Grade 7-learners are continuously exposed to challenges that influence their developmental tasks and general social adaptation. Mastering these challenges sculpt the learners and will influence the ways in which learners develop to adults. Through developing and improving the emotional intelligence skills of learners, learners can be enabled to maintain a successful subsistence. Learners with adequate emotional intelligence will demonstrate effective functioning in many areas of life. The aim of this investigation was to determine what emotional intelligence is and how it relates to wellbeing in the early development of adolescents, the state of a certain Grade 7-learner group's emotional intelligence and the relation in terms of race and gender. In the study, 50 learners from the Grade 7-classes of four schools were selected randomly based on availability. The schools involved were Swartruggens Combined School, Swartruggens Primary, Koster Combined School and Koster Primary. The BarOn EQ-i:YV was conducted on the learners. The quantitative data was processed by the Northwest University's Statistical Consultation Services. Results indicate that, amongst other things, the girls in the study posses more adequate emotional intelligence and skills than the boys in the study. Black boys show the least adequate emotional intelligence and skills. Thus, race and gender play an important role in the development of emotional intelligence of the group of learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

abstract: The population of intellectually gifted youth encompasses a wide range of abilities, talents, temperaments, and personality characteristics. Although generalizations are often made outside of the empirical literature regarding the interpersonal skills of these children, much remains to be understood about their social behavior. The aim of this study was to examine the within-group differences of gifted children, and it was hypothesized that subgroups of the gifted population would differ from each other in terms of interpersonal skill development. Gifted education teachers within a large K-12 public school district in the Southwestern United States completed the Devereux Student Strengths Assessment (DESSA) regarding the social-emotional competence of 206 elementary and middle school students classified as gifted. Correlational analyses and factorial analysis of variance were conducted to compare interpersonal skills (as measured by DESSA ratings) and students' level of giftedness, area of identification as gifted, gender, and age. Results indicated that interpersonal skills were significantly related to gender, area of identification, and level of giftedness. Female children were described as having significantly higher levels of interpersonal skills overall, and children identified as gifted with both nonverbal and quantitative measures exhibited significantly higher levels of interpersonal skills than those identified with verbal or nonverbal measures alone. Significant correlations were also observed between the level of children's estimated gifted abilities and their interpersonal skills. Trends in the data suggested that as children's cognitive abilities increased, their interpersonal skills also increased, placing profoundly gifted children at social advantages over their moderately gifted peers. However, it was also noted that although the two variables were significantly related, they were not commensurate. While children presented with above-average cognitive abilities, their interpersonal skills were within the average range. This suggests that gifted children may benefit from interventions that target interpersonal skill development, in an effort to bring their social skills more in line with their cognitive abilities. / Dissertation/Thesis / Ph.D. Educational Psychology 2012

Made available in DSpace on 2016-08-02T21:42:40Z (GMT). No. of bitstreams: 1 RosanaKawauche.pdf: 1076355 bytes, checksum: 86f19ba3b2b356ca0fee7ee47e88c55a (MD5) Previous issue date: 2014-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This works purpose is to analyze the importance of relationships and interpersonal skills for the accountant in his entire work. As the demand for a better qualified information increases the accountant grows in his role as a provider, dealing with different situations, becoming more like a coach" so that the admnistrator can have a clearest vision, can view all possibilities as well as the demands and also the market share of his own company. (SÁ, 2004; MARION, 2009). As theoretical references for this job were used propositions of Iudicibus (2006); Marion (2009) and Sá (2004). For the development of this dissertation was chosen a qualitative exploratory approach with in-depth semi-structured interviews. As a conclusion we can say that interpersonal relationships are of great importance in all that concerns to the accountant work, who needs to know, understand and put into a more suitable format for its users all the informations he obtains. Considered this we can say that interpersonal skills improve those relationships in favour of better quality informations, providing a clearest vison of the company by its accountant department. / Esta pesquisa tem por objetivo analisar a importância das relações e habilidades interpessoais para o contabilista em seu ambiente de trabalho. Aumenta-se a exigência na qualidade da informação e o contador evolui em seu papel como provedor, tendo que lidar com diferentes situações, agindo como um norteador para o administrador na captação de informações que mostre a situação real da empresa, as possibilidades, demandas e participação no mercado. (SÁ, 2004; MARION, 2009). Serviram de referencial teórico proposições de Iudicibus (2006); Marion (2009) e Sá (2004). Para o desenvolvimento desta dissertação adotou-se uma abordagem qualitativa de cunho exploratório com entrevistas semiestruturadas em profundidade. Constatou-se a importância que o relacionamento interpessoal ocupa nas dimensões de atuação do contador, que precisa saber o que fazer com a informação obtida, entender e colocar num formato mais adequado para os seus usuários, desta forma, as habilidades interpessoais aprimoram os relacionamentos que favorecem a qualidade das informações proporcionando aos usuários da contabilidade a visão da situação real da empresa.

