Dissertationen: „Emotional school“

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King, Chyrise S. „School Leader Emotional Intelligence and the Impact on School Climate in K-12 Catholic Schools“. Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745330.

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This study examined the relationship between school leaders’ self-reported levels of emotional intelligence and teacher perceptions of school climate in K–12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal’s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders’ perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K–12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader’s perceived level of emotional intelligence and teacher’s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader’s emotional intelligence and school climate.

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LOUREIRO, MICHELE MARCONSINI. „DESIGN FOR SOCIO-EMOTIONAL LEARNING: ELEMENTARY SCHOOL EXPERIENCES“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30699@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta dissertação apresenta reflexões acerca de aspectos de ensino-aprendizagem inerentes a processos de design, especificamente os processos de desenvolvimento de projeto, como contribuições para se alcançar um aprendizado socioemocional. Um tipo de aprendizado necessário para lidar com a complexidade da contemporaneidade. A pesquisa se fundamenta em teorias, conceitos e pensamentos como o do paradigma da complexidade, de Edgar Morin; o de prática reflexiva, de Donald Schon; e o de aprendizagem por meio de projetos, de Fernando Hernández, dentre outros. Aponta aspectos de Design como uma possibilidade de transcender as fronteiras do conhecimento (disciplinas) e favorecer o desenvolvimento de competências socioemocionais - incluindo as habilidades para lidar com as próprias emoções; para se relacionar com os outros; e para gerenciar objetivos de vida em um contexto de mudança e interação. Discute o papel do design no ensino fundamental, a partir de dados coletados com profissionais da área de educação que vivenciam a prática de ensino-aprendizagem por meio de projetos. Com base nos dados coletados, propõe uma reflexão acerca das possibilidades de experiências no ensino fundamental para um aprendizado socioemocional, sob a ótica de um design reflexivo.
This master thesis presents reflections on teaching-learning aspects of design processes, specifically processes concerning the development of projects, as a contribution to the achievement of social-emotional learning. A type of learning required to deal with the complexity of contemporaneity. The research is based on theories, concepts and thoughts like Edgar Morin s paradigm of complexity; the reflective-practice of Donald Schön; and learning through projects, by Fernando Hernández, among others. It points out aspects of Design as a possibility to transcend the frontiers of knowledge (disciplines) and to favor the development of social-emotional competences - including the abilities to deal with one s emotions; to relate to others; and to manage life goals in a context of change and interaction. It discusses the role of design in elementary education, based on data collected from professionals of the educational field, who have experience in teaching-learning practice through projects. Based on the collected data, it proposes a reflection about the learning experiences possibilities in elementary school for a social-emotional learning, from the perspective of a reflective design.

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Sanders, Alane K. „Schools as Emotional Arenas: Enhancing Education by Dismantling Dualisms in High School Life“. Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1262370444.

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4

Lambert, Yaminah Nzinga Lashanta. „Emotional Resonance and Transference in Architecture“. Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74953.

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This thesis examines the notion of unseen factors that a user leaves behind once departing from a space. When properly engaged, an inhabitant forms an emotional attachment to a space. This attachment can be felt by later occupants as an experiential, phenomenological quality that cannot be removed from the space. This thesis asks questions such as: Which spaces lend themselves to what emotions? How does the architect compel a user to feel positive emotional attachment to a space? How does a building react to user changes over time? Can a building give off a "vibe" as an inanimate object? This thesis aims to investigate the following thesis statement: "What happens to the emotions in a building after its users leave?"
Master of Architecture

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5

Jarzabkowski, Lucy M., und n/a. „The primary school as an emotional arena : a case study in collegial relationships“. University of Canberra. Teacher Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20060801.160123.

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The thesis is an exploratory and descriptive study focusing on the emotional dimensions of collegial relationships in a primary school. The research is timely given the current pressures to develop cultures of collaboration and shared leadership in schools today. The study concentrates on the non-classroom work of teachers and investigates three particular areas of school life: the collegial practices of staff; the emotional milieu of teachers' work; and the contributions of members towards an emotionally healthy staff community. An interpretive tradition has been used in conducting the research, thus giving voice to the perceptions of research participants about their work. The research was conducted as an ethnographic case study. Data were gathered largely through participant observation and interviews. The researcher visited the school on a regular basis through the course of one school year, averaging over one day per week working in the school. Eighteen staff members were formally interviewed, the principal and assistant principal on several occasions. Extensive fieldnotes and interview transcripts were created and, aided by NVivo, a computer package for the analysis of non-statistical data, data were broken down into categories and resynthesised to bring to life a picture of the lived reality of collegiality for staff members in a primary school. The study adds to new knowledge in several important ways. First, it allows for a reconceptualisation of teachers' work. It shows how many different practices contribute to a collegial culture within a primary school and demonstrates how the social and emotional dimensions of collegiality are significant in the development of professional relationships. Second, the study develops an understanding of emotional labour for school personnel and contributes importantly to a broader picture of how emotional labour can be practiced, particularly for the sake of collegiality. It is posited that different kinds of emotional labour exist within the school setting, and that emotional labour in schools may be different from that in some other service organisations. The study explores bounded emotionality as a cultural practice among staff, suggesting that it allows expression of emotions about classroom work while at the same time constrains negative emotional displays so as to build and maintain community. The study suggests that the principles of bounded emotionality, as they operate within the primary school, present both benefits and burdens for a collegial staff, but may encourage an emotionally healthy workplace.

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Khan, Rifat Abbas. „The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children“. Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.

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Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan
The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase

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Buss, Michelle Therese. „The role of teachers' positive attitude toward emotions in implementation of a social-emotional intervention“. [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1967.

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8

Reed, Thomas G. „Elementary principal emotional intelligence, leadership behavior, and openness an exploratory study /“. Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133194372.

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9

Cliffe, Joanne Elizabeth. „Emotional intelligence and school leadership : testing for, and evaluating the role of, emotional intelligence in a group of female secondary school leaders“. Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484822.

