What is Emotional Intelligence Why Does it Matter, Can it be Developed and How Do You Assess it?
Emotional Intelligence Defined MHS 2005
“an array of non-cognitive capabilities, competencies and skills that influence one’s ability to succeed in coping with environmental demands and pressures”
— Reuven BarOn“the ability to perceive emotions, to access and generate emotions so as
to assist thought, to understand emotions and emotional meanings, and to reflectively regulate emotions in ways that promote emotional and intellectual growth”
— Salovey & Mayer“the capacity for recognizing our own feelings and those of others, for
motivating ourselves, and for managing emotions well in ourselves and in our relationships”
— Daniel Goleman
Why Emotional Intelligence? “There is a growing body of research
findings that scientifically demonstrates that emotional intelligence predicts how well we perform at home, school and in the workplace.”
Reuven Bar-On, Ph.D.December 16, 2004
© Copyright 2005 Multi-Health Systems, Inc. All Rights Reserved. 4
Why Focus on Emotional Intelligence in Higher Education?
“It is clear that academic success goes hand in hand with emotional and physical well-being. College is a fresh start for many students, but dysfunctional coping styles can cripple their efforts. Even students who “get by” or succeed academically can be at risk if unhealthy behavioral patterns follow them after college. Promoting emotional health in students is an investment in the future. It should be part of the mission of all colleges and universities.”
Dr. Richard Kadison, Chief of Mental Health,Harvard University
Specific Issues to Address Emotional Intelligence in Higher EducationAddress issues that connect with student success
Experiencing Stress Feeling overwhelmed Not getting along with others Giving up Engaging in destructive behaviors
Address General Education Outcomes Writing Presenting Problem Solving Ethical Behavior Working in Teams Having Global Perspectives Lifelong Learning Appreciation for Diversity and Diverse Perspectives
From Greater Expectations: A New Vision for Learning as a National Goes to College (AAC&U 2002)The Empowered Learner
Communicates effectively Has the ability to manage change Works within diverse groups
The Informed Learner Understands the human imagination, expression, and
the products of many cultures
The Responsible Learner Has deep understanding of one’s self and respect for the
complex identities of others, their histories and their cultures.
Identifying skills successful students have or need to developEmotional self-awareness
Self-regardAssertivenessIndependenceSelf-actualizationReality testing FlexibilityProblem solvingStress toleranceImpulse controlEmpathySocial responsibilityInterpersonal relationship
What is the BarOn Model?
Emotional Competencies(BarOn EQ-i®) MHS 2005 INTRAPERSONAL INTRAPERSONAL
SCALESSCALES Self-regard Emotional self-awareness Assertiveness Independence Self-actualization
INTERPERSONAL INTERPERSONAL SCALESSCALES Empathy Social responsibility Interpersonal relationship
ADAPTABILITYADAPTABILITY Reality testing Flexibility Problem solving
STRESS MANAGEMENTSTRESS MANAGEMENT Stress tolerance Impulse control
GENERAL MOODGENERAL MOOD Optimism Happiness
Adapted from: The Cannon Emotional Competence ModelKate Cannon, Author
Self AwarenessSelf Awareness Emotional
Self-Awareness Self-Regard Reality Testing
Coping SkillsCoping Skills Impulse Control Stress Tolerance Problem Solving Flexibility Optimism
Effective Effective RelationshipsRelationships Interpersonal Relationships Independence
Interpersonal Interpersonal SkillsSkills Empathy Social Responsibility Assertiveness
Personal & Personal & Interpersonal Interpersonal EffectivenessEffectiveness Self-Actualization Happiness
plus
is related to
which predicts
and results in
The Foundation
Frances Clendenen – beBetter Networks, Inc.
Some recent Findings Examining the Impact of EQ on Student Success• Higher achieving students demonstrated higher Total EQ, Intrapersonal Skills,
Stress Tolerance and Adaptability
• Students who are anxious or depressed get lower grades/lower achievement scores
• Students who can delay gratification earn better grades and have an average of 210 more points on their SAT tests
• Students who respond to setbacks with hope and resilience vs. anger and hopelessness achieve higher academic and social success
• Low levels of empathy are associated with poor achievement
• Resiliency training can improve the resiliency of students
• EQ skills can be enhanced in a college transition course
How Does EQ Differ From IQ?MHS 2005
EQEQ IQIQ
Focus: developing an understanding of and an ability to manage emotions
Focus: developing one’s cognitive abilities; more academically oriented
Can be enhanced throughout one’s life
Generally thought to be largely established at birth and cannot be enhanced
Recently understood to be an important predictor of one’s potential for success
Has been traditionally used to predict potential for one’s success
Fosters understanding and management of own emotions
Allows development of needed knowledge base
Promotes positive relationships Enables development of technical skills and abilities
Increases self-motivation and drive
Enables conceptual thinking
Skills First-Year (and beyond) that Lead to Student Success?
What are the skills they need to develop?
Can we identify the skills and teach them?
Can we asses the skills?
