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首页> 外文学位 >The efficacy of an emotional intelligence based program: Resilient behaviors of seventh and eighth grade students.
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The efficacy of an emotional intelligence based program: Resilient behaviors of seventh and eighth grade students.

机译：基于情绪智力的程序的功效：七年级和八年级学生的弹性行为。

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摘要

An increasing amount of pressure is being placed on educators to ensure that all students succeed academically and that no child is left behind. However, a great number of students identified as at-risk have made this task a difficult one to accomplish. As a result, many programs have been developed to specifically help the at-risk population. Research has indicated that teaching resiliency skills and emotional intelligence to all students is a promising venture (Aviles et al., 1999; Bernard, 1997; Borda, 1994; Bosworth & Earthman, 2002; Chavkin, 2000; Grayson, 2001; Henderson and Milstein, 1992; Miller et al., 1998; Wang, 1993; Werner & Smith, 1992).; Of particular interest to this study was the Teen Leadership Program by the Flippen Group (2005) which promotes skills enhancement related to resiliency and emotional intelligence. The purpose of this experimental study was to examine the effects of the Teen Leadership Program by measuring emotional intelligence. The study was conducted over a 16 week period with daily 55 minute Teen Leadership class sessions. Identified at-risk seventh and eighth grade middle school students in an urban region of South Texas served as the population for this study.; A pre-post treatment and control group design was utilized. Test instruments administered in this study included the Personal Responsibility Map (PRM), the Personal Responsibility Survey (PRS). Other dependent measures were overall grade point average, number of absences, and number of office referrals. The final sample in this study consisted of 70 seventh and eighth grade students which were divided equally between the treatment and control groups.; Three separate multivariate analyses of covariance (MANCOVAs) were used to test the null hypotheses regarding emotional intelligence skills, grades, absences, and office referrals. The first data analysis did not reveal an effect of treatment when differences in the student self report. The second data analysis did reveal a significant effect of treatment when examining differences in the teacher's student report. Follow-up univariate analysis of covariance revealed statistical significance in five of the twelve subscales: goal setting, self efficacy, achievement drive, self management, and resiliency. No significant differences between groups were found on overall G.P.A., number of absences, and number of office referrals. Discussion of the findings and recommendations for future research are further elaborated in this study.
机译：越来越多的压力施加在教育者身上，以确保所有学生在学业上取得成功，并且不让任何孩子落伍。但是，许多被确定为处于危险中的学生使这一任务难以完成。结果，已经开发了许多程序来专门帮助处于危险中的人群。研究表明，向所有学生教授适应力技能和情商是一个有前途的事业（Aviles等，1999; Bernard，1997; Borda，1994; Bosworth＆Earthman，2002; Chavkin，2000; Grayson，2001; Henderson和Milstein ； 1992； Miller等人，1998； Wang，1993； Werner＆Smith，1992）。 Flippen Group（2005）的“青少年领导力计划”对这项研究特别感兴趣，该计划旨在促进与韧性和情绪智力有关的技能提升。这项实验研究的目的是通过测量情商来检验“青少年领导力计划”的效果。该研究为期16周，每天进行55分钟的青少年领导班。在南得克萨斯州市区确定的处于危险中的七年级和八年级中学生是本研究的人群。采用前-后治疗和对照组设计。本研究中使用的测试工具包括个人责任图（PRM），个人责任调查（PRS）。其他相关指标包括总体平均成绩，缺勤人数和办公室转诊人数。该研究的最终样本由70名七年级和八年级学生组成，他们在治疗组和对照组之间平均分配。使用三个独立的协方差多元分析（MANCOVA）来检验关于情绪智力技能，等级，缺勤和办公室推荐的零假设。当学生自我报告中的差异时，首次数据分析未显示治疗的效果。第二项数据分析确实揭示了在检查老师的学生报告中的差异时治疗的显着效果。后续的协方差单变量分析显示了十二个分量表中五个分量表的统计意义：目标设定，自我效能，成就驱动力，自我管理和弹性。两组之间的总G.P.A.，缺勤人数和转诊人数没有显着差异。在这项研究中将进一步讨论对发现的发现和对未来研究的建议。

著录项

  • 作者

    Castro, Veronica.;

  • 作者单位

    Texas A&M University - Corpus Christi.;

  • 授予单位 Texas A&M University - Corpus Christi.;
  • 学科 Education Educational Psychology.; Education Secondary.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 192 p.
  • 总页数 192
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;中等教育;
  • 关键词

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