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The focus of this thesis is twofold; first it centres on females being successful and reaching leadership positions; namely female headteachers in charge of secondary schools. Initial emphasis is placed on how and why the female headteachers achieve their positions of leadership. The investigation emerged as a result of the recognition of the underrepresentation offemales in headship positions in secondary schools in England. The literature relating to educational leadership and gender cites a host of reasons for such under-representation of females in headship positions; for example, theories of masculine and feminine styles of leadership, 'invisible' barriers and gatekeepers that block promotions, a lack of role models and mentors, stereotyping and discrimination as well as limited development opportunities for women teachers. This study aims to investigate these findings. The second aspect of focus during this research is the potential impact that intelligence and in particular emotional intelligence can have on leadership. The investigation explores the possibility that there is a relationship between the females' routes to headship and the theories of intelligence. The notion that emotional intelligence can be correlated with success is well documented; such literature is explored to discover whether the theories associated with the business world also apply to education. Subsequently this study sets out to research the theories of the benefits of the intelligent use of emotions particularly in headship, which thus far appears to be an underdeveloped hypothesis in the field of educational leadership. The study addresses the following research questions: In what ways are female school leaders emotionally intelligent? In what ways does being emotioniilly intelligent help female headteachers in their leadership? Is it possible to test for emotional intelligence? In what ways does experience through life history contribute to emotional intelligence? The research questions were investigated through the contributions of a sample of seven secondary school female headteachers, from six different education authorities in England, over a five-year period. The headteachers responded to the methodical tools employed, which included two semistructured interviews that focused on their life history and then follow up questionnaires, which included: the EQ Map - an emotional intelligence questionnaire; and the Mayer Salovey-Caruso Emotional Intelligence Test. Through addressing the research questions and the headteachers' responses led to the findings, which informed the following conclusions: Correlations do exist between emotional intelligence and leadership competences and the headteachers in this study have been able to, knowingly or subconsciously, make intelligent use oftheir emotions. By making intelligent use of one's own emotions it is possible to challenge the gender issues associated with the under-representation of females in leadership positions. By making intelligent use of own and others' emotions, it is possible to progress on a career path to secondary school headship. Although there are many questionnaires and tests available to measure emotional intelligence, it is not possible to test, in order to arrive at one unique emotional intelligence score, which is a given certainty. Emotional intelligence develops over time and there are various factors that can impact upon an individual during a lifetime that can affect the way which intelligent use (or not) is made of emotions. The stories and experiences shared during this study, informed the life history of each headteacher. Overall, experiences through life histories contributed to the conclusion that there were similarities amongst the respondents. For example; being able to learn from personal experience, being driven to tak~ on challenges, being confident and having self-beliefand self-assurance, being competitive, being able to cope in difficult situations, being able to make good use of 'turning points', having a clear sense oftheir own identity and purpose and being motivated. Whilst this study highlights the relationship between emotional intelligence and life history, the conclusions have led to recommendations being made at several levels; individual, school and government level. Recommendations are also set out for future research, which addresses the under-representation of females in secondary school leadership.

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Visser, Christelle Alfrida. „Emotion work and well-being of secondary school educators / C.A. Visser“. Thesis, North-West University, 2006. http://hdl.handle.net/10394/1337.

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Segredo, Mirta R. „The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture“. FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1457.

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The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.

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Sylvester, Patricia R. Meece Judith L. „Early school adjustment contributions of children's emotion self-regulation and classroom instructional and emotional supports /“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1180.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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Grabarek, Patricia E. Grandey Alicia A. „Understanding "smile school" emotional labor training occurrence and consequences /“. [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4604/index.html.

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14

Hackney, Candace Dorothy. „Social Emotional Learning as a Charge for School Psychologists“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.

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15

Sunew, Emily Yamada. „Emotional intelligence in school-aged children : relations to early maternal depression and cognitive functioning /“. Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/9051.

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16

Fauconnier, Justine. „Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof“. Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.

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Molinier, Edith. „Emotional Capital© and Emotional competencies, factors of sustainability in the personnel of a school serving students with Autism : ‘’A Better Chance School’’“. Thesis, Montpellier 3, 2011. http://www.theses.fr/2011MON30047.

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Cette recherche a été développée sur le terrain dans une école spécialisée pour les élèves diagnostiqués du syndrome autistique : A Better Chance School, en Californie. Ces travaux s’appuient sur les fondements théoriques des concepts d’intelligence Emotionnelle, et de Capital Emotionnel©. Ces travaux portent sur les différences possibles de compétences entre les personnels éducatifs travaillant auprès d’élèves autistes qui perdurent et ceux qui quittent après quelques mois. Les résultats de l’analyse quantitative de données basées sur les tests d’intelligence émotionnelle à partir des batteries de test EQ Map® permettent de comparer les niveaux de compétences émotionnelles entre le personnel pérenne et le personnel non pérenne à l’ABC School. Les tests statistiques t-test pratiqués à partir du programme stata® démontrent une différence significative des scores d’intelligence émotionnelle et révèlent des scores supérieurs pour les éducateurs et enseignants pérennes par comparaison aux enseignants et éducateurs non pérennes. Le post test intra-groupe, effectué plusieurs mois plus tard sur la population d’éducateurs pérennes, à permis de montrer une différence significative pour une grande majorité des catégories d’échelles d’intelligence émotionnelle. Précisément, les catégories pour lesquelles il y a eu un développement significatif au cours des 18 mois d’expérience à ABC School sont les suivantes : Faculté de force émotionnelle mentale personnelle, créativité, compassion, résilience, connexion interpersonnelle, intégration de soi, compréhension émotionnelle d’autrui, quotient relationnel
This research was developed from the particular field work of a specialized school for students with autism at A Better Chance School in California. This Research was conducted through the framework of Emotional Intelligence Theories and the Emotional Capital© concept. This research targets the possible differences in emotional capital between sustainable educators and non sustainable educators working with students with autism. The results from quantitative data analysis based on the emotional Intelligence test EQ Map® allow to compare the level of emotional competencies between sustainable and non sustainable employees at ABC School. The statistical t-test performed with the program Stata® shows a significant difference and higher EQ scores for sustainable educators compared to non sustainable educators. The post test performed 18 months later on sustainable educators revealed a significant difference for a majority of scales on emotional intelligence. Precisely, the categories where the increase was significant after 18 months working at ABC school are the following ones : Mental and emotional personal strength abilities, creativity, compassion, resilience, connection interpersonal connection, integrated self, emotional awareness of others, relational quotient

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Barrios, Michelle. „Comparing Emotional Intelligence Levels in Teachers of the Year in Elementary School, Middle School, and High School and How Their Emotional Intelligence Traits Are Exhibited in the Classroom“. Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108344.

