Short Research Report: A Comparison of Emotional Intelligence Levels between Students in Experiential and Didactic College ProgramsReport as inadecuate




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International Journal of Emotional Education, v7 n2 p63-65 Nov 2015

The importance of Emotional Intelligence (EI) in daily life has received extensive attention over the past decade (Goleman, 1998). EI has been defined as the ability to observe the emotions of oneself and others while utilizing these observations in the direction of one's behavior and thinking (Salovey & Mayer, 1989). It has been suggested that, not only can EI be taught, but the level of awareness an individual possesses about his or her own emotions can be increased by instruction in EI (Bagshaw, 2000). Brackett and Katulak (2007) found EI training for school children resulted in better academic performance and interpersonal interactions. If an increase in the ability to perceive and regulate one's emotions while also recognizing the emotional states of others can occur as a result of training in EI, then, it is not contradictory to propose that this ability would be greater in those who engage in experiential related degree programs. This study assessed whether undergraduate students in experiential learning programs would exhibit higher levels of emotional intelligence than students in didactic learning programs.

Descriptors: Comparative Analysis, Emotional Intelligence, Metacognition, Teaching Methods, Academic Achievement, Interpersonal Relationship, Self Control, Emotional Response, Undergraduate Students, Experiential Learning, Liberal Arts

Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/cres/ijee





Author: Davis, Wayne L.; Leslie, Paul J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2268&id=EJ1088242







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