning (fisiese- en sielkundige welstand), en die uitkomste van stres (werksatisfaksie, organisatoriese toewyding en werk-familie konflik) ondersoek.
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Klem, Carlien. "The relationship between leader emotional intelligence and psychological climate: An exploratory study." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/97513.
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Thesis (MComm)--Stellenbosch University, 2004.ENGLISH ABSTRACT: An exploratory study, conducted in a clothing manufacturing plant, investigated the presence of a single psychological climate in an organisation, as well as the relationship between two increasingly important constructs namely: leader emotional intelligence and the psychological climate of an organisation. Of a total employee population of 1725 a sample of 600 participants were drawn. 297 Completed responses were returned for analyses. An Exploratory Factor Analysis (EFA) was conducted on both The Swinburne University Emotional Intelligence Test (SUEIT), which is designed to measure emotional intelligence, and the Organisational Climate Questionnaire of Koys and DeCotiis, which measures psychological climate. Stepwise discriminant analysis provided evidence to accept the proposition that a single psychological climate existed in the organisation. The results of a Pearson correlation analysis, multiple regression and discriminant analysis indicated that emotional intelligence is significantly, positively related to psychological climate as a dependant variable.
AFRIKAANSE OPSOMMING: 'n Eksploratiewe studie is onderneem in 'n klere vervaardigingsonderneming om ondersoek in te stel na die aanwesigheid van 'n enkel sielkundige klimaat, asook die verwantskap tussen twee belangrike konstrukte, naamlik emosionele intelligensie en sielkundige klimaat in 'n organisasie. 'n Steekproef van 600 deelnemers is geneem uit 'n populasie van 1725 waarvan 297 voltooide antwoorde ontvang en geanaliseer is. 'n Eksploratiewe Faktor Analise (EFA) is op beide die Swinburne Universiteit Emosionele Intelligensie Toets (SUIET), en die Organisasie Klimaat Vraelys van Koys en De Cotiis, wat onderskeidelik emosionele intelligensie en sielkundige klimaat meet, uitgevoer. Bewyse deur middel van stapsgewyse diskriminante analise is ingewin om die hipotese te aanvaar dat 'n enkel sielkundige klimaat in die organisasie aanwesig is. Die resultate van 'n Pearson korrelasie, meervoudige regressie en diskrimante analise het aangedui dat emosionele intelligensie beduidend, positief verwant is aan sielkundige klimaat as 'n afhanklike veranderlike.
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Bailie, Karina. "An exploration of the utility of a self-report emotional intelligence measure." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2559.
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Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2005.Several years of research have been dedicated to investigating the question of why intelligent and experienced leaders are not always successful in spite of having high levels of cognitive intelligence (IQ) and the suitable personality traits. Emotional Intelligence (EI) gained considerable popularity from the notion that it may underlie various aspects of workplace performance that could not be accounted for by IQ or personality and that it could be developed in promising individuals. Adjunct to this, the field of Positive Organisational Scholarship underscored the importance of cultivating positive emotions in individual organizational members and others, not just as end-states in themselves, but also as a means to achieving individual and organizational transformation; and hence optimal functioning over time. The Swinburne University Emotional Intelligence Test (SUEIT) is one of numerous models and measures of EI that have consequently been developed. The development of this measure was aimed at providing an assessment of the most definitive dimensions of the construct by incorporating six of the predominant models and measures into the development of EI to provide an assessment of the most definitive dimensions of the construct. The current study was aimed at addressing the need for evidence in support of a self-report EI measures’ utility to predict e.g. effective organizational leadership over and above other established constructs. Specifically the study aimed to provide support for the utility of the SUEIT to predict variance in leadership competence indicated by Assessment Centre (AC) technology results, not accounted for by other psychometric tools, namely the Occupational Personality Questionnaire (OPQ32i), measuring personality. One of the biggest issues currently facing measures of EI is the discriminant validity from measures of personality. Research was necessary to add to the body of knowledge with regards to the relationship between EI and effective leadership, and to provide support for the incremental validity of an EI measure to predict effective leadership over and above other well-established models and measures. The theoretical arguments that underlie the rationale for this study are encapsulated in the conceptual claims made about EI and organizational leadership, the IQ-EI debate as it pertains to leadership and the relationship between EI and effective leadership (i.e. the discriminant, predictive and incremental validity of EI related to organizational leadership). The constructs of EI, personality and AC leadership competencies were operationalised through the SUEIT, OPQ32i and leadership AC technology, respectively. The sample consisted of 49 < N < 112 (variation in the sample size was due to varying amount of missing cases in the different analyses done) middle managers from a company in the life assurance industry in South Africa. OPQ32i and AC data was extracted from archival records and EI data was collected on a separate occasion by means of an online version of the SUEIT. A controlled inquiry of non-experimental kind was followed and correlational and multivariate data analysis procedures were employed, using the SPSS (version 12) statistical package. The data analysis was aimed at determining whether relationships exist between the participants’ scores on the different competencies as rated by means of the leadership AC technology and the dimensions measured by the psychometric instruments. It was also aimed towards finding evidence for the incremental validity of the SUEIT over the OPQ32i in predicting leadership competencies. The results demonstrated the existence of various relationships between EI (as measured by the SUEIT) and specific leadership competencies measured by the AC technology employed by the sponsoring organisation. Adjunct to this, partial evidence has been obtained in support of the predictive validity of EI as operationalised by the SUEIT. In several instances it was found that there are overlap in the measurement of the underlying latent constructs by the different personality and EI dimensions from which such results were inferred. In order to compare these findings (with regards to the overlap between EI and personality traits) with previous research, conceptual links were drawn with other EI and personality measures used (e.g. the Bar-On EQi and NEO-FFI). Expected conceptual and theoretical equivalence in the measurement of personality and EI were confirmed. However, evidence for the incremental validity of the SUEIT (and specifically different dimensions thereof) was still found for most of the leadership competencies. Based on the results it can be assumed that the SUEIT predicted scores on the examined leadership competencies when a measure of personality, namely the OPQ32i (already employed for this purpose) was controlled for. The results added to the understanding of what characteristics leaders in the sponsoring organization should possess to enable them and the organisation to be successful. The results provide preliminary evidence that the SUEIT could be useful to organizational decision makers, who need to select leaders that competently display leadership behaviours. It also provides preliminary evidence that EI and the SUEIT should be viewed as a useful construct and tool. The use of archival data introduced several limitations to the study and will be discussed with suggestions for future research.
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Camfield, David Alan. "The biological basis of openness to experience." Swinburne Research Bank, 2008. http://hdl.handle.net/1959.3/49815.
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Thesis (PhD) - Swinburne University of Technology, Brain Sciences Institute, 2008.[A thesis submitted for the degree of] Doctor of Philosophy, Brain Sciences Institute, Swinburne University of Technology - 2008. Typescript. Includes bibliographical references (p. 250-272) and index.
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Laubach, David Charles. "Using the Emotional competence inventory 360 to identify the emotional and social intelligence of transformational leaders in the American Baptist Churches USA." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Finestone, Michelle. "Die impak van emosionele intelligensie op mensmodelleringsterapie aan 'n jeugdige met bipolere versteuring." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06282005-144912/.
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Van, Der Berg-Cloete Sophy. "An assessment of emotional intelligence within the managers of the Western Cape Clothing Industry Bargaining Council (CIBC)." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/22006.
