Dissertations / Theses on the topic 'Intelligence quotients'

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.

ABSTRACT STRESS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS: EFFECTS OF AGE, GENDER, AND INTELLIGENCE QUOTIENT by Kristen Louise Hess Researchers previously have found that individuals with Autism Spectrum Disorders (ASD) experience higher levels of stress and anxiety than individuals who are typically developing and than those with other disabilities. The purpose of this study was to identify the nature and degree of stress reported for individuals with ASD, with particular attention to the effects of age, gender, and intelligence quotient (IQ). Stressful events were identified by the Stress Survey Schedule for Persons with Autism and Other Developmental Delays (SSS), the only tool developed specifically to measure perceived stress in individuals with ASD. Clinicians or parents completed the SSS for 313 individuals ages 3-41 with an ASD diagnosis in east and west coast diagnostic and treatment facilities. Multiple regression equations and multivariate analyses of variance were conducted to explore relationships between scores on the SSS and their age, gender, and IQ. Analysis of the results revealed that two types of stress, Changes and Threats (R2=.07) and Unpleasant Events (R2=.05), were the greatest overall stressors for these individuals. Age, gender, and IQ correlated significantly with stressors measured in the scales related to Sensory/Personal Contact (F(3, 309) = 9.17, p < .01), Anticipation/Uncertainty (F(3, 309) = 3.08, p < .05), Food-Related Activity (F(3, 309) = 3.21, p < .05), and Unpleasant Events (F(3, 309) = 2.36, p < .10). Significant differences were found with regard to age as a unitary construct and age by IQ. Results suggest that younger individuals with ASD may experience more stress than their older counterparts. Although higher levels of stress were reported for males across all eight scales, gender was determined to have a significant main effect only with Pleasant Events (F(1, 135) = 4.20, p < .05). On six of the eight scales, individuals with lower IQ scores were reported to be more stressed and analysis reflected significance for IQ on Changes and Threats (F(1, 294) = 3.85, p < .05) and Unpleasant Events (F(1, 294) = 5.71, p < .05). Normative scores for all scales by age, gender, and IQ were reported. This study was the first to examine individual factors mediating the experience of stress for a large group of individuals with ASD. It also extends the line of research using the SSS, which will aid professionals when developing instructional, behavioral, and medical interventions.

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.

Emotional intelligence (EI) is a term that has several definitions and theories. Three major views in the field of EI will be presented and discussed in this thesis, furthermore some practical implications for the research. There will also be a brief overview of the two fields of emotion and intelligence research, from where the concept of EI has emerged. The first view presented is Mayer and Salovey‟s four-branch model of EI, measured with the Mayer-Salovey-Caruso Emotional Intelligence Test (the MSCEIT). The second view is the Bar-On model of emotional-social intelligence, closely related to the Emotional Quotient Inventory (the EQ-i). The third view is Goleman and colleagues‟ model of EI, which is measured with the Emotional Competence Inventory (the ECI). These different views of EI will be discussed in terms of ability-models and mixed-models, where the first model presented is referred to as an ability-model of EI and the following two models are seen as mixed-models of EI.

Introdução: São vistos muitos efeitos benéficos do aleitamento materno. Estudos demonstram que crianças amamentadas com leite materno quando comparadas às alimentadas com fórmulas lácteas artificiais, apresentam melhor desenvolvimento cognitivo. Em pacientes com esquizofrenia, o aleitamento materno vem sendo avaliado como fator de proteção. Os níveis de quimiocinas CCL11, marcador biológico relacionado principalmente com o envelhecimento precoce, também tem sido associado ao desempenho cognitivo nesses pacientes. Estudos mostram uma correlação negativa deste marcador com o desempenho em testes de memória de trabalho e com a tarefa de flexibilidade cognitiva. Sendo assim, surge o interesse em estudar as diferenças entre níveis plasmáticos da quimiocina CCL11, quociente de inteligência e história do aleitamento materno (no peito) em pacientes com esquizofrenia e controles. Métodos: Estudo caso-controle com 56 indivíduos, sendo 30 pacientes com esquizofrenia e 26 controles saudáveis, divididos em grupos que foram aleitados e grupos que não foram. Foi aplicado questionário com dados sócio-econômicos, história ao nascer, dados clínicos e alimentação ao nascer. Foi dosado a quimiocina CCL11 e aplicado testes psicológicos para avaliarem quociente de inteligência, funcionalidade, sintomas psiquiátricos, curso da doença e diagnóstico. Para os controles foi utilizada uma escala para descartar doença psiquiátrica. Resultados: A quimiocina CCL11 apresentou valores significativamente mais altos (>0,5) em pacientes com esquizofrenia quando comparados aos controles e no grupo de amamentados, os esquizofrênicos também apresentaram valores significativamente mais altos, mas em nível intermediário (entre 0.106 e 0.5). Não houve correlação da CCL11 com o número de hospitalizações, idade, tempo de diagnóstico e escolaridade. Também não foi evidenciada correlação entre tempo de aleitamento materno em relação aos fatores do Brief Psychiatric Rating Scale. Houve uma tendência de correlação entre a idade de início da doença e o aleitamento materno. Foi encontrada correlação positiva do CCL11 com o tempo de aleitamento materno. Ao comparar os pacientes esquizofrênicos que foram aleitados com os que não foram, foi encontrada diferença estatisticamente significativa apenas para o quociente de inteligência. Conclusão: O aleitamento materno está associado a níveis mais baixos de CCL11, escores mais altos de quociente de inteligência e com a esquizofrenia. A quimiocina CCL11 é mais alta em quem não amamentou, especialmente nos esquizofrênicos.
Introduction: Are seen many beneficial effects of breastfeeding. Studies show that children breastfed, compared to fed artificial milk formulas, have better cognitive development. In patients with schizophrenia, breastfeeding has been evaluated as a protective factor. The levels of CCL11 chemokine, biomarker related mainly to premature aging, have also been associated with cognitive performance in these patients. Studies show a negative correlation of this marker with the performance of working memory tests and with cognitive flexibility task. Thus, there is the interest in studying the differences between plasma levels of CCL11 chemokine, intelligence quotient and history of breastfeeding in patients with schizophrenia and controls. Methods: Case-control study with 56 subjects, 30 patients with schizophrenia and 26 healthy individuals divided into groups that were breastfed group and those who were not. A socio-economic survey, birth history, clinical data and power at birth was applied. It was dosed to CCL11 chemokine and applied psychological tests to assess intelligence quotient, functionality, psychiatric symptoms, course of the disease and diagnosis. For the controls we used a scale to rule out psychiatric illness. Results: The chemokine CCL11 had significantly higher values (> 0.5) in patients with schizophrenia compared with controls and the breastfed group, schizophrenics also had significantly higher values, but on intermediate level (between 0.106 and 0.5). There was no correlation of CCL11 to the number of hospitalizations, age, time of diagnosis and education. It was also not evident correlation between duration of breastfeeding in relation to factors of Brief Psychiatric Rating Scale. There was a trend of correlation between the age of onset of the disease and breastfeeding. There was a positive correlation between CCL11 with the duration of breastfeeding. By comparing the schizophrenic patients who were breastfed with those who were not, there was a statistically significant difference only for the intelligence quotient. Conclusion: Breastfeeding is associated with lower levels of CCL11, higher intelligence quotient scores and schizophrenia. The CCL11 chemokine is higher in those who did not breastfeed, especially in schizophrenic.

