As businesses expand to incorporate a more global perspective, study abroad programs are needed to help American college students compete with their international peers. Businesses are
realizing that employees must possess skills that help with their understanding of and interaction with those from foreign countries. As a means of achieving this end, study abroad programs
have become an increasingly important part of the educational experience for undergraduate students. Personal growth and interpersonal development are important aspects of being able to work
effectively with others. Study abroad programs have long claimed that students make gains in these areas. This mixed-methods research study explored how emotional-social intelligence is
impacted by participation in a long-term study abroad program. Specifically, the study sought to determine if there was a difference in the emotional-social intelligence scores of college
students prior to and after their participation in a long-term study abroad program as measured by the EQ-i2.0. Additionally, the study used interviews to explore how college students view
their long-term study abroad experience. The results demonstrated that there were statistically significant differences in the EQ-i2.0 pre-test and post-test scores of study participants
before and after their participation in a long-term study abroad program. Specifically, the mean differences of total EQ, the self-perception and self-expression composite scales, and the
self-regard and flexibility subscales were statistically significant. As it relates to the qualitative data, students reported that most of their experiences were related to developing a more
accurate understanding of and acceptance of self, as well as becoming more self-reliant. In addition, students reported an increased desire to understand others. This included an appreciation
for other people and other cultures. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of
Education. / Fall Semester, 2014. / September 24, 2014. / College Students, Emotional Intelligence, Study Abroad / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Diana Rice, University Representative; Bradley Cox, Committee Member; Kathy Guthrie, Committee
Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_252890 |
| Contributors | Simmons, John S. (authoraut), Schwartz, Robert A. (professor directing dissertation), Rice, Diana Claries, 1949- (university representative), Cox, Bradley (committee member), Guthrie, Kathy L. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (115 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0017 seconds