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Thesis (MBA)--Stellenbosch University, 2007.ENGLISH ABSTRACT: Traditional notions of leadership have placed great emphasis on a leaders personal vision and intellectual competency. The smartest person is not always the best captain of the team i.e. the class valedictorian may focus on individual achievements, whereas the team captain focuses on motivating a group to accomplish its collective vision. Such leadership is not the product of one's IQ but one's EQ or emotional intelligence, which is defined as "how leaders handle themselves and their relationships". The rationale of the study is to determine the individual and group emotional intelligence profile of a managers' team in an organisation as well as the trends between these profiles and socio-demographic, psychological and work environmental factors. The association between the emotional intelligence and variables such as demographics (age, gender), management position and managers' experience, the number of people reporting directly to the manager, the term of service with the present organisation, perceptions of job satisfaction, job commitment, job security as well as personal style (feeler, intuitor, thinker, sensor) and conflict style (competing, collaborative, compromise, avoid, accommodate) were explored. Data for the study was collected from twenty-seven participants using a survey methodology. Participants were the managers of the Western Cape Clothing Industry Bargaining Council (CIBC). The instruments used were the BarOn EQ-i, a general questionnaire as well as a qualitative questionnaire for the collection of the data. Data was captured on a Microsoft Office 2000 Excel software programme and analysed with descriptive statistics and univariate analysis of variance. The researcher analysed the data from the BarOn EQ-i and General EQ questionnaire using the general linear model (GLM) version of analysis of variance (ANOVA). A qualitative questionnaire was applied to further substantiate the results. This study proved that female managers have on average a higher EQ score than males. No statistically significant difference were found in the emotional intelligence scores of those in the sample comparing age groups, management positions, managerial experience, number of people reporting to the managers, years of service with the organisation as well as conflict style and personal style. In response to job related questions, the majority of managers reflected that they had total job satisfaction while significant proportions indicated a lack of 'job commitment' and 'job security'. Through the qualitative feedback, it was clear that managers at the CIBC identified a place for EQ in the workplace. This study made recommendations to the organisation applicable to the individual level as well as the organisational level. Recommendations on organisational level included investing in EQ on the basis of making it part of the organisational strategy, to get the right people to orchestrate the process and re-evaluation. Recommendations on an individual level were about a personal development plan and reviewing. This study also made propositions for future research.
AFRIKAANSE OPSOMMING: Tradisionele leierskap het meer klem gele op 'n leier se persoonlike visie en intellektuele vaardighede. Die mees skrander persoon is nie altyd die beste aanvoerder van die span nie d.w.s. die klas uitblinker mag fokus op individuele sukses, waar die span aanvoerder meer daarop fokus om die groep te motiveer om die gesamentlike visie te bereik. Sulke leierskap is nie die produk van IK nie, maar wel van EQ of Emosionele Intelligensie, wat gedefinieer word as "hoe leiers hulself en hul verhoudings behartig". Die primere doel van hierdie studie is om die individuele en groep EQ profiele van die bestuurderspan in 'n organisasie sowel as die korrelasie tussen die profiele en sosiodemografiese, psigologiese en werksomgewings faktore te bepaal. Die assosiasie tussen EQ en veranderlikes soos demografie (ouderdom en geslag), bestuursposisie en bestuurservaring, die aantal spanlede wat direk aan die bestuurder rapporteer, die termyn van diens by die huidige organisasie, persepsies van werksbevrediging, werksverbintenis, werksgeborgenheid sowel as persoonlike styl (voeler, intuiter, denker, sensor) en konflik styl (kompeterend, samewerkend, middelweg, ontduikend, versoenend) was bestudeer. Data opname vir die studie was van sewe-en-twintig gevallestudies deur 'n opname metodologie. Die gevallestudie was bestuurders van die Weskaap Klere Industrie Bedingingsraad. Die metings instrumente wat gebruik was vir die opname van die data, sluit in die BarOn EQ-i, 'n algemene EQ vraelys sowel as 'n kwalitatiewe vraelys. Data was saamgestel op 'n Microsoft Office 2000 Excel program en ge-analiseer met beskrywende statistieke en ANOVA. Die navorser het die data van die BarOn EQ-i en die algemene EQ vraelys deur die algemene liniere model (GLM) weergawe van ANOVA ge-analiseer. Die resultate was bevestig deur 'n kwalitatiewe vraelys. Daar was bevind dat vroue bestuurders gemiddeld 'n hoer EQ telling as mans het. Geen statistiese noemenswaardige verskille was gevind in die EQ tellings van die bestuurders in die steekproef vergeleke met ouderdomsgroep, bestuursposisie, bestuurservaring, die aantal spanlede wat direk aan die bestuurder rapporteer, die termyn van diens by die huidige organisasie sowel as persoonlikheid en konflik stylle. In reaksie op werksverwante vrae, het die meerderheid van die bestuurders aangedui dat hulle totale werksbevrediging het, terwyl 'n noemenswaardige aantal aangedui het dat hulle, werksverbintenis en werksgeborgenheid ontbeer. Deur die kwalitatiewe terugvoering, is daar indikasies dat emosionele intelligensie wel bepalend kan wees in die werksomgewing. Die studie het voorstelle aan die organisasie aangevoer toepaslik op 'n individuele vlak sowel as 'n organisasie vlak. Voorstelle op 'n organisasie vlak, het ingesluit die belegging in EQ op die basis dat dit deel gemaak word van die organisasie strategie asook om die regte persone aan te stel om die proses te dryf en evalueer. Voorstelle op 'n individuele vlak sluit in 'n persoonlike ontwikkelingsplan en evaluering. Die studie het ook voorstelle vir verdere navorsing gemaak.
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Klaasen, Edgar Gerald. "An evaluation of the emotional intelligence of secondary school learners from the Somerset East district of the Eastern Cape." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/70111.
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Thesis (MBA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: The emphasis in South African schools has always been on the development of cognitive abilities of learners. The following two reasons, amongst others, could be responsible for this emphasis: Firstly, the furore over Grade 12 results each year creates the impression that the academic achievement of learners is the ultimate measure of a school's success, and secondly, there is a general belief worldwide that cognitive ability is responsible for a person's success in life. The introduction of emotional intelligence as a field of study more than a decade ago led to new discoveries with regard to factors contributing to success in life. Studies indicated that while cognitive ability played a role in determining life and job success, it was only one of many factors having an influence on success. Many researchers made the conclusion that emotional quotient (EQ) could be as important, or even more important than IQ in determining success in life and the workplace. Consequently, many education authorities worldwide introduced social and emotional learning (SEL) programmes into their school syllabi to enhance the emotional intelligence of their learners. The purpose of this study is to establish whether secondary school learners in the Somerset East district of the Eastern Cape are emotionally intelligent enough to focus on their academic development, cope with life and be successful in the workplace. An empirical study to determine the EQ of 300 secondary school learners from three secondary schools in Somerset East was conducted. Learners completed the self-report questionnaire, the Bar-On EQ-i:YV, to determine their EQ. The results of the study indicated that: • no conclusive evidence could be found to suggest that learners from secondary schools in Somerset East are not emotionally intelligent enough to focus on their academic development • learners are emotionally intelligent enough to cope with life • learners have a need to improve their ability in the realm of interpersonal skills, which could increase their ability to be successful in the workplace. As a result of this research I propose that further studies be conducted to assess the EI of learners and to determine in which realms of EI learners need improvement. Also that SEL programmes be introduced to address specifically those shortcomings in the realms of EI where learners need improvement. It is important that those teachers responsible for developing the EI skills in learners should have the ability to present SEL programmes. Therefore, evaluation of the EI of teachers and development of the EI skills of teachers where necessary, as well as in-service training of teachers to develop their skills to present the SEL programme should take place. This research therefore calls for a greater focus on the development of emotional intelligence of learners, which could lead to improvement of their academic performance, success in coping with life and greater job success.
