Tesi sul tema "Artifficial Intelligence in education"

La curiosité épistémique (CE), i.e. le désir d’explorer une information pour le plaisir qu’elle procure, est un phénomène étudié dans divers domaines. Plusieurs chercheurs ont souligné son rôle fondamental dans le développement cognitif et la promotion d’un apprentissage continu. De plus, la CE est considérée comme clé pour cultiver un esprit capable de s’adapter aux incertitudes du monde. Ces recherches ont suscité un grand intérêt pour la CE en éducation, la considérant essentielle pour permettre aux individus d’être actifs et maîtres de leur apprentissage. Ce sont des propriétés cruciales pour relever certains des défis éducatifs: offrir aux élèves un soutien adapté à leurs compétences et motivations, et les aider à être des apprenants autonomes et indépendants dans des environnements dynamiques et incertains. Malgré son importance, l’implémentation de la CE dans les salles de classe reste limitée. Notamment, l’une des principales expressions de la CE—le questionnement— est presque absente dans la plupart des établissements: les élèves sont souvent amenés à répondre aux questions des enseignants plutôt qu’à poser les leurs. Et lorsqu’ils posent des questions, elles sont généralement de bas niveau et, contrairement aux questions curieuses, ne cherchent pas de nouvelles informations majorantes aux connaissances antérieures. Cette thèse propose donc de développer des technologies éducatives qui visent à favoriser l’apprentissage dirigé par la CE, en entraînant les comportements de questionnement curieux et les compétences qui lui sont liées. Pour cela, nous proposons des interventions pour entraîner trois dimensions:1) Les compétences linguistiques de questionnement: On implémente un agent conversationnel pour aider les élèves à générer des questions curieuses lors de tâches de lecture-compréhension. L’agent fournit des indices spécifiques pour faciliter l’utilisation des mots interrogatifs composés et des constructions interrogatives. Différentes structures d’indices (phrase vs. série de mots-clés) et leurs modes de génération (manuellement vs. par GPT-3) sont étudiées. 2) Les compétences métacognitives (MC) liées à la CE: On crée des vidéos animées pour donner des connaissances déclaratives sur les compétences MC liées à la CE: l’autoréflexion, faire des hypothèses, formuler des questions et évaluer les nouvelles informations. On propose également des sessions pour pratiquer ces compétences lors de tâches de lecture-compréhension, en utilisant des indices donnés par des agents conversationnels conçus pour entraîner la MC procédurale. 3) Les perceptions sociales: On crée des vidéos animées pour expliquer la CE et sa mise en pratique pour corriger les idées négatives qu’ont les apprenants sur ce concept. Plus de 150 élèves français âgés de 9 à 11 ans ont été recrutés pour tester l’entraînement de ces dimensions. Combinées, ces dernières ont amélioré la sensibilité MC des élèves et leur perception de la curiosité. Ces deux facteurs ont, à leur tout, facilité les comportements de questionnement divergent. Cela a également conduit à un progrès d’apprentissage plus fort et à des expériences d’apprentissage positives et soutenables. Mais malgré ces résultats, nos méthodes présentent certaines limites, en particulier leur courte durée. Cette thèse encourage donc le travail sur des solutions plus durables afin d’examiner les effets à long terme sur la CE. Enfin, cette thèse souligne la nécessité de continuer à explorer les recherches sur le questionnement et la MC à l’âge de l’intelligence artificielle générative (IAG). Bien que la IAG facilite l’accès à l’information, elle nécessite encore de bonnes capacités de questionnement et de MC, pour prévenir les mésuages et/ou faciliter leur détection. Nous proposons un Framework liant l’utilisation efficace de la IAG en éducation, les compétences de questionnement et de MC, et la littératie en IAG. Nous présentons également une étude comportementale pour tester ces relations
Epistemic curiosity—the desire to actively seek information for its inherent pleasure—is a complex phenomenon extensively studied across various domains. Several researchers in psychology, neuroscience, and computer science have repeatedly highlighted its foundational role in cognitive development and in fostering lifelong learning. Further, epistemic curiosity is considered key for cultivating a flexible mindset capable of adapting to the world’s uncertainties. These insights have spurred significant interest in the educational field, recognizing curiosity as essential for helping individuals be active and in control of their learning. These properties are crucial for addressing some of today’s major educational challenges, namely offering students individualized support to suit their competencies and motivations, and helping them become able to learn autonomously and independently in their dynamic and uncertain environments. Despite this well-documented importance of curiosity in education, its practical implementation and promotion in the classroom remains limited. Notably, one of the primary expressions of curiosity— question-asking (QA)—is nearly absent in most of today’s educational settings. Several reports show that students often spend a lot of time answering teachers’ questions rather than asking their own. And when they do ask questions, they are typically low-level and memory-based, as opposed to curious questions that seek novel information. In this context, this thesis aims to develop educational technologies that can foster children’s curiosity-driven learning by practicing curious QA behaviors, and their related metacognitive (MC) skills. Ultimately, we implemented interventions to train three dimensions: 1) Linguistic QA Skills: We implement a conversational agent to train the ability to formulate curious questions using compound questioning words and correct interrogative constructions. It helps children generate curious questions during reading-comprehension tasks, by providing specific cues. The effectiveness of different cue structures (a sentence vs. series of keywords) and implementations (hand-generated vs. GPT-3-generated content) is studied. 2) Curiosity-related metacognitive Skills: We create animated videos to give declarative knowledge about curiosity and its related MC skills: the ability to self reflect, make educated guesses, formulate efficient questions, and evaluate newly-acquired information. We also propose sessions to practice these skills during reading-comprehension tasks using specific cues given by conversational agents we designed to train procedural MC. 3) Social Perceptions and beliefs: We create animated videos to address the negative constructs learners tend to have about curiosity. They explain the importance of curiosity and how to control it during learning. Over 150 French students aged 9 to 11 were recruited to test these trainings of the three dimensions. Combined, these latter enhanced students’ MC sensitivity and perception of curiosity. At their turn, these factors facilitated students’ divergent QA behaviors which, at their turn, led to stronger learning progress and positive, affordable learning experiences. But despite the positive results, our methods had limitations, particularly their short duration. We suggest testing longer-lasting interventions to examine their long-term effects on curiosity. Finally, this thesis highlights the need to continue exploring QA and MC research in the age of Generative Artificial Intelligence (GAI). Indeed, while GAI facilitates access to information, it still requires good QA abilities and MC monitoring to prevent misinformation and facilitate its detection. We thus propose a framework to link efficient GAI use in education to QA and MC skills, and GAI literacy. We also present a behavioral study we intend to conduct to test this framework