abstract: Research regarding social competence is growing rapidly, but there remain a few aspects of social development that merit more attention. The presented pair of studies were planned to address two such areas in the social development literature, specifically the longitudinal trajectories of social competence and the role of social competence in second language development in language minority (LM) students. The goal of the first investigation was to examine the developmental trends of interpersonal skills (IS) across the early childhood and elementary school years in a nationally representative, U.S. sample. The goal of the second study was to examine whether differing trajectories of IS development in language minority children in the U.S. were related to their language and literacy (LL) skills at grade 5. Both studies utilized data from the Early Childhood Longitudinal Study - Kindergarten Class of 1998-1999 and modeled ratings of children's IS at five time points between fall of kindergarten and spring of fifth grade using latent class growth analyses in Mplus. In study 1, the best model was a quadratic two-class latent class growth analysis. Trajectory class 1 was a higher-level path with a marginally significant non-linear shape and class 2 was a primarily stable, moderate level path with a slight, non-significant increase over time. The same pattern of results emerged for both boys and girls separately as with the combined-sex model, and in all three final models the proportion of the sample in the higher-level class was greater than the moderate-level class. In study 2 a sample of U.S. children whose primary language at home was something other than English was utilized. LL at the start of kindergarten and sex were included as covariates and LL in fifth grade as a distal outcome. The best model for the data was a cubic two-class latent class growth analysis. Class 1 followed a higher-level path with small, incremental change over time and class 2 was a moderate-level path with greater undulation. Both covariates significantly predicted latent class and language and literacy scores at grade 5 differed significantly across classes. / Dissertation/Thesis / Ph.D. Family and Human Development 2014

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The purpose of this study was to replicate a study on consultation skills, done by Knoff, Hines, and Kromrey (1995) while expanding the sample base to include teaching assistants and parents. The Consultant Effectiveness Scale (CES), a questionnaire consisting of 75 consultant skills and characteristics, was used to survey the perceptions of 75 consultants and consultees (18 consultants, 23 teachers, 17 teaching assistants, and 17 parents) regarding the degree to which they believed each skill was important to the effectiveness of consultation. Results were examined for differences across groups, for consistency with the factor structure obtained by Knoff, Hines, and Kromrey (1995), and to determine the impact of demographic variables. A follow-up telephone interview was conducted with 2 consultants, 3 teachers, 3 teaching assistants, and 3 parents to verify questionnaire results. The ratings of respondent groups were compared and contrasted across the top 15 ranked items and several consistencies were found to exist across groups. Parents were found to have rated all items generally lower than consultants or teachers. A factor analysis was completed using the 52 items from the original four factors (Knoff, Hines, & Kromrey, 1995) and resulted in a high degree of consistency with the original factor structure generated by Knoff, Hines, and Kromrey. A one-way ANOVA was conducted and significant differences were found on three of the four factors with the consultants rating the items higher than the parents (p <.05). No significant differences were found across demographic variables. The results of the telephone interviews were consistent with the high ratings of many of the interpersonal and relationship-building skills and content skills identified in the questionnaire responses. Recommendations are made calling for future research to further validate the scale, and to confirm differences between respondent groups. The value of the scale and its contents are highlighted in the context of preservice and in service training for consultants. / Graduate

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Those working in science, technology, engineering, and math (STEM) fields are delivering world-changing solutions to the problems we face and are saving lives every day. Some of them do surgeries, some design airplanes and cars, others study the wildlife around us, and others create processes to facilitate the manufacturing of devices we use often. In order to do this, the engineers, scientists, doctors, and other professionals in STEM disciplines need to possess hard skills. Hard skills are often called technical skills and are measurable abilities and skills that are needed to perform tasks effectively. The tasks done share something in common: they are intended to improve the lives of those around us. Additional examples include the work done to protect us from nuclear threats, the research done during pandemics to find vaccines, and learning about animal in the ecosystem. While the hard skills are important and essential to have, paired with soft skills, we have a more powerful and stronger combination of skills. Soft skills are often called interpersonal skills or people skills. They are related to how we build relationships and interact effectively with others. They enhance our ability to do both technical and nontechnical work. If the work those in STEM disciplines do is intended to help individuals, society, and people, how can we do this effectively if we do not have strong people skills? How are we to improve the lives of individuals through the work we do in STEM if we cannot fully interact effectively with those individuals? This study will explore how participants from STEM disciplines at an educational and industry level rated themselves in their effective use of soft skills and provide suggestions based on their feedback on how we can improve our soft skills.

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