The purpose of the current investigation is to two-fold: 1) to determine whether relational training increases block design and IQ score 2) to determine if relational training results in increased performance on block design programs. The Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV) for Children intelligence assessment was assessed to the participant prior to baseline and after training, and programs adapted from the PEAK-Relational Training System were used for relational training procedures. A multiple-baseline design across skills (relational frames) design was used in the present study. Test relations (Y-Z) were probed during training after 3 training trial blocks and novel stimuli were used. The results indicate that the relational procedures were effective in increasing IQ on the block design subtest. The implications of the current study are discussed.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation presents a neologism from the perspective of the science of religion, spiritual intelligence. Spiritual intelligence suggests it may be one of various types of intelligence and that can be built regardless of the IQ level. Spiritual intelligence needs a deepening of self-integration of the inner life of mind and spirit with the outer life of work in the world, both personal and professional, showing that they are not different behaviors. It can be cultivated through spiritual practices and the apex is the express spiritual maturity through true perception (wisdom and meanings) before the choices. What itself contributes to the insight in making assertive choices that contribute to their own well-being and his neighbor. Spiritual intelligence can be developed everywhere, inside and outside of religious traditions regardless of belief, in the workplace and living in society
Esta dissertação apresenta um neologismo sob a ótica da ciência da religião, “a inteligência espiritual”. A inteligência espiritual consiste em um dos vários tipos de inteligência e pode ser construída independentemente do grau de QI. A inteligência espiritual precisa de um aprofundamento no autoconhecimento. Trata-se da integração da vida interior da mente e do espírito com a vida exterior de trabalho no mundo, tanto pessoal quanto profissional, mostrando que não são comportamentos distintos. Ela pode ser cultivada por meio de práticas espirituais. Seu ápice é a maturidade espiritual expressa através da percepção verdadeira (sabedoria e significados) perante as escolhas. Isso contribui para o discernimento de escolhas assertivas que contribuam para o bem-estar próprio e do semelhante. A inteligência espiritual pode ser desenvolvida em todos os lugares, dentro das tradições religiosas e fora delas, como no ambiente de trabalho e na convivência em sociedade

One hundred 9th-grade students were divided into four groups of 25 each through systematic sampling procedures. Each of the groups were tested, pre and post, by the Otis-Lennon Mental Ability Test, forms J and K. During the pretest for all groups, the background condition of silence was observed. During the posttest, one group was again tested in silence. The other three groups were each tested to one of three background conditions: pop music, hard rock music, and soft rock music. Pop music played was characterized as more mellow, more melodic, and less intense than rock music. Hard rock music played was characterized as the most intense form with the hardest-driving beat, as well as being the least melodic form of the three. Soft rock music played was characterized as similar to hard rock but somewhat less intense and hard-driving. A comparison was made, through a series of 12 t-tests, between pretest and posttest means of all subjects, all male subjects, all female subjects, and each of the four groups – intact, males only, and females only. No significant differences in mean scores were found at the .01 or .05 levels of significance. The only two groups whose mean scores approached significance were the groups that listened to pop music and the males only from the pop music group. Lower posttest scores for certain individuals were noted. More of these were found in the group that listened to pop music than in any other group.