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Purpose: The purpose of this mixed-methods study was to compare the self-perceptions of emotional intelligence (EQ) in teachers of the year at the elementary, middle, and high school levels and the ways in which teachers of the year describe the impacts of EQ traits on classroom performance.

Methodology: The target population for this study was district teachers of the year from Riverside County, California, for the years 2012, 2013, and 2014. Data were first collected for the quantitative portion of the study using the Emotional Intelligence Appraisal–Me Edition (online), which revealed teachers’ overall EQ scores as well as a breakdown of their scores based on the four EQ traits of self-awareness, self-management, social awareness, and relationship management. Questionnaires filled out by the highest scoring appraisal participants explored how the EQ traits of the participants were exhibited in their classroom performance.

Findings: Participants from elementary school, middle school, and high school rated themselves fairly high in EQ based on mean scores for each group. When comparing the three groups of teachers, there were no significant differences noted. There was no highest EQ trait that stood out for any group of teachers, as scores varied and were fairly evenly distributed among the traits. Finally, the questionnaires revealed the following emotionally intelligent behaviors that are exhibited by teachers in their classrooms: understanding their own emotions, understanding the consequences of their actions, reflectiveness, not letting emotion control their behavior, understanding others and reacting appropriately to achieve goals, being aware of student emotions, being supportive of students, building relationships/trust with others, recognizing needs of self, recognizing needs of students, and setting clear expectations for students.

Conclusions: Even in this group of top performing teachers of the year, there is room for growth in EQ. There was no general consensus on self-assessment of EQ among this particular population. Finally, EQ traits contribute to a productive learning environment and better student-teacher relationships.

Recommendations: District leaders and credentialing programs need to begin taking EQ seriously and looking at it as a way to improve relationships among not only teachers and students but all staff members as well.

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Waechtler, Vanessa Emily. „Evaluating emotional intelligence and resiliency outcomes of school-aged children in a social and emotional learning program“. Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43003.

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A school-based social emotional learning (SEL) program based on cognitive-behavioural principles is currently used in western Canadian schools; however, research on its benefits to child participants is limited. This controlled study reports on data collected from 152 grade three and four students; 70 students participated in the evidence-based program, FRIENDS for Life for Children (FRIENDS; Barrett, 2004) and 82 students were in the control group. All participants were assessed for emotional intelligence (EI) and resiliency at 3 time points: immediately before the start of the program (Time 1), immediately following the end of the program (Time 2), and at 3-months follow-up (Time 3). Resiliency is defined as an ability to deal effectively with difficulties or adversity and resist environmental risk experiences (Rutter, 2006). Assessments included two child-report measures (Strengths and Difficulties Questionnaire – Student Report; Emotional Quotient Inventory – Youth Version), two parent-report measures (Behavior Assessment System for Children – Parent Rating Scales; Social Competence Scale – Parent Version) and one teacher-report measure (Strengths and Difficulties Questionnaire – Teacher Report). Teachers in the intervention group also completed a FRIENDS fidelity checklist. Data were analyzed using between-groups independent samples t-tests and five separate within-group 2 x 3 MANOVAs. Results indicate that between-groups scores (FRIENDS vs. Control) did not statistically differ at any assessment period on any measure, but that within-group scores from children who participated in the program showed statistically significant increases on the Emotional Quotient Inventory – Youth Version Total EQ subscale (Time 1 vs. Time 2, and Time 1 vs. Time 3) and the Social Competence Scale – Parent Version Total Score (Time 1 vs. Time 3) over time. These increases suggest that children who participated in FRIENDS self-reported increased intrapersonal and interpersonal skills, adaptability, and stress management abilities over time, and that parents of children in FRIENDS reported increased social skills and emotion regulation abilities in their children over time. Teachers did not report observing differences in their students over time.

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Harlacher, Jason E. „Victimization During the Middle School Years: Exploring the Relationship Between Emotion Regulation and Emotional/Behavioral Outcomes“. DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6181.

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The present thesis examined emotion regulation differences among victims and non victims of bullying and its role as a mediator in the link between victimization and internalizing or externalizing outcomes. Participants from Grades 6 to 8 (n = 240) completed measures that assessed level of victimization, emotions felt relative to emotions expressed during bullying situations, and internalizing and externalizing symptoms. Weak victim-related differences revealed that boy victims reported feeling more shame and expressing more fear than nonvictims, whereas girl victims reported expressing more shame and feeling and expressing more anger and sadness. A new measure of emotional regulation did not reveal any victim -related differences , nor was emotional regulation found to play a mediating role. Discussion focuses on how antecedent- and response-focused regulation can account for victim-related differences found, and how victims' emotional regulation difficulties may be more attributable to antecedent-focused regulation and poor evaluation of consequences of expressing certain emotions than emotional inhibition during a bullying interaction.

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Cook, Charles Roy. „Effects of emotional intelligence on principals' leadership performance“. Diss., Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/cook/CookC0506.pdf.

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22

Crick, Amanda. „Emotional Intelligence, Social Competence, and Success in High School Students“. TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/649.

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The relationship between emotional intelligence, social competence, and success was investigated. Success was operationally defined as elected leadership within a school group, club, or organization. The study sample consisted of 31 males and 89 females ages fourteen to seventeen years (grades 9 through 11) from three counties in south-central Kentucky. Student participants were characterized as Leaders, Joiners, or Non-Joiners of school groups and were asked to complete the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQi:YV) (BarOn & Parker, 2000), which assessed emotional intelligence, and the Social Skills Rating System - Secondary Student Form (SSRS) (Gresham & Elliott, 1990), which provided an evaluation of social competence. Teachers of the students in the study were also asked to complete a Social Skills Rating System-Teacher Form. Results lent support to three of the four hypotheses. Female leaders exhibited higher than chance Total EQ scores, as well as higher scores on Intrapersonal, Interpersonal, and Adaptability factors than the standardization sample. Male leaders appeared to possess more ability within the domain of Adaptability than the standardization sample. Significant mean score-differences existed between the emotional intelligence scores of those identified as Leaders, Joiners, and Non-Joiners of groups. Emotional intelligence was not shown to increase with age, as no significant correlations emerged between emotional intelligence scores and age levels. Finally, teacher ratings of social skills were significantly higher for leaders than for Joiners and Non-Joiners of groups. Implications and suggestions for further research were discussed.

