A Feasibility Study on an Ultra-Brief Intervention for Improving Freshmen’s Emotional Intelligence

In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people’s EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11–56 h). Few successful investigations employed an ultra-brief (i.e., ≤1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of freshmen; their transitional challenges from high school to college mark them as an appropriate target population. Employing a quasi-experimental one-group pretest–posttest design, the recruited participants (n = 75) experienced an ultra-brief intervention highlighting the complete skill-set in the Ability Emotional Intelligence model. Findings from a one-way repeated measures MANOVA indicated improvement transpired in two of four MSCEIT scores (i.e., perception and facilitation). The merit of the present study is delineated using Orsmond and Cohn’s five objectives for feasibility investigations. In addition, implications of the results and possible applications are proposed.

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Community-based social marketing: effects on social norms

Journal of Social Marketing ◽

10.1108/jsocm-06-2015-0036 ◽

2016 ◽

Vol 6 (2) ◽

pp. 193-210 ◽

Cited By ~ 15

Author(s):

Lisa Schuster ◽

Krzysztof Kubacki ◽

Sharyn Rundle-Thiele

Keyword(s):

Social Norms ◽

Social Marketing ◽

Repeated Measures ◽

Target Population ◽

Primary School Children ◽

Community Based ◽

Media Campaigns ◽

Content Type ◽

Final Sample ◽

Quasi Experimental

Purpose This paper aims to investigate whether application of a community-based social marketing (CBSM) principle, namely, increasing the visibility of a target behaviour in the community, can change social norms surrounding the behaviour. Design/methodology/approach A repeated measures quasi-experimental design was used to evaluate the Victorian Health Promotion Foundation’s Walk to School 2013 programme. The target population for the survey were caregivers of primary school children aged between 5-12 years old. The final sample size across the three online surveys administered was 102 respondents. Findings The results suggest that the programme increased caregivers’ perceptions that children in their community walked to and from school and that walking to and from school is socially acceptable. Originality/value The study contributes to addressing the recent call for research examining the relationship between CBSM principles and programme outcomes. Further, the results provide insight for enhancing the social norms approach, which has traditionally relied on changing social norms exclusively through media campaigns.

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Investigating High School Students’ Self-Efficacy in Reading Circles

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt39.1-3 ◽

2015 ◽

Vol 39 (1) ◽

pp. 15 ◽

Cited By ~ 1

Author(s):

Catherine LeBlanc

Keyword(s):

High School ◽

High School Students ◽

Self Efficacy ◽

Repeated Measures ◽

First Year ◽

School Students ◽

First Year Students ◽

Reading Anxiety ◽

Quasi Experimental ◽

Academic Year

The purpose of this quasi-experimental longitudinal study is to investigate the effects of EFL reading circles on Japanese high school students’ reading self-efficacy and reading anxiety. The participants (N = 316), first-year students at a Japanese coeducational high school, participated in regular reading circles over the course of one academic year. Quantitative data were collected through questionnaires measuring reading self-efficacy, reading anxiety, and attitudes towards reading circles. A repeated-measures analysis of variance (ANOVA) was performed to evaluate changes in reading self-efficacy and anxiety. Reading self-efficacy was shown to improve significantly over the course of the academic year, while reading anxiety significantly decreased. Reasons for these changes are discussed. この特定の被験者に対する継続的実験研究の目的は、日本の高校生の英文読解に対する自己効力感と不安感に、EFLリーディングサークルがどのような効果をもたらすかについて調査することである。316人の被験者は日本の男女共学の高校一年生であり、1年間を通して定期的にリーディングサークルに参加した。定量的データは、読解における自己効力感、不安感、そしてリーディングサークルに対する態度を測る質問票から集計されたものである。読解に対する自己効力感と不安感の変化を評価するために反復測定分散分析（ANOVA）が行われた。1年の間に、読解に対する自己効力感は有意に向上し、不安感は有意に減少した。本論では、こういった変化の理由についても論じている。

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Group Counseling to Reduce Academic Stress in Senior High School Students

Konselor ◽

10.24036/0202094110194-0-00 ◽

2020 ◽

Vol 9 (4) ◽

Author(s):

Katrim Alifa Putrikita ◽

Endah Puspita Sari

Keyword(s):