AFRIKAANSE OPSOMMING: In Suid-Afrikaanse skole was die klem nog altyd op die ontwikkeling van die kognitiewe vermoëns van leerders. Die volgende twee redes, onder andere, kan verantwoordelik wees hiervoor: Eerstens, die bohaai oor Graad 12 uitslae elke jaar skep die indruk dat akademiese prestasie van leerders die enigste maatstaf is vir 'n skool se sukses, en tweedens, daar is 'n algemene geloof wêreldwyd dat kognitiewe vermoëns verantwoordelik is vir 'n mens se sukses. Die bekendstelling van emosionele intelligensie as 'n studieveld meer as 'n dekade gelede het aan die lig gebring dat ook ander faktore bydra tot sukses in die lewe. Studies het aangetoon dat alhoewel kognitiewe vermoëns 'n rol speel in die bepaling van sukses in 'n persoon se lewe en werk, dit slegs een van 'n reeks faktore is wat 'n invloed het op sukses. 'n Aantal navorsers het tot die gevolg gekom dat emosionele kwosiënt (EQ) net so belangrik of selfs meer belangrik as IK kan wees in die bepaling van sukses in die lewe en die werkplek. Gevolglik het baie opvoedkundige owerhede wêreldwyd sosiale en emosionele leer (SEL) programme by hul sillabusse ingelyf om die emosionele intelligensie van hul leerders te verbeter. Die doel van hierdie studie is om vas te stel of sekondêre skoolleerders in die Somerset- Oos distrik van die Oos-Kaap emosioneel intelligent genoeg is om te fokus op hul akademiese ontwikkeling, opgewasse is vir die lewe en suksesvol kan wees in die werkplek. 'n Empiriese studie om die EQ van 300 sekondêre skoolleerders van drie sekondêre skole in Somerset-Oos te bepaal, was uitgevoer. Om hul EQ te bepaal, het leerders die selfverslag Bar-On EQ-i:YV vraelys voltooi. Die resultaat van die studie toon aan dat: • geen afdoende bewys gevind kon word dat leerders van sekondêre skole in Somerset- Oos nie emosioneel intelligent genoeg is nie, om op hul akademiese ontwikkeling te fokus. • Leerders is emosioneel intelligent genoeg om opgewasse te wees vir die lewe. • Daar is 'n behoefte om leerders se vemoëns met betrekking tot interpersoonlike vaardighede te verbeter, wat kan lei tot 'n verbetering van hul vermoë om suksesvol in die werkplek te wees. Na gelang van hierdie navorsing stel ek voor dat verdere studies gedoen word om die emosionele intelligensie van leerders te bepaal, en sodoende vas te stel in watter areas van emosionele intelligensie leerders ontwikkeling nodig het. Ook dat SEL programme ingestel word om die spesifieke tekortkominge van leerders met betrekking tot die emosionele intelligensie aan te spreek. Dit is verder ook belangrik dat onderwysers wat verantwoordelik is vir die ontwikkeling van EI vaardighede van leerders oor die vermoë moet beskik om SEL programme aan te bied. Daarom is dit nodig dat, waar nodig, evaluering en ontwikkeling van die EI van onderwysers moet plaasvind, sowel as indiens opleiding van onderwysers om hul vaardigheid om SEL programme aan te bied ontwikkel word. Hierdie navorsing vra dus vir 'n groter fokus op die ontwikkeling van die emosionele intelligensie van leerders, wat kan lei tot die verbetering van hul akademiese prestasies, hul beter opgewasse maak vir die lewe, en bydra tot groter sukses in die werkplek.
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Johnson, Debbi R. "Emotional Intelligence and Public Health Education: A Prescriptive Needs Assessment." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/14.
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Emotional Intelligence is an ability that is crucial to the field of public health due to the fact that it encompasses the practitioner’s ability to communicate professionally, show empathy, obtain patient compliance and promote sustainable lifestyle changes in communities. This study seeks to evaluate a public health program in order to determine what emotional intelligence training currently exists, and what the attitudes of stakeholders are regarding emotional intelligence and its importance to the field of public health. This is done through interviews with the faculty, administrators and students, as well as a questionnaire that asks students to assess their own abilities in the area of emotional intelligence. The information gathered makes it possible to formulate recommendations to further incorporate emotional intelligence-building activities into the program.
Results of the study show a direct correlation between public health and emotional intelligence competencies, which makes it an ideal program in which to integrate further training. Additionally, results indicate a gap between student’s self perception regarding their emotional intelligence abilities, and the perception their faculty and administration of student’s abilities. Finally, a significant lack of student engagement due to dissatisfaction with acceptance requirements appears to contribute to the perception of low emotional intelligence on the part of the students.
Recommendations for future development of emotional intelligence in the program include the incorporation of training into the existing Orientation week, the addition of case studies into the courses most naturally related to emotional intelligence-building, the provision of training seminars for faculty, the inclusion of an advanced seminar for students on a voluntary basis, and the evaluation of the program using both a self-report emotional intelligence questionnaire and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) at the beginning and end of each term in order to track program effectiveness in the long term.
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Pietraroia, Regina. "The Effects of Dance Education on the Emotional Intelligence of Underserved Students." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1321294319.
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Sarmonpal, Sandra. "Learning Analytics from Research to Practice| A Content Analysis to Assess Information Quality on Product Websites." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13421041.
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The purpose of this study was to examine and describe the nature of the research to practice gap in learning analytics applications in K12 educational settings. It was also the purpose of this study to characterize how learning analytics are currently implemented and understood. A secondary objective of this research was to advance a preliminary learning analytics implementation framework for practitioners. To achieve these purposes, this study applied quantitative content analysis using automated text analysis techniques to assess the quality of information provided on analytics-based product websites against learning analytics research. Because learning analytics implementations require adoption of analytical tools, characterizing content on analytics-based product websites provides insight into data practices in K12 schools and how learning analytics are practiced and understood. A major finding of this study was that learning analytics do not appear to be applied in ways that will improve learning outcomes for students as described by the research. A second finding was that policy influence expressed in the study corpus suggest competing interests within the current policy structure for K12 education settings. Keywords: quantitative content analysis, automated text analysis, learning analytics, big data, frameworks, educational technology, website content analysis
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Hardy, Anneli. "The association between sense of coherence, emotional intelligence and behaviour a salutogenic perspective /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05272008-150957.
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Hawkins, Jennifer Anne. "A phenomenological exploration of feelings, thinking and learning : a practitioner action research investigation." Thesis, Manchester Metropolitan University, 2010. http://e-space.mmu.ac.uk/129370/.