Two schools of thought diverge into an ongoing debate as regards to the social intelligence of gifted youth. One view holds that the gifted are often maladjusted (Chronbach, 1960; Hollingworth, 1942). The contrary view is that they are more likely to be well adjusted, with overall above average social and emotional intelligence (Allen, 2000; Chesser, 2001; Kihlstrom & Cantor, 2000; Neihart, 1999). The current research is consistent with views supporting enhanced overall social and emotional intelligence of gifted youth. Some researchers have argued that emotional intelligence and social skills competence are subsets of social intelligence (Chesser, 2000; Greenspan, 1979; Kihlstrom & Cantor, 2000; Morgan, 1996; Salovey & Mayer, 1990,1993). In order to sample the domains of social intelligence in gifted adolescents, a measure of emotional intelligence (Bar-On Emotional Quotient - Inventory: Youth Version) was combined with a measure of social skills competence (Social Skills Rating Scale- Secondary Student and Parent Forms). Participants were students (n = 100) in a very selective summer program for gifted adolescents, and parent respondents (n = 76). This research addresses the following four hypotheses as regards to the relationship between social skills competence and emotional intelligence in gifted adolescents. It was hypothesized that gifted adolescents were expected to score in the above average range on emotional intelligence. Gifted adolescents scored significantly higher than norm samples on the scales of Adaptability, Stress Management and the Total EQ composite. It was also hypothesized that gifted students have above average social skills ratings. Gifted students scored significantly higher than average on all scales of the Social Skills Rating System (SSRS) Secondary Student form. Third, it was hypothesized that the constructs of emotional intelligence and social skills competence are related as regards to the self ratings of gifted adolescents. The SSRS Total Scale and all scales of Bar-On EQ-i: YV were significantly correlated. Fourth, parental ratings were consistent with the hypothesis that they would rate their adolescents as having overall average social skills. The means for overall social skills on the Total Scale and Cooperation subscale were in the average range. The Assertion subscale was found to be below average. Parent ratings were significantly above average in the areas of Responsibility and Self-Control, which may be strengths for gifted youth. A significant positive relationship was found between the composites for social skills competence and emotional intelligence. Some differences were noted between the sub-scales of these constructs, suggesting that gifted individuals may tend to have a specific profile of strengths and weaknesses in these domains. This relationship is also consistent with hierarchical theories of social intelligence maintaining that social skills and emotional skills are separate areas of related abilities. These findings suggest that social intelligence domains are important in drawing a complete profile of differential abilities in gifted students. In talent identification, it may be useful to combine measures of social skills competence and emotional intelligence with cognitive evaluations to provide a wider range of information as regards to the abilities of the gifted.