Con la reducción de los niveles de plomo en sangre desde una media de 3,8 μg/dL que tenían los niños de la Comunidad de Madrid en el año 1995 a una media de 1,1 μg/dL que tienen en al año 2010, se han dejado de perder entre 135.391 y 144.153 puntos de cociente intelectual (CI) entre los niños de 7-8 años, sin tener en cuenta los puntos que se pierden en el tramo por debajo de los 2,4 μg/dL, que a fecha de hoy, no está cuantificado. La capacidad de producción ganada a lo largo de la vida laboral (o los beneficios obtenidos derivados de la disminución de los niveles de plomo en la sangre de los niños de la Comunidad de Madrid), se estima en un abanico que se encontraría entre los 626,4 y los 865,4 millones de euros para toda la vida laboral de los niños de la cohorte de 7-8 años de edad.
With the reduction in blood lead levels from a mean of 3.8 mg / dL who were children of the Community of Madrid in 1995 to an average of 1.1 mg / dL who are in the year 2010, have stopped losing between 135,391 and 144,153 points of intelligence quotient (IQ) among children aged 7-8 years, regardless of the points lost in the section below 2.4 mg / dL, which date, not quantified. Production capacity gained throughout working life (or proceeds derived from the reduction of lead levels in the blood of the children of the Community of Madrid), is estimated in a range that would be among the 626,4 to 865,4 million euros for the entire career of the cohort of children 7-8 years old.

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INTRODUCTION. Health professionals are especially concerned with the care of low birth weight children. According to the World Health Organization (WHO) criteria, birth weight below 2500 grams is considered as low. Low birth weight has been found to place the child s future emotional, intellectual, and learning development at risk. Some studies have shown that, on the average, during the preschool phase, premature and low birth weight children evince lower cognitive performance than their normal weight peers. OBJECTIVES. Ascertain the epidemiological and neurological profile of premature, low birth weight children evaluated in a hospital school in Sao Luis, Maranhão. METHODS: A cross-sectional study with a quantitative approach to birth cohort in 2001 of newborns admitted to the Hospital Unit of the Maternal and Child HUUFMA. Researchers recorded 45 records, only 27 of these children participated in the study was conducted using survey data from medical records and was applied to Scale WISC III. RESULTS AND DISCUSSION. Based on findings, although the children sampled were from low-income families, their average total IQ (WISC-III) was in the normal range. Within the children sample there were no significant differences between Verbal and Performance IQ. No significant dependence relationship between epidemiological variables and preterm low birth weight.CONCLUSION: Regardless of birth weight, without severe complications during pregnancy and childbirth, the child can develop their cognitive intellectual, their social and cognitive social skills in a satisfactory and harmonious, (provided that adequately stimulated and under the guidance of skilled professionals), the same way that passes the development of children born at term and normal birth weight.
INTRODUÇÃO: É grande o interesse de profissionais da área da Saúde para com os cuidados com crianças que nascem com baixo peso. Segundo a OMS (Organização Mundial de Saúde), são consideradas de baixo peso, crianças nascidas com peso ≤ 2.500g. As habilidades intelectuais, sociais e emocionais são necessárias para o bom desempenho escolar. Déficits de desenvolvimento se tornam especialmente evidentes quando as crianças atingem a idade pré-escolar, indicando que crianças que foram bebês prematuros de baixo peso ao nascimento têm desempenho escolar significativamente pior em relação a crianças da mesma idade. OBJETIVOS: Determinar o perfil epidemiológico e neuropsicológico de crianças prematuras, com baixo peso, assistidas em um hospital maternidade escola de São Luís, Maranhão. METODOLOGIA: Realizou-se estudo transversal com abordagem quantitativa, com coorte de nascimento no ano de 2001 de recém nascidos internados no Hospital Universitário Unidade Materno-Infantil do HUUFMA. Pesquisou-se 45 prontuários, destas crianças apenas 27 participaram do estudo, realizou-se levantamento de dados através dos prontuários e foi aplicada a Escala WISC III. RESULTADOS E DISCUSSÃO: Na pesquisa realizada os pais das crianças apresentavam nível sócio-econômico baixo, mas as crianças, em sua maioria apresentaram QI Total na categoria média na Escala WISC III; não foi encontrada nenhuma diferença estatística em QI Verbal, QI de execução e QI total dos grupos estudados, nem relação de dependência significativa entre variáveis epidemiológicas e prematuridade com baixo peso. CONCLUSÃO: Independente do peso ao nascer, sem intercorrências graves durante a gravidez e parto, a criança pode desenvolver seu cognitivo intelectual, seu cognitivo social e suas habilidades sociais de forma satisfatória e harmônica, (desde que estimuladas adequadamente e sob orientação de profissionais especializados), da mesma forma que transcorre o desenvolvimento de crianças que nascem a termo e com peso normal ao nascer.

The Master's Thesis deals with manager´s key competences and their importance in the context of present entrepreneurial environment. It provides the idea of manager´s key competences level in the company. It includes proposals and recommendations to increase efficiency of manager´s work by improving concerete key competences.

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.