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Cobb, Brandy. „Assessing Job Satisfaction and Emotional Intelligence in Public School Teachers“. TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/1103.

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ASSESSING JOB SATISFACTION AND EMOTIONAL INTELLIGENCE IN PUBLIC SCHOOL TEACHERS Brandy Cobb May 2004 63 Pages Directed by: Dr. William Pfohl, Dr. Steven Wininger, and Dr. Reagan Brown Department of Psychology Western Kentucky University The professional field of education has been particularly vulnerable to the retention of public school teachers. Teachers in today’s educational system face excessive expectations and demands such as increased accountability, lack of available resources, lack of parental support and involvement, negative student attitudes, low status of the profession, and low paying salaries (Meek, 1998; Tye & O’Brien, 2002). As a result of these demands, many teachers experience job dissatisfaction. According to Colbert and Wolff (1992), 50% of new teachers drop out of the profession during the first five years. The recent works of Daniel Goleman (1995, 1998) proclaim that individuals’ emotional intelligence is a predictor of on the job success and job satisfaction. There appears to be no studies conducted on emotional intelligence and teacher job satisfaction to date. To look at this phenomenon in the realm of teachers, this study asked teachers to complete a demographic survey, the BarOn EQ-i Self Report Scale, and the Job Descriptive Index. One hundred and one teachers were asked to complete these forms and 101 surveys were completed and returned. Data analyses revealed that emotional intelligence does play a role in how teachers perceive their overall job satisfaction based on self-report measures. The present study did support the hypotheses that emotional intelligence was correlated with years of teaching experience and job satisfaction. Suggestions for further research are discussed.

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Blattner, Meghan CC. „The Socio-emotional Climates of Out-of-School Time Programs“. Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107698.

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Thesis advisor: Anderson J. Franklin
The differential effects of the achievement gap on lower-income youth persist in this country (National Association of State Boards of Education, 2013). Recognition of the role of Out-of-School Time (OST) factors contributing to achievement differences has been growing (Gordon, Bridglall, & Meroe, 2005). As a result, OST programs have been gaining popularity; however, program efficacy varies. Socio-emotional climate represents one area of quality that likely influences student outcomes. Socio-emotional climate was assessed through a custom observation tool from a larger study. Social competence and resilience was the outcome variable as measured by the DESSA-RRE. Factor analysis empirically profiled the socio-emotional climates of 37 summer learning programs from five school districts across the country, resulting in four “GROW” dimensions of socio-emotional climate: (1) Growth-promoting Instruction, (2) Resolve and Focus, (3) Organization, and (4) Warmth. Given the randomized control design of the larger study, variability among the 37 climates was limited. Thus, hierarchical linear regression examined the influence of climate on students’ outcomes. HLR found that the socio-emotional climate explained a statistically significant (R2=0.12, p<0.001, f2=0.14) amount of variance in students’ social competence and resilience, above and beyond demographics alone (􏰀 R2=0.005, p=0.007, f2=0.01). Moderation results were non- significant. Limitations to the study centered on data collection and quantitative methodology. Implications for both counseling psychologists and OST providers were discussed at length, notably supporting programs towards Growth-promoting Instruction
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Caillouet, Lindsey E. „An Exploration into Teachers' Perceptions of School Leaders' Emotional Intelligence“. ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2553.

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Although the benefits of school leader emotional intelligence are well-known, leadership preparation programs lack training in emotional intelligence, thus calling for reform (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007; Johnson, Aiken, & Steggerada, 2005; Guerra & Pazet, 2016; Mills, 2009; Wallace, 2010). Emotional intelligence competencies, such as empathy, self-awareness and motivation, are closely aligned with components of transformational leadership theory, including idealized influence, individualized consideration, and inspirational motivation (Kumar, 2014). Highlighting these connections can provide guidance in identifying significant components of emotional intelligence. This study examined teachers’ perceptions of school leaders’ emotional intelligence in order to identify critical components of emotional intelligence. This research utilized a qualitative phenomenological approach to address the research problem, and questions. A purposeful sampling technique was used to recruit teachers employed in public school districts in Louisiana. Consistent with phenomenological designs, semi-structured individual interviews were the primary method of data collection, along with document analysis. Transformational leadership theory and emotional intelligence provided a framework to guide the construction of methodological approaches, including: participants, data collection, data analysis and limitations. Four major themes emerged as a result of this study: 1) school leader social skills, 2) leadership styles, 3) authentic leader-teacher relationships, and 4) perceived benefits of school leader emotional skills.

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Park, Christine M. „Experiences of High School Noncompleters With Emotional and Psychological Challenges“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7715.

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High school noncompleters are those who did not earn a high school diploma. Before their early departure from high school, noncompleters often struggled with challenges (poverty, mental health, addiction, and emotional and physical abuse). Some enter remedial education to earn their equivalency credential. However, in this setting, they experience additional challenges, such as increased responsibility, stress, and anxiety. The problem surrounding the experiences of noncompleters has implications for counseling due to the limited use of and access to counseling as well as the disproportionate amount of mental health concerns and adversity among noncompleters. Current literature informs of the challenges noncompleters face, however more in-depth information on their experiences is still needed. The purpose of this hermeneutic phenomenological study was to address this gap and explore how adult remedial learners experience emotional and psychological challenges before dropping out and while enrolled in an equivalency program. Semi-structured interviews were conducted with 7 noncompleters ages 18-25 who were enrolled in adult remedial education classes in Hawaii, spoke English as their primary language, and self-reported experiencing emotional and psychological challenges. Data analysis through the hermeneutic circle yielded 11 themes: external adversity; interpersonal, emotional, psychological, and school struggles; maladaptive behaviors; high school equivalency is positive; external and internal protective factors; counseling is positive; and counseling limitations. From a social change perspective, results can be used to improve counseling services, reduce adversity, and improve outcomes for noncompleters.