The phrase emotional intelligence was made popular in the mainstream culture by Daniel Goleman's book Emotional Intelligence. Goleman's book focuses mainly on aspects of emotional intelligence in adults, as does most of the literature that exists concerning emotional intelligence. The little empirical research that exists in the field of emotional intelligence has been conducted primarily with adults. With the advent of the BarOn Emotional Quotient Inventory: Youth Version, it has become possible to measure this construct in children. In the current study, sixty children ages nine to twelve were administered the BarOn EQ-i:YV and the Wechsler Intelligence Scale for Children - Third Edition. The Full Scale IQ standard score, Performance IQ standard score, Verbal IQ standard score, Picture Arrangement subtest scale score, and Comprehension subtest scale scores were compared to the BarOn EQ-i:YV Total EQ scores to determine the relationship between them. Small, significant positive correlations were found between the Total EQ standard score and Full Scale IQ standard score, Total EQ score and Performance IQ standard score, Total EQ standard score and Picture Arrangement subtest scale score, and Total EQ standard score and Comprehension subtest scale score. All hypotheses were confirmed. A positive and statistically significant correlation exists between emotional intelligence and cognitive intelligence. The relationship was small enough; however, that it can be concluded that the BarOn EQ-i:YV and the WISC-1H were measuring two different but overlapping types of intelligence.

Since academic literature indicates that emotional intelligence (EI) is tied to work performance, there is increasing interest in understanding physician EI. We studied the EI of resident physicians in surgery, pediatric, and pathology residency programs at three academic centers to describe the EI profiles of residents in different specialties and determine whether gender differences in resident physician EI profiles mirror those in the general population. 325 residents were electronically invited to complete the validated Trait Emotional Intelligence Questionnaire (TEIQue), a tool comprised of 153 items that cluster to 15 independent facets, 4 composite factors, and 1 global EI score. The overall response rate was 42.8% (n=139, 84 women). Global EI of all residents (mean=101.0, SD=8.0) was comparable to the general population sample and was not statistically different between specialties or genders. EI profiling demonstrated distinct strengths and opportunities for development between specialty groups with an effect of specialty on sociability factor (p=0.005) and five TEIQue facets including optimism, stress management, emotion management, assertiveness, and social awareness (p=0.008-0.043). Women scored higher than men in emotionality factor (p=0.044) and the TEIQue facets impulse control, empathy, relationships, and self-motivation (p=0.004-0.049). Men scored higher than women in sociability factor (p=0.034) and 2 facets including stress management and emotion management (p=0.008-0.023). Linear regression demonstrated that age had a statistically significant predictive relationship with Global EI, though the effect was small (B=0.033, p=0.014). These findings suggest that similar to the general population, male and female residents may benefit from specific training of different EI domains to enhance well-rounded development. EI profiling may also inform future educational programming decisions for each specialty. Future research should focus on the functional relationship between educational interventions that promote targeted EI development and enhanced clinical performance.

This study explored the meaning teachers and children in an elementary school setting make of music. This study utilized an adapted version of Thomas Armstrongâ s musical intelligence checklist, as well as additional questions probing both teachers and children to relate their past and present experiences with music and how they are musically intelligent. This study was conducted with two third grade classes and two fifth grade classes, with the researcher spending one class period with each group. Implications for how music is affecting elementary students, as well as the meaning it holds for teachers, were discussed. In addition, recommendations for future study of music in early education were made.
Master of Science

