In article 1, intelligence in general was considered, followed by a discussion of traditional as well
as more recent views on intelligence. Particular emphasis was placed on the issue of whether
intelligence is a single general factor, or whether it should be regarded as a multiple concept.
The best-known theory on multiple intelligence, namely that of Gardner, was also examined.
Gardner divided intelligence into the following facets: logical-mathematical, spatial, bodily-kinaesthetic,
linguistic, musical, interpersonal and intrapersonal intelligence; and these facets
are discussed in this article. Moreover, the prediction value of intelligence, as well as the
measuring of intelligence, were considered. On the basis hereof, it is already evident that the
conception of intelligence, as previously known and used by psychologists, will have to be
revised and renewed.
Article 2 was dedicated to a discussion of emotional intelligence. The definitions of emotional
intelligence were considered, according to the models of Bar-On (1997), Salovey & Mayer
(1995) and Goleman (1995). The development of the concept of emotional intelligence was also
discussed. According to certain authors, some persons - such as Wechsler and Thurstone - had
already referred to the concept, albeit vaguely, as early as the 1930s. During the past decade,
society in general has become more conscious of the importance of emotions, and it became
possible for a term such as âemotional intelligenceâ to come into its own. Current views on
emotional intelligence are positive, for the most part, particularly in respect of the prediction
value of this form of intelligence. Facets of a personâs life that are affected by emotional
intelligence were subsequently discussed. Specific facets of childrenâs lives that are influenced
by emotional intelligence include, inter alia: emotional problems, school readiness and
academic success. The lives of adults are affected by emotional intelligence in the following
areas, inter alia: job success, marital relations and crime.
In article 3, factors that play a role in the development of childrenâs emotional intelligence are
discussed. The normal, or natural, emotional development of children is taken into account,
while certain factors that influence the development of childrenâs emotional intelligence are also
discussed. These factors are: neurological factors, linguistic development, the personâs ability to
acquire skills, and genetic factors. These factors corroborate the fact that emotional intelligence
can be acquired. Role-players who can have a beneficial or detrimental effect on the
development of childrenâs emotional intelligence are also discussed. Among the most important
role-players in this regard are the childâs parents. The media also play a role in the development
of childrenâs emotional intelligence â a role which, unfortunately, is mostly negative. Article 4 deals with the manifestation and development of childrenâs emotional intelligence. The
aspects of emotional intelligence are firstly discussed in detail. These aspects are optimism,
impulse control, the recognition and control of oneâs own emotions, empathy and interpersonal
skills. Each of these aspects is defined before the various components thereof are discussed
and brought into relation with the lives of people. Thereafter, each of the aspects is brought into
relation with childrenâs development. In this regard, reference is made, inter alia, to childrenâs
mental health, their ability to control their emotions, their ability to cope with homework, their
various emotions and the wide range of their emotional experiences, their aggressive outbursts
and their ability to make friends.
Article 5 deals with the standardisation of a test that measures emotional intelligence in young
children between the ages of four and eight. The standardisation of the test was divided into
four phases, which entailed the following:
Phase 1: The identification of provisional items;
Phase 2: Item analysis and selection;
Phase 3: The determination of norms; and
Phase 4: Reliability tests.
In each phase, reference was made to the procedures that were followed, as well as the results
that were obtained. During phase 1, emphasis was placed on the rationale behind each of the
five aspects of the test. The use of pictures is also discussed. Item analysis (phase 2) was
carried out on the basis of the discrimination values and difficulty level of the items. During
phase 3, the determination of norms for the respective age groups was measured in respect of
each individual aspect, as well as the total test. In phase 4, the statistical characteristics of the
test were calculated and reported in respect of each subtest and the total test. The averages
and standard deviations of the subtest scores were considered, as well as the reliability
coefficients, standard error of measurement, skewness and kurtosis.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-05162005-163054 |
| Date | 16 May 2005 |
| Creators | Cilliers, Julia B |
| Contributors | Dr. Z Swanepoel, Dr. K.G.F. Esterhuyse |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-05162005-163054/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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