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The Relationship of Emotional Intelligence and Transformational Leadership Behavior in Texas AgriLife Extension Service Mid-ManagersBurkham, Angela B. 2010 August 1900 (has links)
The purpose of the study was to examine the relationship between emotional
intelligence and leadership styles among Texas AgriLife Extension Service mid‐managers.
A web based three part instrument was administered to participants. A general
questionnaire about demographics, work history and views of leadership was part one.
The Multifactor Leadership Questionnaire (MLQ form 5x) developed by Avolio and Bass
examined the leader’s self reported leadership style. The MLQ identifies scores for
transformational, transactional and laissez‐faire leadership styles and those were
compared with scores on the BarOn Emotional Quotient Inventory Test (EQ‐i).
An independent samples t test was performed to assess whether the mean EI
subscales scores for the high transformational leadership group differed significantly
from the low transformational leadership group. Six EI constructs were statistically
significant in relation to transformational leadership behavior. The six were: optimism,
happiness, empathy, interpersonal relationships, self‐regard, and stress tolerance. An
independent samples t test was performed to assess whether the mean EI subscales
scores for the high transactional leadership group differed significantly from the low
transactional leadership group. Social responsibility was the one EI construct that was
statistically significant in relation to transactional leadership behavior.
The findings from this study indicate the leaders can develop and strengthen
emotional intelligence and in doing so can more likely exhibit the use of
transformational leadership behaviors. Further study would be needed to demonstrate
the extent of possible application, but it is commendable that if leaders are trained in EI
and those skills are fostered, they will be more likely to utilize transformational
leadership further resulting in organizational effectiveness and follower satisfaction.
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Training elements of elementary teachers in social and emotional development of gifted studentsBroughton, Lori Saunders 01 November 2005 (has links)
Student needs are ever changing within today??s classroom. Training elements for teachers must be adapted so that all students?? individual needs are being met. Training offered by school districts must incorporate specific social and emotional topics that deal with the gifted and talented students?? development.
This research project investigated various training options that elementary teachers have received by attending a six-clock-hour workshop when compared to those teachers who received thirty hours of university course work at the university graduate level. The study then determined the specific elements of training received, the topics necessary for implementation that are of a positive nature for students, and finally, qualities that teachers must possess and implement within the classroom in order to effectively meet the needs of social and emotional development for gifted students.
This study showed that training in the area of social and emotional development is crafted differently according to the trainer who is presenting the material. The respondents who were interviewed took various knowledge and applied it within the classroom based on student and professional needs. The notion that gifted students are perfect seems to be the norm of thinking in the group of teachers who were used in this case study. The strategies used for classroom implementation are ones that most likely meet the cognitive domain and can be used as a form of assessment for the teacher??s gradebook. The activities that will most likely benefit the emotional quality of a student??s psyche are viewed to be ones that are not beneficial or easily implemented within the constraints of the classroom.
The need for social and emotional development is demonstrated by the vast amount of research and models as presented throughout this study. The study shows that much training is needed along with a classroom structure that is designed to help gifted students learn to deal with their intellect as well as with factors that seem to interrupt the intellectual label.
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Emotional modulation of hippocampus-dependent spatial learningElliott, Audrea Elizabeth 30 October 2006 (has links)
Previous research has indicated that the amygdala exerts a modulatory influence on
multiple memory systems. Evidence also indicates that emotional state can influence the
use of multiple memory systems and that this effect is mediated by the amygdala.
Anxiogenic drugs administered during acquisition in a task that can be acquired either
through hippocampus-dependent âÂÂplaceâ learning or caudate dependent âÂÂresponseâÂÂ
learning, resulted in the predominant use of response learning. It is not known whether
inducing anxiety at other behavioral time points will also influence the relative use of
multiple memory systems. In experiment 1, male Long-Evans rats were trained to swim
from the same start point to an escape platform constantly located in a goal arm. Prior to
memory retrieval rats were administered either alpha- two adrenoceptor antagonist RS
79948-197, peripherally (0.03, 0.01, 0.3 mg/kg) or into the basolateral amygdala (0.1 õg),
or saline vehicle. Rats treated with RS 79948-197 prior to memory retrieval exhibited
caudate-dependent response learning.
Previous studies examining the effects of RS 77948-197 on memory were conducted
with rats trained in an anxiogenic state and subsequently probed in a drug free state.
Experiment 2 examined whether state dependency may account for those results.
Animals received peripheral (0.1 mg/kg) or intra-amygdala (0.1 õg) administration of RS 79948-197, prior to both acquisition and memory retrieval. Rats treated with RS 79948-
197 predominantly exhibited response learning.
Finally, experiments 3 and 4 examined whether the use of response learning
produced by RS79948-197 was due to the impairing effect on hippocampus-dependent
memory. Rats that were administered peripheral (0.03 mg/kg) or intra-amygdala (0.1 õg)
injections of RS 79948-197 displayed impaired acquisition of the single solution place
task relative to control animals. This indicates that place learning was impaired.
Over, all the present findings indicate 1) peripheral and intra-amygdala anxiogenic drug
administration results in the use of habit memory at both acquisition and retrieval, 2)
state dependency does not play a role in the influence of RS 799948-197 on memory
system use, 3) the use of response learning produced by peripheral and intra-amygdala
injections of RS 79948-197 may result from an impairing effect of hippocampusdependent
memory.
