Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.


2006 ◽  
Vol 41 (7) ◽  
pp. 1329-1336 ◽  
Author(s):  
James D.A. Parker ◽  
Marjorie J. Hogan ◽  
Jennifer M. Eastabrook ◽  
Amber Oke ◽  
Laura M. Wood

2017 ◽  
Vol 41 (4) ◽  
pp. 252-259 ◽  
Author(s):  
Dawn A. Rowe ◽  
John McNaught ◽  
Louise M. Yoho ◽  
Mariya Davis ◽  
Valerie L. Mazzotti

Although there are many transitions that occur in a young person’s life, transition from high school to adulthood can be one of the most challenging. This transition requires autonomy and decision-making skills. To support youth in having positive outcomes after high school, it is imperative for teachers to have strategies to guide students in making informed decisions as they begin the transition process. This article provides teachers with strategies and resources to help youth build autonomy, make informed decisions, and gain information via web-based resources to support the transition from high school into postschool life. Steps for building autonomy, evaluating web-based resources, and investigating web-based resources to support transition are included.


2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Lynn J. Wang

This was an exploratory qualitative study utilizing tenets of phenomenology to examine the lived experiences of front-line student services professionals in Admissions and Financial Aid and their dilemmas in interpreting and implementing California Assembly Bill 540 (2001) in their interactions with undocumented students. Front-line student services professionals are often the make-it or break-it persons for undocumented students to realize their dreams of attaining a postsecondary education because they determine whether students can pay in-state tuition and receive financial aid. California law AB 540 (2001) was created with the intention of providing a fair tuition policy for all California high school graduates entering college in California. AB 540’s (2001) purpose is to allow all California high school graduates, including undocumented immigrant students who meet the requirements, to be exempt from paying nonresident tuition at California public postsecondary institutions. An undocumented student is classified as someone who entered the U.S. without proper immigration documents or someone who entered the country legally as a nonimmigrant but later never exited the country (Internal Revenue Service, 2014). Twelve student service professionals, both part-time and full-time, at public two-year and four-year higher education institutions shared their experiences regarding management of difficult and sensitive conversations with undocumented students, as they attempted to translate state legislation through institutional polices. Many times, these front-line professionals in Admissions and Financial Aid were the first and only people to interact with incoming undocumented students before they set foot in the classroom. These professionals utilized their knowledge, resources, and networks to help students navigate the college-going process. However, unclear and/or non-existent campus policies, departmental silos, along with a lack of professional development, adequate resources, and appropriate guidance, often limited their capacity to help.


2013 ◽  
Vol 24 (1) ◽  
pp. 90-108 ◽  
Author(s):  
Stephen Morton ◽  
Amanda Mergler ◽  
Peter Boman

Students making the transition from high school to university often encounter many stressors and new experiences. Many students adjust successfully to university; however, some students do not, often resulting in attrition from the university and mental health issues. The primary aim of the current study was to examine the effects that optimism, self-efficacy, depression, and anxiety have on an individual's life stress and adaptation to university. Eighty-four first-year, full-time students from the Queensland University of Technology (60 female, 24 male) who had entered university straight from high school completed the study. Participants completed a questionnaire assessing their levels of optimism, self-efficacy, depression, anxiety, perceived level of life stress and adaptation to university. In line with predictions, results showed that optimism, depression, and anxiety each had a significant relationship with students’ perceived level of stress. Furthermore, self-efficacy and depression had a significant relationship with adaptation to university. We conclude that students with high levels of optimism and low levels of depression and anxiety will adapt better when making the transition from high school to university. In addition, students with high levels of self-efficacy and low levels of depression will experience less life stress in their commencement year of university. The implications of this study are outlined.