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In this thesis I researched as a student, teacher, educational mentor, researcher and evaluator investigating the effects and functions of feelings in learning. Feelings were defined as physical and mental sensations. Four data strands contributed to a new learning theory developed over eight years. Using collaborative methods I asked the guiding question; “What is the relationship between feelings, thinking and learning?” including an appropriate subsidiary question in each strand. My first aim was to find causes for disaffected student behaviour. While home-tutoring I asked the question; "Emotional blocks: what do they tell us about the learning process?" The resulting narratives revealed complex ecological factors of which I was previously unaware (Bronfenbrenner, 1979; Inquiry Strand 1: Tutoring 12 school refusers). These were analysed thematically. In the second strand I asked; “How do feelings affect my learning and teaching?” resolving learning problems and developing professional insight. (Inquiry Strand 2: The author's learning process). The third strand compared other teachers’ experiences asking; “How do feelings affect other teachers’ learning and teaching?” (Inquiry Strand 3: Mentoring 8 teachers as learners). The fourth strand explored the theory’s potential to inform professional practice (Inquiry Strand 4: Evaluating a primary school arts festival: observations of feeling based learning in action). Strands 2, 3 and 4 were also thematically analysed and included a framework of positive ‘emotionally linked’ learning behaviours as additional themes. The latter were derived from Claxton’s Effective Learning Profile (2002). In this Resilience is associated with absorption, managing distractions, noticing, perseverance; Resourcefulness with questioning, making links, imagining, reasoning; Reflectiveness with planning, revising, distilling, meta-learning and Reciprocity with interdependence, collaboration, empathy, listening and imitation. My fifth aim of sharing findings with others was undertaken throughout the research. My theory developed through reading, self reflection, writing and working with those who participated as colleagues and students (Wenger 2002). The findings make a contribution to knowledge, which evidences the claim that in education feelings may usefully be considered as legitimate thoughts.
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Walpole, Pete. "An investigation into the implications of emotional intelligence and social cognition research for psychosocial problems associated with temporal lobe epilepsy." Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422171.
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Swift, Charis Lee. "The Perceived Emotional Intelligence of Elementary Principals and Teachers' Job Satisfaction: Do They Relate?" UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/825.
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The purpose of this study was to examine the relation between teacher’s perceptions of their principal’s level of emotional intelligence and teachers’ job satisfaction level. Nine elementary schools within a small rural school district in a southern state were the selected cite for the research. Thirty-nine teachers completed two on-line surveys. One survey was intended to report their perceptions of their principal’s level of emotional intelligence and the second survey was intended to report their level of job satisfaction.
The primary research question was: What is the relation between elementary teachers’ perceptions of their principal’s emotional intelligence and the teachers’ level of job satisfaction? The independent or predictor variable was emotional intelligence: others emotional appraisal, use of emotion, and regulation of emotion. The dependent variable was teacher job satisfaction: supervision, contingent rewards, operating procedures and communication. A simple regression was conducted to investigate the impact of principal’s perceived emotional intelligence level and the teacher’s job satisfaction level. An exploratory factor analysis was conducted to examine the factor structure of teacher’s perceptions of their principal’s emotional intelligence and their level of job satisfaction. A one factor solution was sufficient in capturing most of the variability for both survey instruments.
The findings indicated a strong relation between teacher’s perceptions of their principal’s emotional intelligence and the teachers’ level of job satisfaction. Further research to improve principal’s emotional intelligence and improve teacher’s job satisfaction levels is recommended to increase applicants to teacher preparation programs and to increase teacher recruitment and retention.
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Wilson, Sheryl L. "The structure of intelligence controversy: Is there a qualitative difference between normal IQ children and retarded children?" CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/225.
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Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.
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Nel, Heidemarie. "'n Bedryfsielkundige ondersoek na die verband tussen emosionele intelligensie en werksprestasie in die oproepsentrum-omgewing." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52351.
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Thesis (MA.)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: Worldwide call centres are being used by organisations to provide services and products to their clients in an immediate, interactive and cost-effective way. Taking into consideration the characteristics of call centres, the important contribution they make to the economical success of present day organisations, as well as the demands that this environment makes on employees, the question arises whether emotional intelligence is related to performance in call centres. A literature study of the nature and extent of emotional intelligence, with specific reference to the workplace, was carried out. Focus was further placed on call centres and the influence emotional competencies have on success in this environment. Emotional intelligence is conceptualised, as competencies that may enable individuals to use emotions to their advantage to achieve desired outcomes. In the literature emotional intelligence is regarded as a factor that influences an individual's performance. The primary goal of this study was to determine whether there is a relationship between emotional intelligence and performance in the call centre environment. The sample in this study is compiled of 135 call centre agents, working respectively in client service, sales and administrative environments, in a life assurance company. A questionnaire consisting of biographical items, the "Emotional Competency Inventory" and a performance rating, was used to obtain the necessary data from the subjects. rThe results of this study revealed that a statistically significant and positive correlation exists between emotional intelligence and performance in call centres. No statistical significant difference was found between the correlation of emotional intelligence and performance in the respective call centre environments of client service, sales and administration. A positive and statistically significant correlation was found between performance and the four areas of emotional intelligence, namely self-awareness, self-management, social awareness and social skills. With regard to the mean scores of emotional intelligence and performance, the results of the study suggest no statistically significant difference between the respective call centre environments. It was also established which combination of emotional competencies serves as best predictors of performance in the call centre environment. The main objectives of this study were successfully achieved. General conclusions and possible explanations for the above-mentioned findings are presented. Finally the implementation value of the study is discussed and recommendations for future research are made.
AFRIKAANSE OPSOMMING: Oproepsentrums word wereldwyd deur organisasies aangewend om hul kliente op 'n onmiddellike, interaktiewe en koste-effektiewe wyse van dienste en produkte te voorsien. Teen die agtergrond van die kenmerke van oproepsentrums, die betekenisvolle bydrae wat dit tot die ekonomiese sukses van vandag se organisasies lewer, asook die eise wat hierdie omgewing aan werknemers stel, ontstaan die vraag of emosionele intelligensie met werksprestasie in oproepsentrums verb and hou. 'n Literatuurstudie oor die aard en omvang van emosionele intelligensie, met spesifieke verwysing na die werksplek, is uitgevoer. Verder is op oproepsentrums en die invloed van emosionele bevoegdheid op die werksukses in hierdie omgewing gefokus. Emosionele intelligensie word gekonseptualiseer as bevoegdhede wat individue in staat mag stel om emosie tot hul voordeel aan te wend ten einde die verlangde uitkomste te bereik. Emosionele intelligensie word in die literatuur as 'n faktor wat 'n invloed op 'n persoon se werksprestasie kan he geidentifiseer. Die primere doelstelling van hierdie studie was om te bepaal of daar 'n verband tussen emosionele intelligensie en werksprestasie in die oproepsentrum-omgewing bestaan. Die steekproef in hierdie studie bestaan uit 135 oproepsentrum-agente in 'n lewensversekeringsmaatskappy wat onderskeidelik in klientediens, verkoops- en administratiewe omgewings werksaam is. Daar is van 'n vraelys bestaande uit biografiese items, die "Emotional Competency Inventory" en 'n werksprestasietelling, gebruik gemaak om die nodige inligting van die proefpersone te bekom. Die resultate van hierdie ondersoek toon dat daar 'n statisties beduidende en positiewe verband tussen emosionele intelligensie en werksprestasie in oproepsentrums bestaan. Geen statisties beduidende verskil is aangetref tussen die korrelasies van emosionele intelligensie en werksprestasie in die onderskeie oproepsentrum-omgewings, naamIik klientediens, verkope en administrasie, nie. 'n Positiewe en statisties beduidende verb and is gevind tussen werksprestasie en die vier areas van emosionele intelligensie, naamlik selfbewussyn, selfbestuur, sosiale bewussyn en sosiale vaardigheid. Ten opsigte van die gemiddelde tellings van emosionele intelligensie en werksprestasie dui die resultate van die studie op geen statisties beduidende verskille in die onderskeie oproepsentrurn-omgewings rue. Verder is vasgestel watter kombinasie van emosionele bevoegdhede as die beste voorspellers van werksprestasie in die oproepsentrum-omgewing funksioneer. Die vemaamste doelstellings van hierdie studie IS suksesvol bereik. Algemene gevolgtrekkings en moontlike verklarings vir bogenoemde bevindings word aangebied. Laastens word die implementeringswaarde van die studie bespreek en aanbevelings vir verdere navorsing gedoen.