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Archer, Lori R. „School-based occupational therapy services for students with emotional disturbance“. The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406030360.

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Flynn, Lauren. „The Role of School Psychologists in Social-Emotional Learning Programs“. University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.

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Merry, Emma. „Preschoolers’ Social-Emotional Competency and Time Spent Outside of School“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1423310200.

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Morton, Cleion L. „Exploring teacher emotional intelligence and its impact on school climate“. Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17313.

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Doctor of Education
Department of Educational Leadership
Robert Shoop
Teachers and administrators are struggling. They must do more with less. Children come to school from a variety of backgrounds and experiences. These issues, as well as numerous others, provoke emotions that run rampant—sometimes out of control and sometimes minimized to the point of being destructive. In turn, the school climate and learning environment is affected. Teachers need support to enhance their understanding of emotional intelligence (EI). Application of EI competencies can positively influence school climate. The purpose of this intrinsic case study was to understand the perceived impact of enhancing teacher knowledge and application of emotional intelligence on school climate. The study explored teacher emotional intelligence, school climate, and the intersection of the two. Emotional intelligence instruction and education were provided to the teacher research participants during the study to support their personal growth. This study provided an understanding of the impact of teacher emotional intelligence on school climate. Results indicated that teacher emotional intelligence can be developed or enhanced and that it does affect their perception of the school climate. The impact was reflected in greater teacher awareness, intentional application of EI strategies, recognition of the benefits of EI on school climate, acknowledgement of factors impeding EI and school climate, and an altered perception of their role in the school climate. The study revealed a continued need for emphasizing and enhancing teacher emotional intelligence as a means of improving school climate. Utilizing a model such as the Six Seconds Model for Emotional Intelligence proved worth the time and effort because it enhanced teacher EI and changed teacher perceptions of school climate. A need for additional time and continued EI training was also noted as a means for additional growth in a more positive school climate.

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Collins, Elizabeth. „A 'dyslexia-friendly' school, but only for the 'right sort' of dyslexic : responding to individual differences in a private school context“. Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/3853.

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This research set out to examine the barriers to a secondary private school in implementing dyslexia-friendly practice and responding to different needs, through an in-depth case study of a girls’ school where this was an acknowledged aim. Data were collected through participant observation, interviews with staff, pupils and other key informants. Adolescent girls were chosen as the focus in relation to issues of self-esteem. Before looking at potential barriers, perspectives of pupils in three different private schools for girls were examined in order to investigate how significant practices designated as dyslexia friendly were in the experience of adolescent girls. This suggested that there was no significant difference in the practices and teaching strategies found helpful by dyslexic or non-dyslexic pupils. What was significant was the strength of reaction to teaching strategies that were perceived as patronising or critical, despite often being intended as helpful. Examinations of teachers’ beliefs about the nature of difficulties showed that even where there appeared to be an interventionist perspective, this was diluted in the case of pupils who did not fit the profile of the ‘right sort of dyslexic’ who would reflect well on staff and school. Three significant barriers to the development of more inclusive practice were identified: the culture of autonomy in the classroom and suspicion of collaborative work; a high level of dependence on ability grouping; lack of consensus over the role of the Special Educational Needs Coordinator (SENCO). Significance of the findings in relation to the current dichotomy in the wider educational setting between league table pressures on one hand and inclusive ideology on the other is discussed and suggestions are made about areas for further investigation.

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Barent, Jeanie Marie. „Principals' levels of emotional intelligence as an influence on school culture“. Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/barent/BarentJ0505.pdf.

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It is not fully known what assumptions can be made, if any, regarding the emotional intelligence (EI) of a school principal and the influence that has on a school\'s culture. This study measured the EI of 15 principals willing to participate from randomly selected school districts in Wyoming, using the Mayer-Salovey-Caruso EI Test (MSCEIT), which measures four categories of EI: (1) Managing Emotions, assessed using the Emotional Management task and the Social Management task, (2) Understanding Emotions, assessed using the Blends task and the Changes task, (3) Using Emotions, assessed using the Sensations task and the Facilitation task, and (4) Perceiving Emotions, assessed using the Faces task and the Pictures task. All teachers from the participating schools were questioned using the David C. Anchin School Culture Quality Survey. This survey measures teachers\' perceptions of (1) Having a shared vision, (2) Facilitative leadership, (3) Teamwork and cooperation of staff, and (4) Nurturing a learning community. This instrument is designed specifically to measure the work culture of teachers, which enables them to do their job well. Data analysis included a hierarchical linear model of the current status of teachers\'s perceptions of the school culture\'s four categories (shared vision, facilitative leadership, teamwork and cooperation, and nurturing a learning community) and the current status of the four categories of emotional intelligence of the principal (managing emotions, using emotions, understanding emotions, and perceiving emotions).

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McManus, Maureen. „A comprehensive literature review and critique of emotional intelligence as a conceptual framework for school counselors“. Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mcmanusm.pdf.

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Savolainen, Sari. „Att arbeta med social och emotionell träning i skolan : To work with social and emotional training in school“. Thesis, Mälardalen University, Department of Caring and Public Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-294.

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Syftet med uppsatsen är att belysa SET (social och emotionell träning), dess metod och hur den används i undervisningssammanhang och vad den enligt grundaren ger för resultat. Undersökningen utfördes på två olika grundskolor. Metoden för undersökningen blev intervjuer med två grundskolelärare, samt en biträdande rektor. Dessutom gjordes en textanalys av läromedlet Livsviktigt, samt en intervju med författaren. Resultatet som kom fram i intervjuerna och textanalysen, samt litteraturdelen visade att social och emotionell kompetens behövs i skolan. SET-metoden lyfter fram det viktiga värdegrundsarbetet som skolan strävar efter, det demokratiska samhället och alla människors lika värde. Det viktiga med undervisningen är kontinuitet, delaktighet, genomtänkt dialog och reflektion. För att det skall fungera i skolan krävs att det är integrerad med resten av skolarbetet, att ledningen stöttar lärarna, att alla strävar åt samma håll och att förhållningssättet genomsyrar hela verksamheten. Det kan finnas visst motstånd i lärarkåren, men i stort är de positiva. Stödet från ledningen är en förutsättning för att SET skall kunna bedrivas.