碩士
高雄醫學大學
心理學研究所
100
Objective:The Autistic Spectrum Disorders (ASDs) are developmental disorders which symptoms usually revealed before the child’s three-year-old birthday. The typical symptoms include deficits in social interaction, communication / imaginative game play and characteristic behavioral pattern. Wechsler children''s intelligence test–Revised version (WPPSI-R) will usually be arranged to assess cognitive ability of 3 to 6.5 years-old children for the purpose of providing comprehensive treatment and educational plan. However, children will have to be able to comply with instructions, maintain attention and cooperation for the test to be administered, which are all challenging tasks for children with social-emotional delay such as ASDs. Also the test is time consuming and not every hospital has clinical child psychologists on board to provide the service. This study attempts to test the validity of developmental quotients (DQ) on the Parent-completed Chinese Child Developmental Inventory (CCDI-Chinese) as an estimate of intelligence quotient (IQ) for Taiwanese preschool children with ASDs. Methods: Total 103 preschool children were recruited. 56 of them diagnosed with ASDs were cases, while 47 children diagnosed with non-autistic preschoolers with social-emotional delay serving as controls. Cognitive assessment was administered via WPPSI-R for each child by clinical psychologist. Parents were asked to complete the Chinese Child Developmental Inventory (CCDI-Chinese) and Social Responsiveness Scale (SRS) -Chinese version. Correlational and step-wise regression model were performed to see the inter-relationship among the development quotient (DQ), its eight subscales, intelligent quotient (IQ) and quantitative measure of social reciprocity thus obtained. Results: 92.9% of the case group was boy and the average age was 5Y2M, while 80.9% of the control group was boy with average age of 5Y2M. For the autistic case group, the average full intelligent quotient (FIQ) was 83.6?b21.8, the average DQ was 77.2 ?b 18.2 and average SRS total raw was 88.7 ?b 24.8. For the control nonautistic group, the average IQ was 87.1?b 17.5, the average DQ was 86.6 ?b 16.2 and average SRS total raw was 64.1 ?b 25.5. Case and control differed in DQ (p =0.01) and SRS total score (p < 0.001). Corelational analysis revealed that for both groups, DQ and the majority of its eight subscale correlated positively with FIQ (r= 0.16-0.75), VIQ (r=0.04-0.65) and PIQ (r=0.11-0.66) and their subsclaes. Multiliner regression revealed that Communication-Expression was the most powerful subscales of CCDI that can predict FSIQ of WPPSI in children with autism (β= 0.59, P<0.001), while General Development was the most valid DQ subscale to estimate the FIQ in control group children (β= 0.73, P<0.001). Conclusion These results bore merits for assessment of children with social-emotional delay in the filed of the pediatric general practitioners and educators. CCDI may function as an alternative tool to assess the cognitive development of children with ASDs when the data are urgently needed and no formal test arrangement are timely available.

碩士
中國文化大學
勞工關係學系
103
This study has three purposes: first, to explore for Youth Employment, Positive Intelligence Quotient difference background variables, Employment willingness of; two, to explore youth Youth Employment, Positive Intelligence Quotient, relevant circumstances Employment willingness of; three, to explore youth Youth Employment, Positive Intelligence Quotient, Employment willingness of the association. To achieve the above purpose, the use of survey research, develop draft questionnaire through the post to explore the relevant literature, the results of the analysis on the basis of pre-test and factors of reliability analysis, modifications become self Youth Employment of Youth, Positive Intelligence Quotient, Employment willingness research questionnaire questionnaire object 15 to 29 years old youth formal investigation, the official sample of 348 questionnaires, using descriptive statistics, T test, ANOVA analysis, correlation analysis, hierarchical regression analyzes were analyzed to obtain the following results: A background, age, education level, academic area of expertise, location and other variables for Youth Employment, Positive Intelligence Quotient, Employment willingness have differences. Second, the positive mood of the role of youth Positive Intelligence Quotient, the higher the demand for jobs; the higher the demand for jobs, higher Employment willingness of professional commitment, self-efficacy and outcome expectations and other forward employment aspirations. Three, Youth Employment Employment willingness of professional commitment to have an impact on results; Negative Positive Intelligence Quotient up significantly to the predictive power of the emotions of Employment willingness of positive and negative results of the expected outcome is expected to have an impact on results.

碩士
國立中正大學
運動與休閒教育研究所
92
This research purpose lies in understood the relations between Physical Fitness Quotient (PFQ) and intelligent performance (intelligence, academic achievement) of adolescent, the sex difference regarding adolescent PFQ and intelligent performance relations influence, and the capital bestows on outstanding and the common student compares in the adolescent PFQ difference. Method: Subjects are iunior high school students whom not to receive the movement training. Common students: 108 male students, 247 female students and the outstanding students: 53 male students, 32 female students, male student altogether 161 (age: 14.06±0.88 year old, height: 165.02±7.64 centimeter, weight: 59.24±13.22 kilogram), female student altogether 279 (age: 14.09±0.87 year old, height 157.00±5.49 centimeter, weight: 50.70±9.42 kilogram), equals 440 people. Subjects are separately accepted the standardized PFQ examination and the standardized Advanced Progressive Matrices (APM) examination (represents the fluid intelligence, FI), and demands the subjects’ national middle school intelligence examination (third kind) results (represented the verbal intelligence (VI), number intelligence (NI), and the crystallized intelligence (CI). The academic achievements represent Chinese, mathematics, learning, and body exercise abilities. Processing carry on all the datas and do each statistical test (p < 05). Results: Adolescent physical fitness general appraisal (PFQ, HPFQ, and SPFQ) and the intelligent performance (NI, FI, CI, mathematics ability, learning ability and body exercise ability) reach significant correlation (rPHQ=0.27, 0.23, 0.22, 0.15, 0.17, 0.54; rHPFQ=0.26, 0.22, 0.21, 0.12, 0.16, 0.46; rSPFQ=0.25, 0.20, 0.19, 0.16, 0.14, 0.50), in PFQ various abilities reaction and the FI correlation is highest (r=0.38); Different sex adolescent ''s PFQ, HPFQ, SPFQ and NI, FI, CI all reach significant correlation, but SPFQ and mathematics, learning abilities correlation as well as PFQ partial abilities and intelligent performance (not including body exercise ability) the correlation comes under the sex influence to have difference; The outstanding students in adolescent physical fitness general appraisal (PFQ, HPFQ, SPFQ) as well as in PFQ the partial abilities (cardio-respiratory endurance, agility, speed, reaction, Anaerobic power) are significant surpassing the common student. Conclusion: Adolescent''s physical fitness general appraisal, truly has the connection with the intelligent performance, demonstrated adolescent PFQ and the intelligent performance has the mutual reference value, confirmed PFQ importance which develops regarding the adolescent; The sex difference only affects adolescent SPFQ and the partial academic achievement correlation, as well as in PFQ partial abilities and intelligent performance relations. Besides VI, the sex difference does not affect the relations of adolescent physical fitness quotient and the intelligent performance; Outstanding students all to surpass the common student in PFQ and each kind of intelligence appraisal.