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Eliastam, Liesl Marijke. "A psychobiography of Archbishop Emeritus Desmond Mpilo Tutu." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/537.
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Psychobiographies offer the illuminating experience of uncovering the story of an individual’s life through the lens of a psychological theory. Psychobiographies offer the chance to gain a deeper understanding of what makes that individual unique. This study aimed to explore and describe the emotional intelligence of Archbishop Emeritus Desmond Tutu according to Goleman’s (1998) theory of Emotional Intelligence. Tutu was chosen as a subject for this study because of his extraordinary life and accomplishments, and because he is regarded as a prominent figure of moral leadership in South Africa. A qualitative psychobiographical research method was utilised. Data was collected from both primary and secondary sources to enhance internal validity, and was then analysed according to Miles and Huberman’s (1994) approach. The findings suggest that Tutu applied all of the twenty five emotional intelligence capacities during his life, and that at times, some were used more extensively than others. This study is groundbreaking in that it is the first psychobiography on Desmond Tutu, and it is the first psychobiography undertaken at the University of Fort Hare. Psychobiographies offer an opportunity to evaluate the psychological theory which is applied. It was found that Goleman’s (1998) theory of Emotional Intelligence is supported by this study.
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Smollan, Roy Kark. "The emotional rollercoaster of organisational change : affective responses to organisational change, their cognitive antecedents and behavioural consequences : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management at Massey University, Auckland, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/945.
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Change is a potentially emotional event as people anticipate or experience its outcomes and processes. Managers and researchers often ignore the emotional aspects of organisational change, yet it is precisely these aspects that can promote acceptance of change or resistance to it. The focus of the research is on the many factors that contribute to cognitive, affective and behavioural responses to organisational change. A model of individual responses evolved from the literature review and helped guide the research questions. It indicates that responses to change depend on factors in four categories: those in the change itself (outcomes, scale, temporal issues and justice); those in the employee (their emotional intelligence, disposition, previous experience of change, and change and stress outside the workplace); those in the employee’s perceptions of the leaders/managers/agents (their leadership ability, emotional intelligence and trustworthiness); and those in the employee’s perception of the organisation (its culture and change context). Two main research approaches underpinned the thesis. Firstly, cognitive appraisal theory takes the position that emotion derives from cognition as people contemplate the importance of events (such as organisational change) to their wellbeing and consider how they will cope. Secondly, social constructionism was used as a theoretical platform because it combines the individual experience of emotions during change with the social forces that help shape them. Twenty-four interviews were conducted in Auckland, New Zealand. The participants were from a variety of industries, organisations, hierarchical levels, change roles, functional departments and ethnic, gender and age groups. They reported on many different types of change, small and large, with many focussing on some element of organisational restructuring. The study showed that people played different roles in change events - as leaders, managers, agents and recipients - and at times took on a combination of these roles, which did not always depend on hierarchy. The roles they played to some extent influenced their responses. Findings show that all 13 factors in the model produced some responses, but not in all participants. The most prevalent of these, and those that often provoke emotions of the greatest intensity, were personal outcomes and the fairness of change. Two additional factors surfaced, control over the change and support from colleagues and people outside the organisation, and the model was revised to include them. The study confirmed that organisational change is indeed an emotional event, and that these emotions arise from a host of factors that have individual, social and wider contextual origins.
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Moffat, Mary I. "Certified Case Managers’ Lived Experiences in Hospital Networks: A Phenomenological Inquiry." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510574423348934.
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Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.
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Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.
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Mergler, Amanda Gay. "Personal responsibility : the creation, implementation and evaluation of a school-based program." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16382/.
Full textAbstract:
We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.
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Carn, Allen Lloyd. "Self-leadership to Servant Leadership: A Metatheoretical Antecedent to Positive Social." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6184.
Full textAbstract:
A majority of current leadership programs are failing to deliver a comprehensive approach to leadership development by not providing middle and frontline managers the skills to enhance their potential to develop others. In failing to generate a comprehensive system, animosity towards all types of leadership has been festering for over 40 years as first identified by Greenleaf in 1977. The purpose of the study was to establish a link between the theoretical paradigms of servant leadership and self-leadership using the lens of emotional intelligence to generate an integral leadership development framework. The conceptual framework used Goleman et al.'s version of emotional intelligence, Spears's model of servant leadership, and Manz's concepts of self-leadership. The research question examined the interrelationship between the three theoretical paradigms and used the analysis to create a theoretical framework. A paradigm and systematic word search phrase yielded an initial sample of 1356 research articles. Using text scrutinization to achieve saturation, I used 342 articles to evaluate the gap between the three theoretical paradigms. The analysis of the secondary data used Edwards's approach to metatheory-building. The results yielded the beginnings of a new theory of self-perpetuating leadership style called sustainable leadership. Also noted based on the literature a serious absence of ethics, morality, or spirituality in leadership development. This study is important because it uses a holistic framework based on development techniques found in three theoretical leadership paradigms to help aspiring leaders to develop others. The positive social change that may result is an improvement in leadership skills, over time, through a comprehensive approach to leadership development for aspiring leaders.
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Du, Preez Hannelie. "In die teenwoordigheid van outisme : 'n moeder se verkenning van emosionele intelligensie in haar lewensverhaal." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/31210.