2009 ◽  
Vol 9 (1) ◽  
pp. 837-863
Author(s):  
P. A. Cook ◽  
H. K. Roscoe

Abstract. NO2 measurements during 1990–2007, obtained from a zenith-sky spectrometer in the Antarctic, are analysed to determine the long-term changes. The changes in midsummer should be indicative of any changes in the Brewer-Dobson circulation. An atmospheric photochemical box model and a radiative transfer model are used to improve the accuracy of determination of the vertical columns from the slant column measurements, and to deduce the amount of NOy from NO2. We find that the NO2 and NOy columns in midsummer have large inter-annual variability superimposed on a broad maximum in 2000, with little overall trend over the full time period. These changes are robust to a variety of alternative settings when determining vertical columns from slant columns or determining NOy from NO2. They suggest similar changes in speed of the Brewer-Dobson circulation but with opposite sign, i.e. a broad minimum around 2000.


2018 ◽  
Vol 11 (9) ◽  
pp. 5125-5152 ◽  
Author(s):  
Anne Boynard ◽  
Daniel Hurtmans ◽  
Katerina Garane ◽  
Florence Goutail ◽  
Juliette Hadji-Lazaro ◽  
...  

Abstract. This paper assesses the quality of IASI (Infrared Atmospheric Sounding Interferometer)/Metop-A (IASI-A) and IASI/Metop-B (IASI-B) ozone (O3) products (total and partial O3 columns) retrieved with the Fast Optimal Retrievals on Layers for IASI Ozone (FORLI-O3; v20151001) software for 9 years (2008–July 2017) through an extensive intercomparison and validation exercise using independent observations (satellite, ground-based and ozonesonde). Compared with the previous version of FORLI-O3 (v20140922), several improvements have been introduced in FORLI-O3 v20151001, including absorbance look-up tables recalculated to cover a larger spectral range, with additional numerical corrections. This leads to a change of ∼4 % in the total ozone column (TOC) product, which is mainly associated with a decrease in the retrieved O3 concentration in the middle stratosphere (above 30 hPa/25 km). IASI-A and IASI-B TOCs are consistent, with a global mean difference of less than 0.3 % for both daytime and nighttime measurements; IASI-A is slightly higher than IASI-B. A global difference of less than 2.4 % is found for the tropospheric (TROPO) O3 column product (IASI-A is lower than IASI-B), which is partly due to a temporary issue related to the IASI-A viewing angle in 2015. Our validation shows that IASI-A and IASI-B TOCs are consistent with GOME-2 (Global Ozone Monitoring Experiment-2), Dobson, Brewer, SAOZ (Système d'Analyse par Observation Zénithale) and FTIR (Fourier transform infrared) TOCs, with global mean differences in the range of 0.1 %–2 % depending on the instruments compared. The worst agreement with UV–vis retrieved TOC (satellite and ground) is found at the southern high latitudes. The IASI-A and ground-based TOC comparison for the period from 2008 to July 2017 shows the long-term stability of IASI-A, with insignificant or small negative drifts of 1 %–3 % decade−1. The comparison results of IASI-A and IASI-B against smoothed FTIR and ozonesonde partial O3 columns vary with altitude and latitude, with the maximum standard deviation being seen for the 300–150 hPa column (20 %–40 %) due to strong ozone variability and large total retrievals errors. Compared with ozonesonde data, the IASI-A and IASI-B O3 TROPO column (defined as the column between the surface and 300 hPa) is positively biased in the high latitudes (4 %–5 %) and negatively biased in the midlatitudes and tropics (11 %–13 % and 16 %–19 %, respectively). The IASI-A-to-ozonesonde TROPO comparison for the period from 2008 to 2016 shows a significant negative drift in the Northern Hemisphere of -8.6±3.4 % decade−1, which is also found in the IASI-A-to-FTIR TROPO comparison. When considering the period from 2011 to 2016, the drift value for the TROPO column decreases and becomes statistically insignificant. The observed negative drifts of the IASI-A TROPO O3 product (8 %–16 % decade−1) over the 2008–2017 period might be taken into consideration when deriving trends from this product and this time period.


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