Jennifer Howard. Adkins April 12, 2004 51 pages Directed by: Dr. William Pfohl, Dr. Antony Norman, and Dr. Reagan Brown Department of Psychology Western Kentucky University In the United States today there are approximately 1.5 million students being home schooled. With this ever growing number, it is important to examine this unique population in order to determine the effects this alternative form of education will have on these students, not just academically, but in other areas as well. The purpose of this study is to examine the concepts of emotional intelligence and social skills in home schooled students. One hundred home schooled students and their parents participated in this study by completing emotional intelligence and social skills questionnaires. Results of the study support the hypotheses that the home schooled students would have higher levels of social skills and lower scores on the problem behaviors scale than the standardization population. In regards to emotional intelligence, differences were found among the elementary and secondary grade levels of the home schooled children. Home schooled elementary students achieved higher scores than the standardization population on two of the seven areas measured. No significant differences were found in the other areas. Home schooled secondary students achieved higher scores than did the standardization population on four of the seven areas measured. No significant differences were found in the other areas.

Emotional intelligence is defined as the ability to perceive emotion, understand emotion, facilitate thought with emotion, and regulate emotion. Considerable debate exists as to whether emotional intelligence adds incremental validity above more wellknown predictors of performance, namely the Big Five personality traits and cognitive ability. Furthermore, no theory directly specifies the roles of separate emotional intelligence (EI) dimensions in relationship to job performance. This paper offers several contributions: (a) a summary of theoretical links between EI and job performance, (b) meta-analytic incremental validity estimation for two different conceptualizations of emotional intelligence – labeled ability EI and mixed EI – over and above cognitive ability and Big Five personality composites, (c) estimation of Black-White and femalemale adverse impact attributable to the use of EI for selection purposes, and (d) a theoretical model of EI subdimensions, demonstrating that emotion regulation mediates the effects of emotion perception and emotion understanding on job performance, and that emotional competencies serve as partial mechanisms for the effects of Conscientiousness and cognitive ability on performance.

The main purpose of this study was to understand whether students¡¦ emotional intelligence, self-concept and academic performance would influenced while they got along with their homeroom teacher. This study adopts Stratified Random Sampling, selecting the subjects from vocational high school students in Tainan county. A total of 331 (male 211, female 120) vocational high school students from nine classes of the 10 th, 11th, 12 th grades were sampled to respond to ¡§Scales of Homeroom Teacher¡¦s Emotional Intelligence¡¨, ¡§Scales of Student¡¦s Emotional Intelligence¡¨, and ¡§Scales of Self-Concept ¡¨, in which the students were guided by four male homeroom teachers and three female homeroom teachers. Subjects will be tested two times every six months, to explore whether their emotional intelligence, self-concept and academic performance will be influenced during the six months of getting along with their homeroom teacher. The employed methods included Descriptive Statistics, t-test, one-way ANOVA, Pearson Correlation Analysis, and Regression Analysis. The main findings of this study were as follows¡G 1¡BThere are positive correlations between the students¡¦ emotional intelligence ( before the test )¡Xthe expression of emotion and their academic performance ( after the test )¡XChinese and English . 2¡BThere are positive correlations between the students¡¦ emotional intelligence ( before and after the test)¡Xthe understanding of emotion, the expression of emotion, the adjustment of emotion and the employment of emotion and their self-concept ( before and after the test)¡Xthe self of family, morality, society, identity, criticizing,physiology, and psychology. 3¡BThere are positive correlations between the students¡¦self-concept ( before the test)¡Xthe family¡¦s self, the moral self, and their academic performance ( after the test )¡X English. There are also positive correlations between the students¡¦ self-concept¡Xthe self contentment, the self criticizing, and their academic performance. 4¡BThere are positive correlations between the students¡¦academic performance (before the test )¡X English and their self-concept ( after the test )¡Xthe moral self. There are also positive correlations between the students¡¦ academic performance--mathematics and their self-concept--the family¡¦s self and the self criticizing. 5¡BThere are positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ academic performance ( before and after the test ). But there are no positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ emotional intelligence ( before and after the test ) and their self-concept ( before and after the test ). 6¡BPart of the students¡¦ emotional intelligence ( before the test ), their self-concept ( before the test ), their family¡¦s income and academic performance ( after the test ) is influenced by their homeroom teacher¡¦s emotional intelligence.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiii, 134 p.; also includes grapics. Includes abstract and vita. Advisor: Jo Jones, Dept. of Agricultural Education. Includes bibliographical references (p. 122-134).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 128 p. Vita. Includes abstract. Includes bibliographical references (p. 94-112).

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 96-104). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 96-104). Also available on the Internet.

M. Tech. Policing / Struggling with stress, anxiety and/or depression can adversely affect work performance. This study aimed to determine how levels of Emotional Intelligence were related to levels of overall stress, anxiety or depression.

The purpose of this study was to investigate the relationship between emotional intelligence, sense of coherence and coping behaviour in a group of students at a South African university. An availability sample of 101 students completed self-report measures of emotional intelligence, sense of coherence and coping behaviour. The measures were found to be valid and reliable in this particular group and the means and standard deviations calculated were comparable with those mentioned in literature. It was further found that emotional intelligence was better able, than sense of coherence, to predict the following coping strategies: turning to religion, suppression of competing activities, planning, active coping and problem solving. Emotional intelligence and sense of coherence were both good predictors of the coping strategy positive reinterpretation and growth. It was concluded that individuals with a high emotional intelligence have developed more effective coping strategies than individuals who do not have well-developed emotional abilities. Practical implications of the findings are indicated. / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2005.

The purpose of this study was to investigate the relationship between emotional intelligence, sense of coherence and coping behaviour in a group of students at a South African university. An availability sample of 101 students completed self-report measures of emotional intelligence, sense of coherence and coping behaviour. The measures were found to be valid and reliable in this particular group and the means and standard deviations calculated were comparable with those mentioned in literature. It was further found that emotional intelligence was better able, than sense of coherence, to predict the following coping strategies: turning to religion, suppression of competing activities, planning, active coping and problem solving. Emotional intelligence and sense of coherence were both good predictors of the coping strategy positive reinterpretation and growth. It was concluded that individuals with a high emotional intelligence have developed more effective coping strategies than individuals who do not have well-developed emotional abilities. Practical implications of the findings are indicated. / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2005.