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.

碩士
國立臺灣師範大學
國際人力教育與發展研究所
93
This study investigated the relationships among adversity quotient, emotional intelligence and job performance of salespeople using quantitative method. It was hypothesized that there were relationships between adversity quotient and job performance, emotional intelligence and job performance and adversity quotient and emotional intelligence. In addition, it was hypothesized that adversity quotient and emotional intelligence have influence on job performance. The results showed that these hypotheses were supported. Besides, the correlations between adversity quotient and job performance, emotional intelligence and job performance and adversity quotient and emotional intelligence were positive. In addition, regression analysis showed that adversity quotient plus emotional intelligence can explain above fifty percent of job performance. Implications of these results were discussed, as were suggestions for management practice and directions for future research.

碩士
元智大學
管理碩士在職專班
105
In Taiwan, hospitals in kinds of scales take different functions in fields of medical service, disease prevention, and education. The employees in a hospital play different roles. In the situation of staff shortage and heavy loading, many factors, returns, working environment, equipments, welfare, cooperation, and mutual respecting, impact on the staff’s passion for work. Many researches indicate that the emotional intelligence quotient (EQ) has a great effect upon work. The executives of many successful enterprise survey employee’s needs by their complaints and opinions (e.g. working hours, location, environment, salary, promotion chance, personal relationship, managing style). According to a survey of the posts on 酸甜苦辣板 of the INTRA staff website, it shows that there are a lot of complaints and discontent. Should the organization value those reflections? My research aims at exploring those complaints from the subjects for the purpose of knowing the reason of their discontent, and giving suggestion for improving the problem. In order to increase the staff’s passion for their work, a fine organization culture and system of administration is expected. I want to let the executive know the effect of staff’s discontent upon their passion for work. Finally, I will offer my analysis to the hospital for making an improvement. The purpose of this study is to investigate the relationship between employees’ complaints and their emotional intelligences. A total of 180 questionnaires were distributed to the staff of F Hospital,and 157 valid questionnaires were retrieved and the effective recovery rate was 87%. The empirical results of SPSS12.0 software were analyzed by the exploratory factor analysis, the correlation analysis, and the regression analysis. The results are as follows. 1. The relativities among complaint, work passion, and EQ are different when the objects are on different positions. 2. Both employee complaint degree and employee input degree show negative influence. 3. The passion of work depends on the score of EQ of the employee who complains.

碩士
臺北市立教育大學
課程與教學研究所課程與教學碩士學位班
97
The object of this research is to discuss the relationships among teacher’s emotional intelligence, adversity quotient and classroom management effectiveness in elementary schools. The first purpose is to know the current conditions of teacher’s emotional intelligence, adversity quotient and classroom management effectiveness in elementary schools, then compares the differences of teacher’s emotional intelligence, adversity quotient and classroom management effectiveness between different background effects. Moreover, this research analyses the correlations, differences, and predictability among these three elements. The research subjects are the elementary school teachers of Taipei City and employed questionnaire survey method to gather the research data. Total 535 questionnaires were issued, in which the statistic analysis was applied on the 495 returned and valid samples. The research tools include “Scale of Elementary School Teachers’ Emotional Intelligence”, “Scale of Elementary School Teachers’ Adversity Quotient”, and “Scale of Elementary Schools’ Classroom Management Effectiveness”. The data was analyzed by the statistic methods of descriptive statistics, t-test, One-way Anova, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The conclusions are as follows. 1.The elementary school teachers have good emotional intelligence. 2.The elementary school teachers have good adversity quotient. 3.The elementary school teachers have good classroom management effectiveness. 4.There are differences in emotional intelligence, adversity quotient and classroom management effectiveness of elementary school teachers between different genders, ages, years of experience, educational level. 5.There are low-medium positive correlations between elementary school teachers’ emotional intelligence and adversity quotient. 6.There are differences in classroom management effectiveness of elementary school teachers between different emotional intelligence and adversity quotient. 7.The emotional intelligence of elementary school teachers could significantly predict the classroom management effectiveness. The research can be concluded to provide some suggestions to educational administration, institutions of teacher preparation, elementary school teachers and further research.

碩士
銘傳大學
教育研究所碩士班
98
As schools around the globe are becoming more concerned with the whole person, looking at their physical, mental, emotional, and academic performances, this research aims to understand junior high students’ Emotion Intelligence Quotient, Social Support, and Frustration Tolerance, and the relationship among these factors. A specially designed questionnaire was randomly distributed to about 1760 students from 20 junior high schools around Taoyuan County. One-thousand-six-hundred and sixty-four questionnaires were returned and analyzed regarding the students’ Emotion Intelligence Quotient, Social Support, and Frustration Tolerance Level. Based on the returned questionnaires, students’ Emotion Intelligence Quotient, Social Support, and Frustration Tolerance all ranged in the mid-level. Moreover, there seemed to be a high level of correlation between these three factors. Parents’ educational level was found to have a significant impact on their Emotion Intelligence Quotient, Social Support, and Frustration Tolerance Level. Students’ family type also had a significant impact in their Social Support System. The number of children in their family had a marked difference on their Frustration Tolerance Level. Female students’ emotional awareness and interpersonal adventure orientation were significantly higher than male students’. However, male students were more willing to take academic risk than female students. Parents need to pay more attention to children’s emotional management and try to understand their demands and find appropriate social support. Teachers should use positive language to improve students’ self-confidence and offer more opportunities for group projects. Treatment of students should be the same, regardless of their family size and type. Furthermore, school needs to hold various activities to help students experience success in order to elevate their Frustration Tolerance Level. Schools should also hold workshops related to emotional management and sponsor any necessary counseling sessions for all teachers.