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Experiencing emotional labor: an analysis of the discursive construction of emotional laborHaman, Mary Kathryn 25 April 2007 (has links)
This study analyzes how employees at a university recreation center discursively
construct their experiences of emotional labor, how they conceptualize such behavior in
terms of displaying unfelt emotions and faking in good and bad faith, and what these
discursive constructions reveal about their perceptions of authenticity. The findings
demonstrate that workers construct emotional labor as a natural ability and as performing
a role. People who construct emotional labor as a natural ability depict themselves as the
controller of their workplace emotion. They display unfelt emotions in good faith when
they do so to uphold anotherâÂÂs face, and they believe that they possess a true self.
Employees who construct emotional labor as performing a role view their supervisors as
controller of their workplace emotion. They fake emotions in good faith when doing so
uphold their own face, and they fake in bad faith when it upholds the face of a co-worker
who they feel needs to be disciplined. These people do not possess a sense of authentic
self. They view themselves as multi-faceted and they say that they use social
comparison to determine how to behave in particular situations. These findings reveal
previously unexplored complexities in scholarsâ conceptions of emotional labor and
authenticity.
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Impact of Written Emotional Disclosure and Gender on Capsaicin-Induced Inflammation, Allodynia, and Spontaneous PainSmith, Jerrell 15 January 2010 (has links)
Prior research has shown that affective valence and arousal interact to alter pain
perception. One personally relevant method of inducing affective states is the written
emotional disclosure procedure. The current study examined the immediate effects of
written emotional disclosure on secondary hyperalgesia, flare, and spontaneous pain in
healthy undergraduate men and women. Fifty-five men and women undergraduates
participated in an IRB approved experiment in which they wrote about a traumatic or
neutral event fro twenty minutes. After writing, the participants underwent pain
perception testing for area of secondary hyperalgesia, flare, and spontaneous pain.
Results indicated that women writing about a traumatic experience rated their
spontaneous pain as more intense than those writing about a neutral topic, whereas males
did not. In addition, men showed greater physiological arousal and area of flare than
women. These findings suggest that men and women experience different affective and
pain modulatory reactions to written emotional disclosure, though the underlying
mechanisms remain to be elucidated.
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The effect of character education on emotional intelligenceDoak, Jennifer Nicole. January 2009 (has links)
Thesis (Ed.S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 31 p. Includes bibliographical references p. 24-26.
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"Spontaneous" improvement in emotionally disturbed childrenGlavin, John P. Unknown Date (has links)
Thesis--George Peabody College for Teachers. / Includes bibliographical references.
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Challenges impacting professional capacity to assess the social-emotional functioning of deaf and hard of hearing youth : a qualitative studySchoffstall, Sarah Joanna 17 February 2015 (has links)
The role of the practitioner assessing social-emotional functioning of deaf and hard of hearing (DHH) youth is complex and requires extensive cultural, linguistic, and educational training. The range of required competencies, the insufficient number of professionals currently in practice, the dire need for service provision, and the ultimate influence of service provision on youth functioning merit deeper exploration of the challenges faced while assessing social-emotional functioning. This study employs a grounded theory approach to analyze semi-structured interview data from 13 school- and community-based professionals to explore challenges related to the assessment and conceptualization of social-emotional functioning of DHH youth. Seven key categories emerged from the data: challenges in early training and supervision, challenges in gathering sufficient background information, dual challenges in employing specialized assessment and therapy techniques, challenges in writing descriptions of youth functioning, challenges in working with interpreters, and the need for professional support. Future directions and implications for future generations of practitioners are discussed. / text
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Family influences on the emotional well-being of newcomer youth in CanadaChowdhury, Iqbal Ahmed 31 August 2015 (has links)
An issue yet to receive much attention in the literature in medical sociology is how family systems may influence the emotional well-being of youth in Canada, particularly among newcomer youth. This study applies the family systems model of Kitzman-Ulrich and her colleagues as the principal theory to examine the emotional well-being of newcomer youth in Canada. Using data from the New Canadian Children and Youth Study (NCCY) on 979 newcomer youth, it explains how family systems and other factors may influence emotional health of newcomer youth. Data were analyzed using multiple approaches. The multivariate analysis includes seven Ordinary Least Squares (OLS) regression models – examining and comparing different groups: an overall model, and separate models for male, female, Mainland Chinese, Hong Kong Chinese, Filipino/a, and immigrant are performed. The results of this study reveal that variables within the family systems model are weak predictors of the presence of emotional problems among newcomer youth in Canada. Among four family systems variables used in the analyses, family cohesion, permissive parenting, and parental discipline are either weak or insignificant predictors; only parental praise is statistically significant. Furthermore, they are weak predictors compared with other factors beyond the family, such as age, time in Canada, being bullied at school, being immigrant, use of illegal/controlled substances, and being from a Mainland or Hong Kong Chinese group (for females only). The thesis ends with a discussion of limitations, future research, and policy suggestions. / October 2015
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Thinking style preference, emotional intelligence and leadership effectivenessHerbst, THH, Maree, KG 04 September 2008 (has links)
In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring
instruments used were the Neethling Brain Preference Profile (NBPP) and the Mayer, Salovey and Caruso
Emotional Intelligence Test (MSCEIT), as well as the Kouzes and Posner Leadership Practices Inventory (LPI).
The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI) and
leadership effectiveness. The researchers concluded that facets of brain dominance and emotional
intelligence may be potentially useful predictors of transformational leadership behaviours.
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