An extensive literature review identified emotional intelligence and metacognition had not been examined in medical education as integrated concepts in the reflective practice of medical residents. Continued research into the independent application of these concepts in medical education maintains a perspective that has permeated medical literature for 20 years. Research into emotional intelligence and metacognitive functioning and its’ influence on reflective practice in medical education acknowledges the need for more taxonomies of knowledge and skills. A quantitative correlational study was conducted utilizing Family Practice residents. Three valid and reliable assessment tools identified as the MSCEIT, MAI and Groningen were used in this study to determine emotional intelligence, metacognitive ability and reflective ability in Family Practice residents. Findings did not refute the null hypothesis identified as no statistical relationship exists between emotional intelligence and metacognition. Scores between males and females in emotional intelligence appeared descriptively different but not statistically significant. Emotional intelligence and metacognition did not predict strength in reflective ability based on residency year. Descriptive findings indicated female residents scored higher in perceiving emotions while male residents scored higher in thinking about their feelings. Female Family Practice residents scored higher than male Family Practice residents in metacognition each residency year. Females also scored higher than males in reflective practice in each of the three residency years. The small sample size in this study was an acknowledged limitation. Additional qualitative and quantitative research needs to be conducted to learn more about the integration of these three concepts in medical education. iv

According to Mortiboys (2012) and Powell and Kusuma-Powell (2010) effective college professors have high levels of trait emotional intelligence (trait EI). Consequently, this dissertation performed a one-way Analysis of Variance (ANOVA) in order to determine the existence of a relationship between the trait EI skill levels of those faculty members who received awards for teaching excellence—award-winning professors (AWPs) and their non award-winning counterparts by comparing the scores of these two professor populations on the Trait Emotional Intelligence Questionnaire (TEIQue). The results of this ANOVA did not demonstrate any statistically significant relationship; however, when demographic variables, particularly gender, educational level, and institution entered the calculations, statistically significant relationships emerged. Finally, this dissertation also conducted semi-structured qualitative interviews with AWPs. A thematic analysis of these qualitative interviews demonstrated that AWPs practice trait EI skills when teaching in a variety of different ways, that different experiences enabled these individuals to learn trait EI skills and techniques, and that these AWPs are able to achieve a variety of results through their use of trait EI in the college classroom.

Leadership development has been identified as a key college outcome (Komives, Dugan, Owen, Slack, & Wagner, 2011). Emotional intelligence as a leadership development framework has shown promise in many applications (Petrides, 2011). Able to be augmented through purposeful training and practice, high levels of emotional intelligence have been linked to job performance, healthy relationships, and emotional well-being (Joseph, Jin, Newman, & O’Boyle, 2014). This study focused on changes in emotional intelligence as a metric for personal and professional development through a state university’s leadership program. Students’ self-reported change in global and factor emotional intelligence were measured utilizing the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) as a research tool (Zampetakis, 2011). Additionally, students completed a survey consisting of open-ended questions designed to facilitate the evaluation of student perceptions in relation to emotional intelligence competencies after completing the leadership program. No statistical differences could be observed in pre-and post-participation TEIQue-SF results. Student perceptions after program completion revealed participation impacted their perceptions of and approach to emotional intelligence competencies as well as leadership. Overall, students expressed a level of personal awareness and the ability to nurture relationships and seek leadership roles.

The purpose of this research study was to examine the difference between three levels of nursing students (sophomore, junior, senior) and their assessed emotional intelligence (EI) scores. A quantitative, quasi-experimental study was conducted with a population of nursing students from five separate campuses at Montana State University, and a control group of education students at the University of Montana. The following research question was explored in this study: What difference, if any, does nursing education have on the emotional intelligence scores of sophomore, junior, and senior Bachelor of Science in Nursing (BSN) students? Students voluntarily completed the online EQ-i 2.0 assessment resulting in composite standard scores with a mean of 100 and a standard deviation of 15 calculated for the total, scale and subscale EI scores. Mean total standard EI scores were 103.59 (nursing students, n = 51) and 94.43 (education students, n = 7). A one-way analysis of variance (ANOVA), analysis of covariance (ANCOVA), and correlational statistical analyses were conducted. No statistically significant difference was found between the sophomore, junior, and senior students and their assessed EI scores. However, further analysis showed that a moderately strong positive correlation existed between participants’ ages and EI scores: (r = .34, n = 51, p =. 02) with R ² = 0.11.