碩士
國立成功大學
高階管理碩士在職專班(EMBA)
101
Wealth management business in the 2000 sprout, has now become the core business of Taiwan's financial holding company, main core business, have established a wealth management center or wealth management sector. The main purpose is to increase fee income, to become an important sector of the financial sector of our continued profitable growth, but they do suffer a great challenge in the turmoil of the financial tsunami, very lucky to shine once again in the wealth management market in 2009, began back to temperature, but at this moment to seize the opportunities to develop professional and a full range of financial services specialist, will be a key factor for success. This study main discussion focused on personality traits, emotional intelligence, adversity quotient, emotional labor of job satisfaction, and financial service specialist take 5 financial Holdings company in Taipei as object of study. This research use the questionnaire survey method to carry on the real diagnosis, altogether delivered 350 questionnaires, reclaimed effective questionnaire 302,the effective questionnaire returns-ratio is 86.29%. This research obtained material use narrative material analysis methods such as descriptive statistical analysis, factor analysis, liability analysis, validity analysis and LISREL analysis. The results of this study show as following： (1)．The personality traits, emotional intelligence, and adversity quotient have a significant positive influence on the emotional labor (2)．The personality traits, emotional intelligence, and adversity quotient, and emotional labor have a significant positive influence on the job satisfaction. Keywords：personality traits, emotional intelligence, adversity quotient, job satisfaction

Suite à une lésion cérébrale, l'enfant récupère-t-il les fonctions intellectuelles de la même façon que l'adulte ? Depuis les travaux de Kennard (1936-1942), la communauté scientifique tend à croire à un principe général de meilleure récupération fonctionnelle chez les enfants. Pourtant, la littérature existante sur l’effet de l’âge à la lésion est inconstante et la réponse à la question posée est compliquée par la qualité des études (grandeur d’échantillon, devis utilisé) ainsi que par les facteurs modérateurs pris en considération (étiologie de la lésion, volume de la lésion, etc.). La présente étude vise à remédier à ces difficultés par l’investigation d'une importante cohorte de plus de 700 cas, autant pédiatriques qu'adultes, présentant une lésion corticale unilatérale, dont l'étiologie neurologique, les complications, la localisation de la lésion (lobaire et latéralité), l'âge à la lésion, l’âge au test et le genre sont connus. Les données recueillies permettent d’étudier la relation entre l'âge et la récupération post-lésionnelle à l’aide des données longitudinales dans un contexte multidimentionnel, mais aussi de comparer les résultats obtenus avec les données longitudinales et transversales. Les résultats confirment que les enfants récupèrent moins bien que les adultes sur les mesures d’intelligence de Wechsler, même lorsque l’on prend en considération les différents facteurs modérateurs. De plus, l’évolution de l’intelligence post-lésionnelle en fonction de l’âge diffère selon le type de QI (QIV versus QIP). Ces résultats ont été obtenus avec les deux méthodologies à l’étude. Ainsi, le pronostic à long terme des enfants ayant subi une lésion cérébrale ne peut être basé sur un principe général voulant qu’ils récupèreront mieux que les adultes. Descripteurs : principe de Kennard, lésion cérébrale, âge, intelligence, Wechsler, longitudinal, transversal, récupération

The criterion groups validity of emotional intelligence according to Mayer & Salovey (1997), ability model of emotional intelligence was investigated. Specifically, psychology (n+207) and engineering (n=195) students were compared on the Mayer, Salovey and Caruso Emotional Intelligence Test version 2 (MSCEIT). The primary factor structure of the MSCEIT was found to be valid with some revisions needed in terms of the reliability and content of the MSCEIT. The second-order factor structure of the MSCEIT was partially confirmed. In terms of the criterion groups validity of emotional intelligence, psychology students were found to exhibit higher levels of the ability to manage emotions in relationships, the ability to understand emotion as well as the ability to facilitate emotions. Engineering and Psychology students exhibited the same level of general emotional management and the ability to accurately identify emotion. Therefore the construct validity of emotional intelligence was partially confirmed.
Psychology
M.A. (Psychology)

碩士
國立高雄師範大學
英語學系
100
ABSTRACT The main purpose of this study was to investigate the impact of IQ on junior high EFL students’ motivation in English learning and their achievement in English reading and writing. In addition, the study also included the relationship among students’ IQ, English learning motivation, achievement between genders. The subjects in this study included 55 ninth-grade EFL subjects from two classes in Tong-tex Junior High School, located in Hsinchu County. The subjects were all instructed by the same English teacher, and none of them have lived in an English-speaking country. According to the subjects’ scores of the IQ testing of the junior high school entrance exam in 2009, the subjects were selected and divided into two groups. All subjects answered a motivational questionnaire in English learning. The statistics was collected by the researcher and analyzed quantitatively and the responses of the interview were analyzed qualitatively. Based on the quantitative and qualitative data analyses, the major findings of the study are summarized as follows: 1. There was a significant difference in overall learning motivation between the HIQG and LIQG. The HIQG has stronger English learning motivation than that of the LIQG. 2. There was a significant difference in the intrinsic motivation between the HIQG and LIQG while the difference in the extrinsic motivation between the two groups did not reach statistically significant level. 3. There were significant differences in subjects’ achievement in English and their abilities of reading and writing. Besides, the mean scores of the HIQG’s overall English achievement, reading and writing abilities were conspicuously higher than those of the LIQG. 4. Although there were not significant differences in every single item in motivational questionnaire between the HIQG and the LIQG, the HIQG was more positively motivated than the LIQG. 5. There were no significant differences in types of English learning motivation between genders. Although genders had little impact on the English learning motivation, the English learning motivation of females were slightly higher than that of males. 6. There was no significant difference in the overall English achievement between genders; however, there were significant differences in English reading and writing abilities between genders. According to the findings of the present study, females performed better in reading than males, plus, females performed a lot better than males in writing. Based on the study finding, the researcher made four pedagogical implications. 1. The students’ overall motivation in English learning is affected by their IQ, it is suggested that teachers make good use of students’ types of motivation and characteristics to stimulate students’ potential. 2. The findings of the study also revealed the scores of IQ testing have a positive correlation with students’ English achievement, including reading and writing. Hence, teachers are recommended to develop a variety of flexible teaching methods to enhance students’ English proficiency. 3. Since the students’ achievement in reading and writing were significantly related to genders, the findings of the study showed that females perform better in reading and writing; therefore, teachers need to observe males’ learning strategy and apply various teaching methods to enhance males’ reading and writing abilities. 4. It is crucial for teachers and administrators at school to put emphasis on the IQ testing conducted in junior high school entrance exam and administer pre-school training or remedial courses for students with lower IQ.