Full textAbstract:
Die rasionaal vir onderhawige studie was aan die hand van narratiewe navorsingsmetodes om insig en begrip te verwerf oor wat dit beteken om die moeder te wees van 'n seun met outisme. Ek (navorser) en die moeder (deelnemer) het verskeie data-inwinning-aktiwiteite aangewend, byvoorbeeld haar lewensverhaal, waarin ek en die moeder emosionele intelligensie komponente geïdentifiseer het met die verdere doel om haar belewinge van outisme te interpreteer. 'n Narratiewe navorsing-ontwerp, wat gebaseer is op interpretavistiese en konstruktivistiese paradigmata, kan dus die betekenisvolle emosies en ander belewinge van die moeder akkuraat interpreteer en kommunikeer oor wat dit beteken om 'n moeder te wees van 'n seun met outisme. In hierdie studie maak ek as navorser gebruik van 'n kwalitatiewe navorsingsbenadering met 'n narratiewe navorsings-ontwerp, waarin 'n multimetode benadering tot data-insameling aangewend word, met die doel om die belewinge van die moeder in die vorm van 'n lewensverhaal saam te vat. Die data-inwinning-strategieë wat aangewend is het gepoog om in-diepte, ryk en persoonlike verhaal-inhoude te genereer. Die volgende aktiwiteite is gebruik : 'n informele onderhoud, herinneringsboek (collages, staaltjies, lewenslyn en metafore), en 'n intellektuele bespreking van emosionele intelligensie. Die moeder het kollaboratief deelgeneem tydens die identifisering van emosionele intelligensie komponente in haar lewensverhaal. Dit was belangrik om deurlopend kollaboratiewe besprekinge met die moeder te skeduleer, aangesien haar insae met betrekking tot die wyse waarop die data georganiseer, geanaliseer en geïnterpreteer word verband hou met haar interpretasies van outisme en die verkenning van haar belewinge aan die hand van Bar-On (2003) se emosionele intelligensie komponente. Die betekenisvolle belewinge wat op grond van die moeder se verhaal-inhoude, in samehang met haar geïdentifiseerde emosionele intelligensie komponente, bespreek word, dui daarop dat die moeder 'n optimistiese, realistiese en intro-spektiewe uitkyk het met betrekking tot ouerskap en opvoeding. Dit kan as verantwoordbaar beskou word as ek as navorser dit stel dat die moeder begrip en insig demonstreer ten opsigte van die hindernis waarmee haar seun leef. Die moeder som haar belewing van outisme die beste op met die inspirerende aanhaling van Emily Pearl Kingsley: “Say goodbye to the child you wanted, or else your focus will never be with the child you have.”ENGLISH : The rationale for this study was to gain a better understanding of what it means to be the mother of a child with autism, through the use of narrative research accounts. The mother (participant), and I (researcher) furthermore utilized the sources of collected data, such as her life story, to identify components of emotional intelligence with the purpose of additional interpretation. A narrative research design, firmly rooted in an interpretivist and constructivist paradigm, should therefore serve to accurately interpret the significant emotions and other lived-experiences that a mother attaches to living with a child that has been diagnosed with autism. A multi-method approach, directed by a qualitative research approach and a narrative research design, was followed in an attempt to capture the mother‘s experiences and life story. Data collection strategies employed to generate an in-depth, rich and personal life story consisted of the following activities: an informal interview, memory box (collages, anecdotes, life line, and methaphors) and an intellectual discussion regarding emotional intelligence. The mother also participated in a collaborative discussion to identify emotional intelligence components relevant to her life story. Further collaboration and discussion with the mother were required to ensure that the data were organised, analysed and interpreted according to the mother‘s lived-experiences of autism, along with her emotions that were identified on the basis of Bar-On‘s (2003) emotional intelligence components. The meaningful findings drawn from the mother‘s narratives (in relation to the identified emotional intelligence components) suggest that the mother demonstrates an optmistic, realistic and introspective view on parenting. It can be regarded as accountable for me as researcher to state that the mother displays an educated an comprehensive understanding of the disability with which her child is living. The mother perhaps best summarises her experiences of autism in the words of Emily Pearl Kingsley‘s inspirational words: “Say goodbye to the child you wanted, or else your focus will never be with the child you have.”
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
Unrestricted
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Granger-Ellis, Rebekah. "Einstein or Columbine: Impact of School Environment on the Socioaffective Development of Gifted and Talented Adolescents." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2457.
Full textAbstract:
Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight on violence perpetrated by bright individuals questions what went wrong, could it have been prevented, and whether schools are meeting the needs of gifted individuals. Thus, it is important to examine the impact of participation in various gifted and talented programs on the socioaffective development of gifted adolescents. The purpose of this study was to understand (1) if gifted individuals’ social and emotional development were similarly developed as their academic and creative abilities, and (2) if a particular school environment led to differences in psychological developmental profiles. Using six psychometric scales, this quasi-experimental study examined the socioaffective development of 343 gifted and talented students (ages 16-18) enrolled in arts-integrated charter, creative arts charter, and public school programs in an ethnically diverse moderate-size city in the southeastern United States. Students’ performances on psychometric scales were compared over time and by type of program. Participants took pre- and post-tests over the first semester of an academic school year with BarOn EQ-I: YVassessing social and emotional development. Based on these assessments, quantitative differences in growth on psychological scales were examined. Change scores between schools were also compared. School artifacts provided insight as to environmental qualities of each school environment.
Major findings include gifted and talented adolescents showed significant weakness in intrapersonal abilities and general mood compared to normative age-mates. Gifted females also showed significant weakness in interpersonal abilities and overall socioaffective development. Gifted and talented students displayed strengths only in adaptability (problem solving and flexibility). Study findings support the theory that giftedness heightens vulnerability to adjustment problems. Results also indicated that gifted and talented students in inclusive public school environments demonstrated greater overall socioaffective development across most psychometric scales than charter schools. Results of analysis found gifted and talented students in all five environments showed no significantchange in scores on BarOn EQ-i:YV psychometric scales from Time 1 to Time 2, indicating that no particular school environment impacted social development and emotional intelligence. Future research is needed to confirm the finding that gifted and talented females in this study showed weaknesses in every psychometric scale except for adaptability. Additional research is needed to further understand social and emotional development among minority, low income, and female gifted and talented students, particularly those enrolled in selective and exclusive environments.
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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
Full textAbstract:
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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De, Kok Caitlin Anne. "Happiness at work: are job satisfaction, job self-efficacy and trait emotional intelligence related?" Diss., 2013. http://hdl.handle.net/10500/10455.
Full textAbstract:
This thesis explores and describes the relationship between emotional intelligence, job satisfaction and job self-efficacy. The sample was collected between 2007 and 2010 and consists of 1336 South Africans within the workplace. Trait emotional intelligence was assessed using the Trait Emotional Intelligence Questionnaire (TEIQue), while job satisfaction and job self-efficacy were assessed from the biographical questions asked during the TEIQue assessment process. The first hypothesis investigated whether there is a statistically significant relationship between job satisfaction and trait emotional intelligence. A relationship was found that is statistically, but not practically, significant. The second hypothesis centred on the relationship between job self-efficacy and emotional intelligence, with statistically significant results (p<0.001), and a weaker relationship than the one found between job satisfaction and scores on the TEIQue. The third hypothesis, investigating a possible interaction effect between job satisfaction and job self-efficacy, was rejected. In addition to the study’s three hypotheses, exploratory IRT analysis was conducted on a section of the TEIQue items in order to further explore the functioning of the test within the South African context. Findings suggest that there is a relationship between the constructs within the study, but that this relationship is more complex than first assumed, being affected by issues such as social desirability and central tendency bias.Psychology
M.A. (Psychology)
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Shuler, Celeste Nobles Prevatt Frances. "An analysis of the emotional quotient inventory youth version as a measure of emotional intelligence in children and adolescents /." 2004. http://etd.lib.fsu.edu/theses/available/etd-04052004-142638.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2004.Advisor: Dr. Frances Prevatt, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 15, 2004). Includes bibliographical references.
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Chrystal, Elke. "The construction of an indigenous emotional stability scale." Thesis, 2012. http://hdl.handle.net/10210/8121.