High School ◽

High School Students ◽

Group Counseling ◽

Repeated Measures ◽

Academic Stress ◽

Senior High School ◽

School Students ◽

Before And After ◽

Quasi Experimental ◽

Senior High School Students

The objective of the study is to determine the effect of group counseling on academic stress of senior high school students. Academic stress is a student's response to academic demands that cannot be prevented, avoided or controlled. Respondents in this study were four senior high school students who had high academic stress scores. This study used a quasi-experimental one-group pretest-posttest design. Researchers measured respondents' academic scores before and after the group counseling was given. Researchers used the Educational Stress Scale for Adolescents (ESSA) to measure the academic stress of respondents. The treatment given, which was group counseling, was given in five sessions. Researchers used anava repeated measures to analyze the data. From the statistical analysis conducted, it can be concluded that group counseling has a significant effect on reducing the academic stress of the research respondents. From the results of this study, researchers suggest that group counseling is effective for reducing academic stress in senior high school students.

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Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17207621 ◽

2020 ◽

Vol 17 (20) ◽

pp. 7621

Author(s):

María-José Cantero ◽

Raquel Bañuls ◽

Paz Viguer

Keyword(s):

Emotional Intelligence ◽

Academic Performance ◽

Repeated Measures ◽

Intervention Group ◽

Positive Influence ◽

Language Performance ◽

School Students ◽

Repeated Measures Design ◽

Quasi Experimental ◽

The Impact

There is clear agreement about the importance of promoting emotional intelligence in school through programs integrated in the academic curriculum. The objective of this study is to analyze the impact of the EDI program on the emotional intelligence trait and on general academic performance, as well as mathematics and language performance. The participants were 5th grade elementary school students between 10 and 11 years old. A quasi-experimental repeated-measures design was used, with a comparison group and four assessment points. The results showed, on the one hand, the effectiveness of a two-year intervention in improving emotional intelligence and, on the other hand, its positive influence on academic performance in general, and specifically on mathematics and language performance. In the non-intervention group, general academic performance and language performance declined. The results are discussed, and recommendations are made for future interventions.

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Emotional Intelligence and Its Relationship to Stress and Transition Shock Amongst First Year College Students

Abstract Proceedings International Scholars Conference ◽

10.35974/isc.v7i1.889 ◽

2019 ◽

Vol 7 (1) ◽

pp. 54-68

Author(s):

Beryl Ben Concepcion Mergal ◽

Nathaniel Thomas ◽

Chaeryeong Pak ◽

Kenneth Lalog

Keyword(s):

College Students ◽

High School ◽

Emotional Intelligence ◽

Sampling Technique ◽

First Year ◽

Environment Change ◽

First Year College ◽

High School To College ◽

First Year College Students ◽

Transition Shock

Freshmen students often experience transition shock as their environment change from high school to college. They are also under the impression that success in college depends solely on their intellect and usually do not consider emotional intelligence a factor into the success of their academic endeavors. The purpose of this study was to investigate emotional intelligence and its relationship to stress and transition shock amongst first year college students. A descriptive-correlational research design was employed. One hundred nineteen respondents were chosen using purposive sampling technique. Frequency, percentage distribution, weighted mean, standard deviation, and Pearson r correlation coefficient test were used to analyze and treat the collected data. Respondents showed a high emotional intelligence having an overall mean of 2.73 (SD = 0.35). The extent of the respondents’ stress was also high with an overall mean of 2.61 (SD = 0.59). As for the extent of transition shock felt by the respondents, the overall mean found is at 2.55 (SD = 0.52) which is also interpreted as high. A moderate negative significant relationship between emotional intelligence and stress (r = -0.476), as well as the relationship between emotional intelligence and transition shock (r = -0.417) among the freshmen. It is recommended that nursing students and educators become aware of emotional intelligence as a factor that contributes to the success of the students’ transition from high school to college. Also, it is emphasized to further develop the emotional intelligence of the students to manage their stress and transition shock to aid in the success of the students’ academic endeavors.

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

Journal of Individual Differences ◽

10.1027/1614-0001.26.2.100 ◽

2005 ◽

Vol 26 (2) ◽

pp. 100-106 ◽

Cited By ~ 21

Author(s):

James D.A. Parker ◽

Donald H. Saklofske ◽

Laura M. Wood ◽

Jennifer M. Eastabrook ◽

Robyn N. Taylor

Keyword(s):

High School ◽

Emotional Intelligence ◽

Postsecondary Education ◽

Life Transition ◽

Full Time ◽

Major Life ◽

Long Term Stability ◽

Time Period ◽

Transition From High School

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.

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