碩士
朝陽科技大學
休閒事業管理系碩士班
100
This purpose of this study was to graduate student of Life Stress on Academic Scores and Physical and Psychological Health -The Moderating Effects of Psychological Capital、Adversity Quotient(AQ) and Emotional Intelligence(EQ). The collection of the data was from 2012 May 27, to 2012, June 10, .A total of 495 questionnaires had been distributed, of which collected 391 valid samples hand been retrieved, and the response rate was 79%. SPSS 17.0 for Windows was used for this study. the data were analyzed descriptive statistics, reliability analysis; one-way ANOVA analysis, independent sample t-test and hierarchical regression analysis. The findings of this study were as follows: 1.The Life Stress 、 Academic Scores 、Physical and Psychological Health 、EQ、AQ and Psychological Capital of graduate students were partially significant differences with their properties. 2. The Life Stress of graduate students significantly influence on Academic Scores. 3. The Life Stress of graduate students significantly influence on Physical and Psychological Health. 4. Psychological Capital and EQ had moderating effect on the relationship between Life Stress and Academic Scores, but AQ is not. 5. Psychological Capital 、AQ and EQ had moderating not effect on the relationship between Physical and Psychological Health. Keywords :Graduate Student, Emotional Intelligence(EQ), Academic Scores, Adversity Quotient(AQ), Psychological Capital, Life Stress, Physical and Psychological Health