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Richardson, Sharon Mary. „Life events and emotional development in northwest Florida elementary school children“. [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000032.

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Strothers, Kimberly. „What Makes Students With Emotional Disturbance Stay in School and Graduate?“ Thesis, Long Island University, C. W. Post Center, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3723322.

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The purpose of this qualitative research study was to better understand why students classified with emotional disturbance (ED) were able to graduate from high school and earn high school diplomas. Students classified as having emotional disturbance have a host of deficits in the areas of reading, writing, math, and social and emotional skills. Despite these stumbling blocks, some students who had these deficiencies were resilient and able to graduate from high school, even in an era of school reform and heightened accountability. Using an extensive literature review, this phenomenological study explored reasons why this targeted population remained in school. Graduates were interviewed to determine the motivational factors that influenced and enhanced their decision to stay in an urban alternative high school. The subjects were classified with emotional disturbance over the age of 18 who were well past the age when they could legally withdraw from school and had graduated from a special education alternative high school in an urban setting. A cadre of administrators and teachers who supervised and taught this population during their 11^th and 12^th grades were interviewed for comparison to determine what kept these students in school. The theoretical framework of Alderfer’s Existence, Relatedness, and Growth (ERG) theory was used; findings showed that the growth aspect was key in both the teachers’ beliefs as well as the students’ responses.

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Downes, Patricia Hofmann. „Dealing with feelings : perspectives on the emotional labor of school leadership“. Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:8623.

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People are central to the institution of schools. Where there are people, there are emotions. Managing these emotions for wage is the work of school leaders. Recognizing the emotional demand involved in monitoring, managing and understanding this demand is known as emotional labor. The purpose of this qualitative research was to gain an understanding of the essence of emotional labor as experienced by a public school leadership team. Over a period of several months, ten members of a Connecticut, USA, public school, district-wide administrative team, to which this researcher has been an affiliate for thirteen years, acted as co-researchers by participating in semi-structured interviews; team meeting discussions; and written reflections on key notions identified as emotions involved in their leadership roles. Data analysis indicated a significant effort by team members to manage their own feelings as they managed the feelings of others within their school communities, and in an effort to be better leaders. The data illuminated the labor involved in displaying appropriate positive emotions, which participants perceived to be aligned with their school district’s brand of leadership and professionalism. These school leaders admitted to acting, intentionally, at feeling and displaying emotions to foster strong relationships with their constituents to promote a positive school climate. Additionally, the data revealed widespread masking of negative emotions, including: hurt, disappointment, fear, but most notably, anger and frustration. Negative emotions were reported to be directed toward adults, both parents and staff, and participants revealed a toll associated with the suppression of negative feelings. Among the findings, team members reported stress, fatigue and a loss of sense of self as they buried authentic feelings and feigned others in playing the role of school leader. As managers, in almost every sense of the word, team members identified the existence of an us and them mentality pervading their work, leaving them feeling isolated from others in their schools. The strain of their emotional labor appeared to be ameliorated by strong relationships among administrative team members, family members, and other trusted personnel in their buildings who seemed to understand the affective nature of school leadership and were able to acknowledge the conscious effort entailed in being all things to all people. The findings support the position that a significant amount of the work we do, as school leaders, entails managing our emotions and the emotions of others. Intellectualizing emotional labor as the work administrators do with the emotional-self and the emotional-other may enhance relational skills with others and diminish the strain on self. A fundamental understanding of emotional labor in school leadership may have implications for further research and development of curriculum for educational leadership programs in pursuit of emotionally competent school leaders.

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Hardin, Stacey. „Predictors of School Engagement for Females with Emotional and Behavioral Disabilities“. Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6288.

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Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, & Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks—the Culturally Responsive Theory Framework (Wlodkowski & Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created. During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting. The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.
Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track

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Jadue, Gladys. „Sorne family and school characteristics affecting the etiology or emotional disturbance“. Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99891.

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This paper analyses and describes sorne importan! characteristics of families and the school affecting the students both in their psychosocial development and their school performance. It also emphasizes the characteristics of anxiety that can be trigger by the school and that together with sorne family anxiety peculiarities can increase the number of children who are at risk of having a low school performance and school failure. This paper suggest that in order to improve student's psychosocial development together with school performance, it is important to have an efficient intersystemic communication between the family and the school. It is also importan! to apply reliable strategies, as those contained in the Chilean Educational Reform so as to achieve these goals.
El artículo analiza algunas particularidades familiares y de la escuela que contribuyen a la aparición de estados ansiosos en los alumnos, que afectan tanto su desarrollo psicosocial como su rendimiento escolar. Enfatiza las características de los estados ansiosos que pueden ser provocados o exacerbados por la escuela y que junto con algunas peculiaridades familiares ansiogénicas pueden aumentar el número de niños en riesgo de bajo rendimiento y de fracaso escolar. Sostiene que tanto a través de una comunicación intersistémica eficiente familia-escuela como en el desarrollo de los Objetivos Fundamentales Transversales contenidos en la Reforma educacional chilena, es posible aminorar la sintomatología ansiosa, con el consecuente beneficio tanto para el desarrollo personal afectivo, como en el rendimiento escolar de los alumnos.

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Elisens, Merrie M. „The Cognitive and Emotional Correlates of Neglect in School Age Children“. Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278331/.

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The purpose of this study was to examine the cognitive and emotional functioning of neglected, physically abused, and clinical control children between six and thirteen years of age who were referred for testing at the Dallas Child Guidance Clinic.

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Parker, Kara. „Cognitive Assessment in Emotional Disturbance Evaluation: School Psychologists’ Practices and Perspectives“. University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1498737775823282.

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Anderson, Sherriese S. „Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities“. Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.

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Zandberg, Driana. „Evaluation of an emotional awareness programme for children in middle childhood in a private school in Pretoria Gauteng Province“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60444.