Full textAbstract:
M.A.Psychological assessment is in a crisis in South Africa. Many local and imported inventories currently in use have not been tested for bias and have not been cross-culturally validated (Foxcroft, Roodt, & Abrahams, 2005). Others show various psychometric problems, such as low reliability and inappropriateness for previously disadvantaged groups (e.g. Meiring, Van de Vijver, Rothmann, & Barrick, 2005). The theoretical models on which these inventories are based were developed in the Western context ignoring South Africa’s multilingual and multicultural society. This may have resulted in inadequate selection of job applicants in organisational settings, and improper assessments of clients in the education and healthcare sectors. In order to make assessment suitable for the entire South African population, the development of indigenous theories, constructs and inventories that are valid for all cultural groups is therefore urgently needed. The present study aimed at the construction and validation of an indigenous Emotional Stability scale. Its development was based on the qualitatively derived Emotional Stability cluster of the SAPI1 (South African Personality Inventory), a project initiated in 2006 to develop a personality instrument, which is locally derived from indigenous conceptions of personality in all 11 official languages. The Emotional Stability cluster consists of six subclusters and 25 facets comprising person-descriptive terms, indicating positive and negative psychological adjustment. These person-descriptive terms were used to create a definition of the meaning of each facet for all languages ensuring coverage of the whole construct. Items were generated to represent these definitions. The final inventory consisted of a single list of 326 items, which was presented to a second year undergraduate psychology student sample, attending a course in personality psychology (N = 610). Participants also completed the Neuroticism scale of the Basic Traits Inventory (BTI, Taylor & De Bruin, 2006) and the items of the Positive and Negative Affect Schedule (PANAS, Watson, Clark & Tellegen, 1988) to allow for external validation of the indigenous Emotional Stability scale. Factor analyses indicated that the positive and negative facets of the Emotional Stability cluster defined separate factors, which led to the exclusion of the positive facets, resulting in the scale measuring only those personality characteristics typically attributed to Neuroticism. To denote the difference, the final scale was renamed “indigenous Neuroticism scale”. Three comparison groups were formed to evaluate the psychometric properties of the indigenous Neuroticism scale across language groups, namely: Germanic (English and Afrikaans), Nguni (Zulu, Xhosa, Swati and Ndebele), and Sotho (Sepedi, Sesotho and Setswana). The results of the present study revealed a valid and reliable, multifaceted indigenous measure of Neuroticism. The Neuroticism factor consists of five facets, namely Despaired, Anxious, Dependent, Temperamental, and Impulsive. Factor congruence of the indigenous Neuroticism factor across all language groups assessed was demonstrated, indicating that the dimension Neuroticism has the same psychological meaning across all groups. Tucker’s phi obtained for the factor Neuroticism for each language group was: Germanic (pxy = 1.00), Nguni (pxy = 1.00) and Sotho (pxy = .99).
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Weng, Jian-Yin, and 翁家茵. "Research on the relationships of Emotional Labor, Emotional Intelligence and Emotional Exhaustion of Counselors." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/34522211348461913787.
Full textAbstract:
碩士國立東華大學
諮商與臨床心理學系
105
This study is addressing relationships among emotional labor, emotional intelligence and emotional exhaustion of counselors. There were 74 counselors with qualified license recruited as the research subjects by using snowball sampling in responding the questionnaire. The analysis revealed findings are as following: (1) the counselors exhibited high level of emotional labor and emotional intelligence; (2) emotional labor and emotional intelligence are positively correlated; (3) there is no correlation between emotional labor and emotional exhaustion; (4) there is no correlation between emotional intelligence and emotional exhaustion. Suggestions and limitations for future studies, researchers and counselors are discussed.
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"Using the Rasch model in a computer adaptive testing application to enhance the measurement quality of emotional intelligence." Thesis, 2015. http://hdl.handle.net/10210/14342.
Full textAbstract:
D. Litt. et Phil.The aim of this study was to develop a computer adaptive test of the trait Self-control sub-scale of a trait-based emotional intelligence inventory (Trait Emotional Intelligence Questionnaire: TEIQue). Secondary objectives were to examine the functioning of the CAT by (a) comparing the CAT with a static version, and (b) to establish a practical approach to developing a computer adaptive solution to existing static fixed format self-report inventories...
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Lin, Pei-Hsuan, and 林沛萱. "Research On The Relationship Between Emotional Intelligence Quotient And Job Performance." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/29626456686680056829.
Full textAbstract:
碩士元智大學
資訊管理學系
98
The main purpose of this research is to investigate the work pressure as intermediate factor to the relationship between emotional intelligence quotient (EQ) and the job performance. In reviewing relevant research, EQ, work stress, job performance, and organizational commitment are commonly been studied. With the rapid changes in the corporate financial environment, the work pressure, the emotional adjustments, and ability to manage one’s emotion will affect one’s organizational commitment and the job performance. The research framework sets the work stress as the mediating variable, emotional intelligence quotient as independent variable, with the organizational commitment and job performance as dependent variables. This research used the survey method, a total of 275 questionnaires were issued, 247 copies returned, the return rate is 89%. Research results were shown as follows: 1.Emotional Intelligence Quotient, Work Stress, Organizational Commitment, and Job Performance was significant correlated. 2.Work Stress and Organizational Commitment was significant correlated. 3.Work Stress turned out to be an significant intermediate moderator.
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Callow, L. M. "Emotional literacy in female offenders : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Psychology in the University of Canterbury /." 2008. http://hdl.handle.net/10092/1675.
Full text
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Lee, Li-Hsia, and 李麗霞. "Research of relationship between entrepreneurs’ personality traits, leadership behavior, social intelligence, emotional intelligence and entrepreneurial performance." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/84243052014503400093.
Full textAbstract:
碩士實踐大學
企業創新與創業管理研究所
98
Abstract This main study investigated of the research in the relation of entrepreneurs’ personality traits, leadership behavior, social intelligence, emotional intelligence and entrepreneurial performance, and in the Kaohsiung area, entrepreneurs of wholesale and retail as the research object, using purposive sampling concept, a total of 374 questionnaires survey were sent out and were returned 208 questionnaires survey, by t test, ANOVA analysis, correlation analysis and simple regression analysis, investigate of: a) the variability of difference personal background on different personality traits, social intelligence, emotional intelligence, leadership and entrepreneurial performance; b) personality traits and the relationship between entrepreneurial performance, leadership behavior and the relationship between entrepreneurial performance, social intelligence and the relationship between entrepreneurial performance and emotional intelligence and the relationship between entrepreneurial performance. This study obtained the following findings: First, the wholesale and retail business in the personality traits, social intelligence and emotional intelligence on the personal backgrounds are significant obviously variability differences. Second, personality and entrepreneurial performance has a significant positive correlation. Third, leadership behavior and entrepreneurial performance has a significant positive correlation. Fourth, social intelligence and entrepreneurial performance has a significant positive correlation. Fifth, emotional intelligence and entrepreneurial performance has a significant positive correlation. Keywords: personality traits, leadership behavior, social intelligence, emotional intelligence, entrepreneurial performance
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Pauquet, Andrea. "Emotional intelligence as a determinant of leadership potential." Thesis, 2012. http://hdl.handle.net/10210/7412.
