abstract: The National Center for Educational Statistics (2018) reported that only 59% of first time college students will retain from their first to second year. The institutional effects of retention are wide ranging and nationwide colleges and universities are seeking effective methods of improving the retention of first year students. Isaak, Graves, & Mayers (2007) identified both emotional intelligence and resilience as important factors contributing to student retention. According to Daniel Goleman (1995), emotional intelligence is integral to success in life, and a significant relationship has been found with grades and successful acclimation to the college environment (Ciarrochi, Deane, & Anderson, 2002; Liff, 2003; and Pekrun, 2006). This study explored the impact of an emotional intelligence (EI) intervention within a First Year Experience course on students’ emotional intelligence, resilience, and academic success. Forty four students at a small, private, liberal arts institution in the southeastern United States participated in the EI intervention and were measured for EI and resilience utilizing the EQ-i 2.0 and the 5x5RS measures as pre and posttests. Based on the results of this study, the EI intervention may have positive implications on EI, resilience and academic success. Institutions and researchers should continue to explore EI as a mechanism to improve resilience and academic success among first year students. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020
| Identifer | oai:union.ndltd.org:asu.edu/item:57208 |
| Date | January 2020 |
| Contributors | Davis, Alexander M (Author), Wylie, Ruth (Advisor), Correa, Kevin (Committee member), Duncan, Tisha (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 117 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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