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Emotional awareness refers to a person's ability to identify and describe one's emotions and the emotions of others. It assists people to manage and control their emotions and is an important skill underlying effective psychosocial functioning. Emotional awareness is a core component of emotional intelligence. For children, the capacity for emotional intelligence and emotional awareness can hold advantages such as enhancing their interpersonal and communication skills, academic performance, coping skills and self-esteem. Emotional awareness can thus assist children with their adjustment to and academic performance in school. Emotional awareness is regarded as a skill that can be taught to children. The goal of this study was thus to evaluate an emotional awareness programme that was developed for children in middle childhood within the educational setting (Knoetze, 2012). The study was based on a quantitative research approach. A quasi-experimental comparison group pre-test post-test research design was followed, according to which the effect of the programme could be determined by comparing pre-test and post-test data of an experimental and a comparison group. The respondents were children in middle childhood attending a private school for learners with learning disabilities. A standardised measuring instrument, the Levels of Emotional Awareness Scale for Children (LEAS-C) was used to collect data.
Mini Dissertation (MSW)--University of Pretoria, 2016.
Social Work and Criminology
MSW
Unrestricted

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Jackson, Christopher W. Huffman Jane Bumpers. „An analysis of the emotional intelligence and personality of principals leading professional learning communities“. [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6093.

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Harvey, Shanice D. „AN EVALUATION OF THE GOOD BEHAVIOR GAME USING AN INTERDEPENDENT GROUP CONTINGENCY WITH MIDDLE-SCHOOL CHILDREN WITH EBD“. OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2293.

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The present study evaluated the effectiveness of an interdependent group contingency commonly referred to as the “good behavior game” (GBG) on reducing disruptive behaviors in a dedicated classroom for students with emotional behavioral disorder (EBD). The participants were four eighth-grade middle school students, with a primary diagnosis of EBD. The intervention targeted inappropriate and disruptive behaviors during two class periods (math and science), as well appropriate alternative behaviors. The class was divided into two teams, with the four participants divided evenly amongst both teams. If a team met the criterion for both inappropriate and appropriate behavior during experimental sessions, each team member received an edible reinforcer (candy). In addition, teams that met the weekly goal of winning the most games earned a trip to a classroom with younger peers to participate in a social activity (pizza party, movie and popcorn, etc.). The results indicated a decrease in inappropriate behaviors, as well as an increase in appropriate behaviors. The results suggested that the GBG is a beneficial group interdependent contingency that can be implemented in many classroom settings, including an alternative EBD middle school classroom. .

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Swartz, Najah Elisabeth. „Individual Differences in Respiratory Sinus Arrhythmia as a Function of Internalizing and Externalizing Symptoms“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/247254.

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The purpose of this study is to examine how respiratory sinus arrhythmia (RSA) is affected across paced breathing, attention, inhibition, and emotion-eliciting tasks and how those relationships may be mediated by emotion regulation strategies in children with different levels of externalizing and internalizing behaviors between the ages of 8 and 12 years. The first aim was to determine whether externalizing and internalizing symptoms during a paced breathing or natural breathing task better predicted RSA levels. The hypothesis was that internalizing and externalizing behaviors would be more predictive of RSA baseline levels when utilizing a paced-breathing method of measuring RSA. The second aim was to determine how RSA levels across an attention, inhibition, sad, and anger task are predicted by internalizing and externalizing symptoms after controlling for baseline RSA levels. There were four hypotheses: (1) as levels of externalizing behaviors increase, levels of baseline RSA would decrease, (2) as levels of internalizing behaviors increase, levels of baseline RSA will decrease, (3) there will be significantly smaller changes in RSA reactivity) as the level of externalizing behaviors increases, and (4) as levels of internalizing symptoms increase, there will be significantly larger changes in RSA levels relative to RSA baseline levels (RSA reactivity).The results showed that externalizing and internalizing behaviors did not predict RSA levels during a paced or natural breathing task. Additionally, there was very little difference in the outcomes when used either a natural or paced breathing method of RSA as a control variable except when predicting RSA levels during a sad emotion-eliciting task. Although RSA levels during three experimental tasks (attention, inhibition, and sad) were not significant, there were moderate effect sizes for externalizing and/or internalizing symptoms predicting various RSA reactivity (i.e., RSA levels after controlling for baseline) across these conditions. One model was significant in predicting the level of variance of RSA reactivity during an anger emotion-eliciting task, with internalizing and hyperactivity/inattention symptoms contributing the most variation in the model. Findings point towards understanding how internalizing and externalizing symptoms may impact an individual's physiological response during a task.

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Pfitzer, Bryan A. „The effects of therapeutic morning meetings as a socio-emotional, behavioral, and academic intervention on middle school students with emotional disturbance“. Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2419.

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Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a single-case experimental design, the effects of daily therapeutic morning meetings as a socio-emotional intervention involving three middle school students identified with emotional disturbance (ED) are analyzed. To assess the efficacy of the intervention, students, teachers, and parents completed the Social Skills Improvement System Rating Scale (SSIS) at the beginning and end of the study. In addition, the students completed a School Motivation and Learning Strategies Inventory (SMALSI) prior to and following the intervention. The independent variable, the therapeutic morning meetings, was delivered 47 minutes a day over a 19-week period, totaling 73 hours of intensive therapeutic intervention. A social and academic skill was either introduced or reinforced every week for the duration of the study. Results indicate students exhibited an increase in social and academic skills, improved school motivation, and higher overall academic achievement. Further analyses revealed a decrease in problem behaviors as indicated by a significant reduction in suspensions. A Socio-Emotional, Behavioral, and Academic Rating Scale (SEBARS) is proposed for middle school students whose behavioral and socio-emotional needs necessitate intensive therapeutic interventions. Implications for the implementation of therapeutic morning meetings for students with emotional disturbance, as well as study limitations and suggestions for further research, are discussed.

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Carruth, Mattie. „Social and Emotional Learning in North Carolina Public Middle Schools“. Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113338.