This research has developed a theory to nurture and enhance Emotional Intelligence (El) within professional work. Predicated on this theory El training and writing exercises were devised, operationalised and applied, using management education as the target environment. Much of the research literature states that El can generate several benefits in school, organisations, and private lives. Numerous claims have been made that El can be developed through specific training programmes. In addition there are empirical studies emphasizing the importance of El for corporations and the potential of developing El, particularly within management education. However, much of this prior work has been rather commercially orientated, lacking in rigorous evaluation and not based on well-founded theoretical underpinnings. Therefore, a developmental theory, the ARM Theory (Awareness, Reflection, and Management), was devised which constitutes an approach to enhance El based on the El construct definition of Mayer, Salovey and Caruso (1999). The ARM theory incorporates a cycle of emotional Awareness-Reflection-Management to develop emotion-related abilities. A longitudinal study based on this theory was conducted to investigate whether two different El interventions were able to enhance participants' El. Both ability El and trait El measures were employed to investigate the effectiveness of the ARM theory conceptualised in two and four day El training and writing exercises. In addition, questionnaires were administered to gather further information about participants' evaluation and their self- perceived emotional abilities. This study demonstrated clear improvements in El following training and writing exercises. This suggests that the ARM theory provides a foundation for the development of training packages to nurture emotion-related abilities within management education, and by implication professional development in general.

The purpose of this study is to examine the ethics chapters in five introduction-topublic relations textbooks and the codes of ethics of four major public relations associations contained within those chapters to determine the prevalence of language that either uses the same terms Daniel Goleman employs for his 25 competencies of emotional intelligence or uses words that strongly suggest the terms Goleman employs. The methods used to establish a correlation between Goleman's emotional intelligence competencies and the ethical practice of public relations are twofold: (1) a content analysis of the ethics chapters of the five textbooks in which are contained the four codes of ethics and (2) interviews with five educators of intro-to-public relations courses and with four of the authors of the textbooks used in the content analysis. Results indicate that there is a correlation between Goleman's competencies, the language employed in introductory textbooks, and the teaching philosophy of educators of introductory public relations courses and of the textbook authors.

The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In addition to demographic-based questions, the survey contained a list of 16 items, three skills traditionally considered important for successful work in the medical laboratory as well as 13 EI-related items. Laboratory administrators were asked to rate each item for its importance for job performance, their satisfaction with the item's demonstration among currently working medical laboratory scientists (MLS) and the amount of responsibility college-based medical laboratory science programs should assume for the development of each skill or attribute. Participants were also asked about EI training in their laboratories and were given the opportunity to express any thoughts or opinions about EI as it related to medical laboratory science. This study revealed that each EI item, as well as each of the three other items, was considered to be very or extremely important for successful job performance. Administrators conveyed that they were satisfied overall, but indicated room for improvement in all areas, especially those related to EI. Those surveyed emphasized that medical laboratory science programs should continue to carry the bulk of the responsibility for the development of technical skills and theoretical knowledge and expressed support for increased attention to EI concepts at the individual, laboratory, and program levels.

The relationship between social and emotional intelligence was investigated. The study sample consisted of 31 females and 28 males who were between the ages of 9 and 12. The student participants completed the Social Skills Rating System-Student Form (SSRS), which assesses social competence, and the Emotional Quotient Inventory: Youth Version (EQ-i:YV), which measures emotional intelligence. Parents of the children also completed the Social Skills Rating System-Parent Form for comparison purposes. Both forms of the SSRS yielded statistically significant correlations with the EQ-i:YV. The results indicate that the instruments designed to assess emotional intelligence and social intelligence were highly related. The importance of the present findings is that they are a preliminary step in the discussion of social and emotional intelligence and their cultural importance.

The current study addresses the concept of emotional intelligence and how it relates to gifted adolescents. Until recently, it was not possible to test the theory of emotional intelligence. With the advent of the BarOn Emotional Quotient Inventory and BarOn Emotional Quotient Inventory: Youth Version, it became possible for the first time, to measure emotional intelligence in adults and adolescents. However, up to this point, there has been very little if any empirical research conducted with gifted adolescents and emotional intelligence. In addition, there has been a long-standing debate within the scientific literature concerning the social emotional adjustment of academically gifted adolescents. On one side of the debate are researchers who argue gifted individuals are poor in social emotional adjustment. On the other side of the debate are researchers who claim that gifted individuals are actually higher in social emotional adjustment than their nongifted peers. Therefore, the current research was conducted to provide a sample (n=100) for gifted adolescents on the Bar-On EQ-i, Youth Version, and to add additional empirical research to the debate on gifted adolescents. Results from the current study confirmed three of six hypotheses. Specifically, gifted adolescents scored significantly higher than their nongifted same age peers on the Adaptability dimension, Stress Management dimension and on the Total EQ composite of the BarOn Emotional Quotient Inventory: Youth Version. Over all the current findings support the view that gifted adolescents are socially and emotionally well adjusted.