Opportunities to teach or assess skills Orientation groups
Class Academic Advising Students on Academic Probation Department Team Institution Service Unit Wellness Housing Office of Students with Disabilities Judicial Affairs Campus Activities
Opportunities to develop skills are limitless: Common readings Films Literature Cultural issues
Diversity Religion Gender Identity
Case studies-your text
Service Learning
Campus events Current events Clubs, sports,
organizations Code of conduct Student concerns
Drugs and alcohol Dating Making friends Time management
Opportunities to assess skills are limitless
Student Surveys Focus Groups Internships Grades Service Learning Evaluation Reflective Journals Group Projects Portfolios Student writing Pre and Post Evaluation Course Exams Videotape of Performance
Points to consider
Multiple measures embedded
Ongoing Feedback
Build in self, peer and instructor assessment Rubrics
Emotional Intelligence in a college transition course-embed and assess in all that we do
Students will understand how emotional intelligence is connected to college success Readings Writings Presentations
Students will identify specific emotional intelligence traits of successful individuals Analyze readings and film for character analysis
Students will use their MBTI and BarOn EQ-i results to describe their strengths and weaknesses Feedback Sessions Presentation
Based on their MBTI and BarOn EQ-I results students will choose one or two goals and describe how they will develop them over the semester Goal Setting Activity
At the end of the semester, students will describe if they achieved their goals, why or why not, and what impact it had, if any, on their success during the first year. End of Semester Meeting Final Reflective Assignment
Forms of Assessment Quantitative (number based) scores, percentages
Qualitative (words, art forms) opinions
Direct measure -observing a student, scoring an essay, journal, analysis or discussion of an event, response to a film, portfolios
Indirect measure –satisfaction and self perception surveys, focus groups, interviews
Qualitative and quantitative measures can be direct or indirect
Findings Examining the Impact of EQ enhanced FYS sections of student success at Gallaudet University (Andesen and Moses 2006) All first-year students enrolled in FYS (First-Year Seminar) took the BarOn EQ-
i. in Sept. and December 2005.
Half of the students were enrolled en EQ enhanced sections.
Post test results indicated students in the EQ enhanced sections had significantly higher (p<.05) General Mood.
Two additional EQ factors approached significance: Interpersonal Skills and Total EQ-i.
While not statistically significant, students in enhanced sections had higher FYS course grades and semester GPAs.
Students in enhanced sections were less likely to be on academic probation
Student narrative supported the results
EBI First Year Initiative number one mean question “The course improved understanding of the impact of establishing personal goals.
T-testsBarOn EQ-I
Traditional vs. Enhanced FYS
Intrapersonal .785Interpersonal .078Stress Management .478Adaptability .702General Mood .042 *Total EQ-I .070
*p<0.05
Student voices:
“I looked back at my midterm and I wrote that I need to look at my impulse control – I do everything at the last minute.” In fact I was doing my midterm at the last minute (sorry). I also had a hard time saying “no” – my stress was up. I really thought about it and made some changes like telling my roommate I didn’t want him to use my car. It was not easy – or not jumping at any chance to go out forgetting about homework. Well I did it – I am not perfect but my post EQ says my stress is down and it is. My General Mood is better too. I feel better.”
Student voices: (Teaching Assistant) “In the beginning of the semester interpersonal was
one of my lowest scores. It includes empathy, social responsibility and interpersonal relationships. A person with low interpersonal scores can be too blunt without realizing that it hurts someone. When I was first working with students who were failing FYS I was kind of mean. It’s really better to be gentle at first then become firmer later. They just need the chance.”
Types of Assessment
Quantitative BarOn EQ-I EBI First-Year Initiative (FYI) Course and Semester GPA
Qualitative Student Writings Student Interviews Student Activity (analysis)
BarOn EQ-i Pre and Post Test
“Bull’s Eye”EQ skills: reality testing, problem solving, self-actualization
The center of the bull’s eye represents success in achieving a goal. For example, “I will pass all of my classes.”
Steps:1. Ask group members to put their names on or outside the bull’s
eye to represent their level of success in achieving the goal.
2. Ask each individual: to explain her/his choice of placement to explain her/his satisfaction with the placement to explain what she/he needs to do to move to a more desirable
placement To reflect in writing about the experience
Bull’s EyeActivity and Assessment
Midterm Finals
August
I will pass all of my courses
Student Narrative
Goal Setting Journals Mid and Final Reflective Writings Workshop Reflections Movie Analysis Activities Presentations Group work
How Will Your E-Portfolio Be Graded?
Completed all 7 steps of the project requirements 25%
e-Portfolio *followed project criteria * accurate, complete, informative * reflective (have I met my goals)
50%
Presentation skills * smooth, practiced delivery, included everyone * appropriate dress
25%
The Majors/Careers Portfolio Project- Assessment Form
Completed all 7 steps of the project requirementsComments:
25%
e-Portfolio presentation * accurate, complete, informative, project criteriaComments:
50%
Presentation skills * smooth, practiced delivery, appropriate dressComments:
25%
Name: / Grade:
Rubric to score group participation (Empathy, interpersonal skills, AssertivenessPoints 3 2 1 0
Participation Actively ParticipatesShows evidence of supporting group goalsHelps group achieve goals
Communication Shares ideas, reinforcesothers
Shares ideasListens to others
Shares ideas when encouraged
Does not share ideas
Ways to Assess Institutional Data Pre- Post Measures
BarOn EQ-i Goal setting and end of the semester analysis
Art Student Narrative (writing, focus groups, interviews) Student Reflection Activities
The Bull’s Eye E-Portfolios
A collection of artifacts with feedback Rubrics
Measure student writing and presentations by self, peers and others
I
Final thoughts
Assessment should be based on curiosity What do students do based on our efforts Is it making a difference?
There is nothing worth teaching that should not be assessed
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