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The inclusion of social and emotional learning (SEL) in schools is becoming a pertinent topic in the field of education. Teachers and administrators are recognizing a need to support students’ social and emotional growth alongside their academics. Young adolescents in grades 6 – 8 are in a developmental stage during which the acquisition of interpersonal and intrapersonal skills could be particularly beneficial and supportive to their ability to lead healthy lives. In this project-based thesis, the author based her research on the question; how are North Carolina (NC) public schools supporting the social and emotional development of their middle school students? This question was formulated in order to support the project of this thesis, the creation of a development plan for a public charter middle school in NC that focuses on social and emotional learning. The research method utilized in this study was grounded theory as developed by Barney Glaser and Anselm Strauss (1967). Data was collected through a survey sent to public middle schools across NC and through interviews conducted with school administrators. Constant comparative analysis was the process through which all of the data was analyzed. Results of this research found that 80% of the surveyed schools implement SEL programming and the majority of those schools believe SEL to positively affect many facets of their school including academic success of the students, physical and emotional safety, and the relationship between the students and teachers. Strategies the participating schools used to implement SEL programming were also discovered in this study. These consist of having distinct lessons on SEL topics and skills, integrating parts of SEL throughout the entire school, use of mentoring, inclusion of aspects of SEL in student discipline, having programming meet the unique needs of the school, and evaluating the students’ progression in SEL. Results of this study also indicated several design elements of SEL programming, which include having SEL be a united effort of all faculty and administration, providing teachers with support, sharing responsibility for the programming with the students, and allocating sufficient time to SEL programming. The findings of this study have been used by the author to inform the creation of the school development plan included in this thesis. By adding to the discussion of how to provide SEL to middle school students in NC, this study can be a resource to any educator in the process of developing SEL programming for their students.

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Tsai, Ichen, und 蔡依真. „The relations between elementary school class teacher’s emotional intelligence and emotional labor“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/51905121979625051562.

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碩士
國立臺北教育大學
心理與諮商學系碩士班
99
The purpose of this study is to investigate the relationship between emotional labor and emotional intelligence for elementary school class teachers. Questionnaire survey is conducted to collect the data. By convenience sampling, a total of 200 teachers served in elementary schools in Taipei City and Taipei County are sampled as the subjects, and 190 surveys are collected. Excluding the incomplete ones, there are 190 valid questionnaires with a returning rate of 95.0%. The researcher analyzes questionnaire data by mean, standard deviation, t-test, ANOVA, Pearson correlation analysis and multiple stepwise regression analysis. The major findings of this study are as follows: 1. The degree of teachers’ emotional labor and emotional intelligence were high overall. 2. The degree of teachers’ emotional intelligence has a significant positive correlation with the status of teachers’ emotional labor, no matter in surface acting or deep acting. 3. Two parts of emotional intelligence dimensions, regulation of emotion (ROE) and self-emotion appraisal (SEA), can be used to predict the levels of teachers’ surface acting.ROE has stronger prediction, and the total predictive power was 28.7%. 4. Two parts of emotional intelligence dimensions, regulation of emotion (ROE) and self-emotion appraisal (SEA), can be used to predict the levels of teachers’ deep acting. ROE has stronger prediction, and the total predictive power was 35.8%.

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Lin, Wen-Ting, und 林文婷. „The Relationship between Pre-school Teachers’ Emotional Intelligence and Children’s Emotional Competence“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/6xt243.

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碩士
國立臺東大學
幼兒教育學系碩士班
96
This research aimed to explore the relationship between pre-school teachers’ emotional intelligence and children’s emotional competence. The main purposes were: 1. to understand the pre-school Teachers’ Emotional Intelligence in each scale; 2. to discuss pre-school Teachers’ Emotional Intelligence with different backgrounds; 3. to understand Children’s Emotional Competence in each scale; 4. to discuss Children’s Emotional Competence with different backgrounds; 5. to analyze the relationship between pre-school teachers’ emotional intelligence and children’s emotional competence; 6. to discuss the effects on pre-school teachers’ emotional intelligence regulation on children’s emotional competence. Correlation research was employed in this research. The samples consisted of 1,500 pre-school children with the age from 3 to 6 years old. They were from 23 administration regions in Taiwan (excepted Chinmen County and Lienchiang County) and selected by stratified random sampling. 164 teachers of these children were also included. The research tools in this research were: “Teacher Emotional Intelligence Scale” and “Children Emotional Development Scale”. The data were analyzed through Repeated measure design, T-test, One-way ANOVA, Pearson’s product moment correlation, Regression and Canonical correlation. The major findings of this research are stated as followed: 1. There were five scales of Teacher Emotional Intelligence which were: Realization of Self-Emotion, Regulation of Other Peoples Emotion, Regulation of Self-Emotion, Ego Massage, Emotional Awareness and Expression. According to the score of each, Realization of Self-Emotion was superior to Regulation of Other Peoples Emotion, Regulation of Other Peoples Emotion was superior to Regulation of Self-Emotion, Regulation of Self-Emotion was superior to Ego Massage. Compared to Ego Massage Emotional, Awareness and Expression had different average score, but it was viewed as the same scale as Ego Massage. 2. There was no significant difference of Emotional Intelligence among teachers with different age, educational level, and instructional seniority. However, married teachers would be better than single teachers on Total Score of Emotional Intelligence, Emotional Awareness and Expression, and Regulation of Other Peoples Emotion. 3. There were four scales of Children Emotion Competence which were: Emotional Awareness and Recognition, Emotional Expression, Emotional Understanding, Emotional Regulation. According to the score of each, Emotional Awareness and Recognition was superior to Emotional Expression, Emotional Expression was superior to Emotional Understanding, Emotional Understanding wass superior to Emotional Regulation. 4. Children with age from 5 to 6 and 4 to 5 years old were superior to the ones with age from 3 to 4 year old children in Total Score of Emotional Competence and each scale. Girls were superior to boys in Total Score of Emotional Competence and each scale. 5. There was a positive relationship between Total Scale of Teachers’ Emotional Intelligence and Total Scale of Children’s Emotional Competence. There was a positive relationship between children’s Emotional Awareness and Recognition and each scale of Teachers’ Emotional Intelligence. There was a positive relationship between children’s Emotional Understanding and teachers’ Emotional Awareness Expression, Ego Massage, and Realization of Self-Emotion. 6. Total Scale of Teachers’ Emotional Intelligence could predict Total Scale of Children’s Emotional Competence. Teachers’ Realization of Self-Emotion could predict children’s Emotional Understanding, Emotional Awareness and Recognition. Teachers’ Emotional Awareness and Expression could predict children’s Emotional Regulation.

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