Full textAbstract:
M.A.Leadership has been defined as the competencies and processes required to enable and empower ordinary people to do extraordinary things in the face of adversity. It is also the ability to constantly turn in superior performance to the benefit of oneself and the organisation (Bennis & Nanus, 1985; Charlton, 1993; Kelly, 1986; Senge, 1991). This definition includes being skilled in emotional competencies. Emotional competence results in being attuned to those one is dealing with, as well as being self-aware. This study focusses on the emotional intelligence factors considered to be characteristic of effective leaders. The link between the management of emotions and leadership ability is gaining increasing interest in business. People who are unable to maintain a degree of control over their emotional life, fight inner battles that sabotage the ability for focussed work and clear thoughts (Goleman, 1995). Unclear thinking and a lack of focus may in turn, contribute to decreased productivity and an overall decline in organisational success. Emotionally intelligent leaders with the ability to think clearly whilst being in tune with self and others, would thus be required to lead an emotionally intelligent organisation (Cooper & Sawaf, 1997). Leaders may not necessarily occupy positions of authority in the organisation, yet even at lower organisational levels they lead others by example. Otto (1995) refers to such leaders as "little leaders". It is the purpose of this study, to identify specific emotional competencies that may be characteristic of successful "little leaders". The question to be addressed, is: Is their a statistically significant difference in factors of emotional intelligence, between a group of identified "little leaders" and a group of nonleaders at the same level in an organisational context? A leadership questionnaire (The Multifactor Leadership Questionnaire (MLQ), (Bass & Avolio, 1990b)) consisting of 45 items was administered to managers of a large financial institution. They were asked to rate their subordinates using this scale as it identifies the presence of transformational and transactional leadership behaviour (Bass, 1985). Only the transformational leadership scores were used to identify two groups. Based on the transformational leadership scores of the MLQ, rated employees were grouped into leader and non-leader groups. Of the 220 (N=220) rating forms returned, 31 subjects fell into the leader group and 31 fell into the non-leader group based on the cutoff scores provided by the authors of the questionnaire. The middle ratings were not utilised for the present study. No participant in the study was made aware of the grouping procedure. The employee group was all English speaking, with a minimum educational level of matric. They occupied similar positions within the hierarchy and were all of non-managerial status. All 220 employees were asked to complete the Emotional Quotient Inventory (EQ-i) inorder to ensure privacy regarding the group ratings (Bar-On, 1996a). The EQ-i assesses 15 factors said to be important indicators of emotional intelligence. These include; problem solving ability, social responsibility, happiness, independence, stress tolerance, self-actualisation, assertiveness, reality testing, interpersonal relationship, self regard, impulse control, flexibility, self awareness, empathy and optimism. Two additional factors, namely, positive and negative impression provide assistance in score validation. Comparative statistics (Wilks' coefficient lambda and Students t-test) were used to analyse the data. A stepwise discriminant analysis was also conducted. A comparison of EQ-i scores between the leader group and the non-leader group indicates that the factors of optimism and self-actualisation are significantly higher for the leader group than for the non-leader group. The non-leader group had significantly higher scores on the positive impression scale, indicating a possible skewing of results for that group. A total of four variables was extracted following the stepwise discriminant analysis namely, positive impression, self-actualisation, self-regard and optimism. Generally, the research data appear to support the fundamental postulates of transformational leadership theory. Transformational leaders are able to raise awareness in both self and others regarding issues of consequence (Bass, 1997). This heightening of awareness requires a leader with vision, self-confidence, and inner strength to argue successfully for what he or she sees as right or good (Bass, 1997; Charlton, 1993; Senge, 1991). The factors of self-actualisation and optimism indicate an awareness of self and an ability to influence others (Seligman, 1990). The research findings indicate that the application of emotional intelligence theory to leadership identification may assist those in the fields of recruitment, selection and training and development. Future empirical research within the same empirical framework as this investigation, may benefit from greater standardisation and broader application of the assessment instrument used, the use of larger experimental populations and a possible replication of the findings of the present investigation. A comprehensive exploration of the interaction of Emotional Intelligence factors and the contribution of other possible factors to emotional intelligence in leadership may also contribute to the accuracy of future identification of potential leaders.
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Lin, chia-hsuan, and 林佳萱. "Action Research on Emotional Intelligence Education in Junior High Integrative Activities Curriculum." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/83822294981777694622.
Full textAbstract:
碩士國立臺灣師範大學
人類發展與家庭學系
99
This study aimed to investigate how teachers developed the emotional intelligence curriculum, its impacts on junior high school students and the teacher-student interaction, as well as the professional growth the researcher might achieve while developing the curriculum. This study took the seventh graders who received the emotional intelligence curriculum as its research subjects and found that; (1) Emotional intelligence curriculum helps students to express themselves, to discern their emotions and to manage conflicts. Emotional intelligence education provides students with an alternative learning method; it allows students to learn to express emotions, to feel other people's encouragement and praise, and to get a positive learning experience in a loving learning environment. (2) Emotional intelligence curriculum has positive effects on teacher-student interaction; it makes the interaction between teachers and students more diversified. (3) Besides enhancing teaching skills, developing the curriculum and doing an action research on it could effectively enhance a teacher’s professional knowledge and abilities. According to the research results, this study made several suggestions respectively for schools and educational administrative units, junior high school teachers, parents and also for future research.
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Ho, Ming-chuan, and 何名娟. "Research of Primary Schools Senior Students’ Temperament, Emotional Intelligence, and Well-being." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/04618550241671106950.
Full textAbstract:
碩士國立嘉義大學
家庭教育研究所
93
Summary This research is to study primary schools senior students’ temperament, emotional intelligence, and well-being. The purpose is to understand primary schools senior students’ present condition of temperament, emotional intelligence, and well-being and to compare the differences of different backgrounds in temperament, emotional intelligence, and well-being. It is also, moreover, to discuss the relation of students’ temperament, emotional intelligence, and well-being. The fifth and sixth grade students in the public primary schools in Yunlin County are the parent groups in this research. I sent out 780 questionnaires and received back 690 effective samples. I analyzed these questionnaires with narrative statistics, t-tests, one-way ANOVA, SEM, and cross-validation test and the major discoveries are below. 1. Presently, the well-being of primary school senior students is good and the students have vibrations with above-average level, and deflect to positive. The high score order in well-being quantity is “Healthy Body & Mind”, “Satisfied Life”, and “Self-pleased”. 2. It has obvious difference to primary schools senior students who have different gender in the whole aspects of emotional intelligence; girl students are greater than boy students. 3. It has obvious difference to primary schools students who have different birth order in the performance of emotional intelligence. The elder is greater than an only child and the middle child is greater than an only child, too. 4. Students’ temperament has positive influence on emotional intelligence. 5. Students’ temperament has positive influence on well-being. 6. Emotional intelligence has indirect positive influence on well-being. Finally, I provide the research as reference for family education organizations, school guidance and assistance, the related administrative organizations, and the future study.
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Ling, Chang Yu, and 張玉鈴. "The exploratory research on scale development for children’s social awareness emotional intelligence." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/65859707936989252290.
Full text
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Rossouw, Pieter Johannes. "A qualitative evaluation of self-motivation in a measure of Trait Emotional Intelligence." Diss., 2014. http://hdl.handle.net/10500/14495.
Full textAbstract:
In this study, the author provided a discussion of international cross-cultural validation studies which reported low internal consistency reliabilities for the self-motivation facet of the Trait Emotional Intelligence Questionnaire (TEIQue). A review of salient models of emotional intelligence (EI) revealed that self-motivation was consistently conceptualised as part of the sampling domain of trait and mixed models of EI, but not ability-based conceptualisations of the construct. The author provided a qualitative evaluation of the ten self-motivation test items as they appeared in the TEIQue with the purpose of exploring the operationalisation of the construct in a multi-cultural South African sample. The exploratory-descriptive research was conducted amongst permanent employees who have all completed the TEIQue as part of on-going employee assessments. The present study found limited support for a satisfactory operationalisation of the self-motivation facet of the TEIQue as it related to a multi-cultural South African research sample.Psychology
M.A. (Psychology)