ABSTRACT
The Relationships among Demographic Variables, Intelligences, Critical Thinking, and Emotional Intelligence of Junior High School Students.
The main purpose of the study was to explore the relationships among demographic variables, intelligences, critical thinking, and emotional intelligence (EQ) of Junior High School Students. The participants included 547 students (293 males and 254 females) coming from five junior high schools in Tainan and Kaohsiung City.
The instruments employed in this study were the subscales of intrapersonal intelligence and interpersonal intelligence from the Multiple Intelligences Scale, The Test of Critical Thinking Skills for Primary and Secondary School Students (TCTS-PS), The Questionnaire of Dispositions Toward Critical Thinking, and The Self-Report Scale of Children¡¦s Emotional Thinking. The Self-Report Scale of Children¡¦s Emotional Thinking comprised two subscales¡Xthe intrapersonal and the interpersonal intelligence of emotion. The employed methods included Descriptive Statistics, t-test, ANOVA, MANOVA, Cannon Correlation Analysis, and Discriminate Analysis. The main findings of this study were as follows:
1. The students¡¦ development of intrapersonal and interpersonal intelligence, critical-thinking skills, critical-thinking dispositions, and emotional intelligence were above the average.
2. The females outperformed the males in both the intrapersonal and interpersonal intelligence of emotion.
3. There were no significant differences on the EQ scores among the three grade levels.
4. The higher educational level the students¡¦ parents had, the better the students¡¦ EQ were.
5. There was a significant canonical correlation between the two kinds of intelligences and the eight factors of EQ.
6. There was a significant canonical correlation between the independent variable set and the eight factors of emotional intelligence. The independent variable set included gender, grades, the parents¡¦ educational level, intrapersonal intelligence, interpersonal intelligences, critical-thinking skills, and critical-thinking dispositions
7. The level of students¡¦ EQ could be effectively predicted by their critical-thinking skills and critical-thinking dispositions. Among the three levels of EQ, the middle level was predicted with the highest accuracy. The finding revealed that high critical-thinking skills and high critical-thinking dispositions required at least an average level of EQ. Therefore, critical-thinking is essential to EQ.
Finally, some suggestions for instruction and further research were proposed.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0720100-103847 |
| Date | 20 July 2000 |
| Creators | Yeh, Pi-Ling |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720100-103847 |
| Rights | unrestricted, Copyright information available at source archive |
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