Ncur Emotional Intelligence And Academic Success Presentation

Emotional Intelligence,

Adjustment and Academic SuccessTracey Wright

Peace College

Funded by grant awarded by the North Carolina Independent Colleges and Universities (NCICU) Undergraduate Research Program, 2008

What is Emotional Intelligence?

Mayer & Salovey (2006) describe EI as the ability to perceive emotion, use emotion to facilitate thought, understand emotions and manage emotion.

Bar-On (2006) theorized that Emotional Intelligence is one’s intrapersonal ability to be aware of oneself, to understand one’s strengths and weaknesses, and to express one’s feelings and thoughts constructively.

EI: The EQ-i Model

EI is a multi-factorial array of emotional and social competencies that determine how effectively we relate with others and ourselves and cope with daily demands and pressures (Bar-On, 2006).

EI develops over time, changes throughout life, and can be improved through training and therapeutic techniques (Bar-On, 2002).

EI and Other Successful Outcomes

Vandervoot (2006) Career satisfaction Marriage Longevity and physical health Mental health Child development Reduced Violence

EI and Adjustment

Early studies of academic performance vs. actual academic performance.

Adjustment to college has more influence on performance than any other factors (Gerdes & Mallinckrodt, 1994).

Homesickness and loneliness Social networks with peers and faculty

What is academic success?

Academically successful students:

“Have learned to effectively balance the social and academic aspects of school, expect to succeed, and may be described as socially proficient, goal- oriented, and intrinsically motivated” (Ellis & Worthington, 1994; Scheuermann, 2000).

Hypotheses

Emotional Intelligence (EI) is the better overall predictor of academic performance.

Students with higher EI will have better adjustment to the increased demands of college.

Students with higher EI will perform better academically.

Method

Participants

189 female, full-time students (registered for at least 12 credit hours) at a small, NC, all-women’s college.

All participants were in first semester of college.

Enrolled in First-Year Seminar Mandatory college orientation and preparation course. Enhanced first-year students’ academic and personal adjustment to

college.

Method

Materials Bar-On’s (2002) Emotional Intelligence Inventory

(EQ-i,125) was utilized to assess Emotional Intelligence (EI).

Contains 15 subscales divided into 5 components.

The EQ-i: Emotional Competencies Intrapersonal

Self-regard Emotional self-awareness Assertiveness Independence Self-actualization

Interpersonal Empathy Social Responsibility Interpersonal relationship

Adaptability Reality testing Flexibility Problem solving

Stress Management Stress tolerance Impulse control

General Mood Optimism Happiness

Method

Materials College Adjustment Test (Pennebaker, Colder &

Sharp, 1990) was utilized to assess adjustment. Three subscales:

Homesickness General negative affect Optimism

Method

Other measures: HSGPA SAT/ACT scores Midterm deficiencies Fall semester GPA

Obtained from Office of Academic Affairs, Registrar’s Office, and Financial Aid Office

Method

Procedure All participants were administered the Bar-On EQ-i,125(Bar-On,

2002) the summer prior to first semester registration, as required. Participants received EI training as part of curriculum through

Adventures course. Informed consent was obtained. Participants’ completed the CAT (Pennebaker, Colder, & Sharp,

1990) Confidentiality Debriefing

Results

Correlational analyses were first performed to examine relationships between EI, its subcomponents, and overall adjustment.

Total EQ-i (r(157)= .32, p<.01) Intrapersonal (r(157)= .27, p< .01) Interpersonal (r(157)= .25, p< .01) Stress Management (r(157)= .28, p< .01) Adaptability (r(157)= .21, p< .01) General Mood (r(157)= .26, p< .01)

Results

Measures of academic performance were correlated with adjustment. Midterm deficiencies had a significant relationship with

CAT (r(157)= -.23, p< .01) Homesickness (r(157)= -.17, p< .05) General negative affect (r(157)= -.20, p< .05)

Fall 2008 GPA had a significant relationship with CAT

(r(157)= .26, p< .01) Homesickness r(157)= .30, p< .01) General Negative Affect r(157)= .24, p< .01)

Results

To examine relationships between EI and SAT, correlational analyses were performed. Verbal SAT was correlated with Total EQ-i

Total EQ-i (r(157)= -.21, p< .01) Intrapersonal (r(157)= -.21, p<.01) Interpersonal (r(157)= -.16, p<.01) General Mood (r(157)= -.21, p<.01)

Results

Additional correlations: Within intrapersonal subscale

self-regard, SATM (r(157)= -.20, p< .01 independence, SATV (r(157)= -.29, p< .01)

Within Interpersonal subscale interpersonal relationships, SATV (r(157)= -.19, p< .01) interpersonal relationships, Fall 08 GPA

(r(157)= -.17, p< .01) Within General Mood subscale

Happiness, SATM (r(157)= -.21, p<.01) Happiness, SATV (r(157) -.22, p<.01) Optimism, Fall 2008 GPA (r(157)= .16, p<.01)

Implications

Support for hypothesis 1 had little support by this current study. However, EQ-i did show significant relationships with academic performance. There was evidence that Total EQ-i and some

subscale scores showed significant relationships with other measures of performance.

Optimism had a positive relationship with Fall 2008 GPA.

Implications

Numerous significant relationships of emotional intelligence and adjustment were found. Hypothesis 2 was supported with evidence

that students with higher EI will report better adjustment.

Total EQ-i, self-regard, independence, self-actualization, social responsibility, interpersonal relationships, stress tolerance, impulse control, flexibility, optimism, and happiness were all significant.

Implications

Although not presented as an original hypothesis, analyses indicated that adjustment did have a significant relationship with academic performance measures, especially Fall 2008 GPA.

Limitations & Further Research

Re-assessment of EI throughout college career Professors’ and/or Instructors’ EI Students beginning at different EI levels Gender College retention Program development

Some Last Words…

Why Emotional Intelligence? “It is clear that academic success goes hand in hand

with emotional and physical well-being. College is a fresh start for many students, but dysfunctional coping styles can cripple their efforts. Even students who “get by” or succeed academically can be at risk if unhealthy behavioral patterns follow them after college. Promoting emotional health in students is an investment in the future. It should be part of the mission of all colleges and universities.”

Dr. Richard Kadison, Chief of Mental Health,Harvard University

EI, Adjustment, and Academic Success

Questions?

References

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Multi-Health Systems, Inc, © 2004-2007. Emotional Quotient -Inventory HEd. Retrieved November,12, 2008 from, http://www.mhs.com

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Scheuermann, B. (2000, February). Curricular and Instructional Recommendations for Creating Safe, Effective, and Nurturing School Environments for All Students. In L.M. Bullock & R.A. Gabel (Ed.), Positive Academic and Behavioral Supports: Creating Safe, Effective, and Nurturing Schools for All

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