Text in Afrikaans. Abstracts in Afrikaans, English and Zulu
This study explored how nine adolescent learner-participants with cerebral palsy or other physical disabilities responded to an emotional support programme (EOP) of 20 intervention sessions, aimed at developing their emotional intelligence. The research study highlighted the utilisational value and importance of emotional intelligence, which is associated with problem-solving skills, career success, selfactualisation, stress management and the like. The rationale for compiling the EOP was in accordance with the rationale for the research study, being embedded in diverse learning needs, support for learners, and the design of learner opportunities. The study focused among others on the development and implementation of an EOP based on Bar-On as conceptual model (2000), together with the five core competencies of social and emotional learning (SEL), namely: responsible decision-making, emotional self-awareness, self-management, social awareness, and relationship skills. The Lions Quest SEL-programme, Skills for Adolescence, formed the basis of the EOP, although the researcher had to adapt it for her learner-participants’ special educational needs. The EOP was further extended with the knowledge obtained through the literature study regarding emotional intelligence and adolescence, and was aligned with the aims of the South African school curriculum in respect of emotional intelligence skills, as stated in the aims of the subject Life Skills. The researcher’s embedded, mixed-method research design allowed the larger qualitative component to include the smaller quantitative component, so that the specific phenomenon could be understood from different participants’ perspectives. Qualitative data was collected by means of metaphor interviews and collage activities. The quantitative research component of the study refers to the standardised Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) together with the researcher’s own structured questionnaire. The researcher did not interpret the data obtained from the quantitative data collection instruments in isolation, but used it to expand and verify the results of her qualitative generated data. The integrated data results of the learner-participants brought the answer to the research problem: most of the adolescent learner-participants with special educational needs who had participated in the EOP, did indeed benefit through their involvement, and their emotional intelligence (the phenomenon under scrutiny) had improved.
Die studie ondersoek hoe nege adolessente leerder-deelnemers met serebrale en fisieke gestremdhede op ’n emosionele ondersteuningsprogram (EOP) van 20 intervensiesessies reageer met die doel om hulle emosionele intelligensie te ontwikkel. Die benuttingswaarde en belangrikheid van emosionele intelligensie word deur die navorsingstudie uitgelig. Hoë emosionele intelligensie word geassosieer met probleemoplossingsvaardighede, werksukses, selfverwesenliking en streshantering, onder andere. Die rasionaal vir die samestelling van die EOP stem ooreen met die rasionaal vir die navorsingstudie en is gevestig in uiteenlopende leerbehoeftes, ondersteuning aan leerders, en die skep van leergeleenthede. Die studie fokus op die samestelling en implementering van ’n emosionele ondersteuningsprogram (EOP) gebaseer op Bar-On (2000) se konstruk van emosionele intelligensie as konseptuele model van die studie saam met die vyf kernbevoegdhede van sosiale en emosionele leer (SEL), naamlik: verantwoordelike besluitneming, emosionele selfbewussyn, selfbestuur, sosiale bewussyn en verhoudingsvaardighede. Die Lions Quest SEL-program, Skills for Adolescence, vorm die grondslag van die EOP, alhoewel die navorser baie aanpassings vir haar leerder-deelnemers se spesiale onderwysbehoeftes moes maak. Die EOP is verder uitgebrei deur die kennis wat die navorser tydens die literatuurstudie ingewin het ten opsigte van emosionele intelligensie en adolessensie, en sluit aan by die Suid-Afrikaanse skoolkurrikulum-doelwitte wat verband hou met emosionele intelligensie-vaardighede soos uiteengesit in die doelwitte vir die vak Lewensvaardighede. Die navorser se ingebedde, gemengdemetode-navorsingsontwerp laat toe dat die groter kwalitatiewe komponent die kleiner kwantitatiewe komponent insluit, sodat die spesifieke fenomeen vanuit verskillende deelnemers se perspektiewe verstaan kon word. Kwalitatiewe data is deur middel van die metafooronderhoud en collage-aktiwiteit ingesamel. Die kwantitatiewe navorsingskomponent van die studie verwys na die gestandaardiseerde Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) tesame met die navorser se eie gestruktureerde vraelys. Die navorser het die data wat sy uit die kwantitatiewe datainsamelingsinstrumente verkry het, nie net in isolasie geïnterpreteer nie, maar dit ook gebruik om die resultate van haar kwalitatief-gegenereerde data uit te brei en te verifieer. Die geïntegreerde data-resultate van die leerder-deelnemers bied die antwoord op die: die meerderheid van die adolessente leerderdeelnemers met spesiale onderwysbehoeftes wat aan die EOP deelgeneem het, het inderdaad gebaat by hulle deelname, en hulle emosionele intelligensie (die fenomeen wat ondersoek is) het verbeter.
Ucwaningo luhlola ukuthi ngabe ukuzibandakanya kwabafundi abangabadlalindima abayisishiyagalolunye abasesigabeni sobubhungu/sobutshitshi abakhubazeke ngokwengqondo noma ngayiphi indlela emzimbeni baphendule kanjani kuhlelo oluxhasa ngokommoya (emotional support programme) kumihlangano engama- 20 yokunceda, ehlose ekuqiniseni ubuhlakani bommoya. Isifundo socwaningo siveze ukubaluleka kokusebenzisa kanye nokubaluleka kobuhlakani bommoya, okuhambisana namakhono okuxazulula izinkinga, impumelelo yobizo lomsebenzi, ukuzibonakalisa, ukulawula ingcindezi yengqondo kanye nokunye. Isizathu sokuhlela i-ESP sasihambisana nenhloso yesifundo socwaningo, esitholakala kwizidingo zemfundo ezahlukahlukene, kanye nokuhleleka kwamathuba omfundi. Ucwaningo lubheke hlangana nokunye nokuthuthukiswa kanye nokusetshenziswa kohlelo lwe-ESP olususelwa ku-Bar-On njengemodeli yegama (2000), kanye namanye amacebo abalulekile amahlanu ohlelo lokufunda kwabantu kanye nokufunda ngokwemizwa (SEL), wona yilawa alandelayo: Ukumelana nezinqumo ozithethe, ukwazi imizwa yakho, ukuziphatha ngokwakho, ukuxwayiswa komphakathi kanye namakhono okwenza ubudlelwano. Uhlelo lwe- Lions Quest SEL, Skills for Adolescence, akha isisekelo se-ESP, yize umcwaningi kwakufanele aluguqule lolu hlelo ukwenzela ukuba luhambisane nezidingo ezikhethekile zemfundo yafundi abadlala indima. . Uhlelo lwe--ESP lwaqhubeka nokukhuliswa ngolwazi olwalutholakala ngocwaningo lombhalo wobuciko obumayelana nobuhlakani bokusebenzisa imizwa kanye nesigaba sobutshitshi/sobubhungu, kanti lolu hlelo lwaluhambisana nezinhloso zekharikhulami yezikole zaseNingizimu Afrika mayelana namakhono okusebenzisa obuhlakani bokusebenzisa imizwa, njengoba kushiwobkwizinhloso zesifundo samaKhono Empilo (Life Skills). Isakhiwo somcwaningi esequkethwe, sohlelo-oluvangene locwaningo siye savumela isigaba esikhulu socwaningo olugxile kukhwalithi (qualitative) ukuba sixube isigaba esincane esigxile kumanani (quantitative), ukuze kuzwisiseke uhlelo oluthize ngokwemiqondo yabadlalindima abehlukahlukene. Idatha yohlelo lwequalitative yaqoqwa ngokusebenzisa izinhlolombono zokungathekisa kanye nemisebenzi yokuhlanganisa imifanekiso eminingi. Isigaba socwaningo olugxile kumanani sichaza uhlelo olufanayo lwe--Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV) kanye nemibhalo yemibuzo ehlelwe wumcwaningi. Umcwaningi akazange achaze idatha etholakele kumathuluzi okuqoqa idatha encike kumanani yodwa, kodwa le datha iye yasetshenziselwa ukukhulisa kanye nokuqinisekisa imiphumela yakhe eyakhiwe ngokwendlela yekhwalithi. Imiphumelo ehlangene yedatha yomfundi ongumdlalindima ilethe impendulo kwinkinga yocwaningo: Iningi labafundi abadlala indima abasesesigabeni sobubhungu/sobutshitshi abadinga imfundo ekhethekile abazibandakanye ohlelweni lwe-ESP, ngempela baye bazuza ngokuzibandakanya kwabo, kanti-ke izinga labo lokusebenzisa ikhono lobuhlakani bemizwa buye bathuthuka kakhulu (the phenomenon under scrutiny).
Inclusive Education
D. Ed. (Inklusiewe Onderwys)