One hundred and fifty senior students (comprising of second and third year undergraduate students) completed a biographical questionnaire and the BarOn Emotional Quotient-Inventory questionnaire. The results indicate that there are statistically significant differences in total EQ based on gender and age, although there were no statistically significant differences based on race. Conclusions are drawn about the importance of emotional intelligence in students and recommendations for future research are provided.

Attrition in Higher Education continues to present academics, researchers and professionals with an ongoing dilemma. Achieving a fair balance between the academic rigour of meritocracy and the wider access agenda of social inclusion, demands that entrance criteria incorporates measures beyond the traditional prior academic attainment. Emotional Intelligence has been presented in the literature as a valid and reliable predictor of retention and performance in industry and researchers have suggested that similar benefits may be found in education. In this dissertation, the construct of Emotional Intelligence was explored, reviewing contemporary models and their respective measurement tools. A self report tool for measuring ‘trait’ Emotional Intelligence was selected from the review and used to examine the predictive relationship between emotional intelligence and the outcomes at the end of the first year of undergraduate nurse education namely: clinical practice performance; academic performance and course attrition by nursing and midwifery students. The sample group consisted of a cohort of student nurses and midwives (N = 178) who commenced their training in 2007. A significant predictive relationship was found between emotional intelligence and clinical practice performance (r = 0.75, N = 116, p < 0.05); emotional intelligence and academic performance (r = 0.16, N = 168, p < 0.05) and emotional intelligence and attrition (r = 0.31, N = 178, p < 0.05). Age was also found to predict attrition (r = 0.25, N = 178, p < 0.05) while prior academic attainment was found to predict academic performance (r = 0.20, N = 168, p < 0.05). The dissertation proposes the inclusion of measures of emotional intelligence as an aid to recruitment and selection processes in nurse and midwifery education. It also recommends that other practice based vocational programmes, within the higher education sector, consider exploring emotional intelligence in their recruitment and selection processes.

Emotional Intelligence is an ability that is crucial to the field of public health due to the fact that it encompasses the practitioner’s ability to communicate professionally, show empathy, obtain patient compliance and promote sustainable lifestyle changes in communities. This study seeks to evaluate a public health program in order to determine what emotional intelligence training currently exists, and what the attitudes of stakeholders are regarding emotional intelligence and its importance to the field of public health. This is done through interviews with the faculty, administrators and students, as well as a questionnaire that asks students to assess their own abilities in the area of emotional intelligence. The information gathered makes it possible to formulate recommendations to further incorporate emotional intelligence-building activities into the program. Results of the study show a direct correlation between public health and emotional intelligence competencies, which makes it an ideal program in which to integrate further training. Additionally, results indicate a gap between student’s self perception regarding their emotional intelligence abilities, and the perception their faculty and administration of student’s abilities. Finally, a significant lack of student engagement due to dissatisfaction with acceptance requirements appears to contribute to the perception of low emotional intelligence on the part of the students. Recommendations for future development of emotional intelligence in the program include the incorporation of training into the existing Orientation week, the addition of case studies into the courses most naturally related to emotional intelligence-building, the provision of training seminars for faculty, the inclusion of an advanced seminar for students on a voluntary basis, and the evaluation of the program using both a self-report emotional intelligence questionnaire and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) at the beginning and end of each term in order to track program effectiveness in the long term.

Proficiency in language arts and communication skills is essential to success in the global workforce. Most states assess students in language arts literacy (LAL) through standardized tests that assess a student's ability to read, interpret literature, and write expressively. Although educational reformers strive to improve the foundations that prepare students in literacy, reforms have not fully incorporated the theory of emotional intelligence (EI), which explains a student's ability to use, understand, perceive, and manage their emotions in order to think critically, make decisions, and solve problems. Although it is not known whether EI directly correlates to literacy, emotional skills are an integral part of literacy, linguistics, and overall cognition. The purpose of this quantitative study was to determine whether a correlation existed between EIQ (measured by the Mayer, Salovey, and Caruso Emotional Intelligence Test), and LAL (measured by the High School Proficiency Assessment) in literacy, for secondary students. The multiple regression model included 2 control variables: gender and grade point average. The findings of the primary analysis demonstrated positive correlations between EIQ and LAL scores. Upon further analysis, the relationship between EIQ and LAL remained positively significant in the regression model. Emotional intelligence, and associated improved literacy skills, may positively influence social change by helping secondary students to develop a broader repertoire of skills necessary for communication and problem solving later in life.

The goal of the research described in this thesis is to find ways of using artificial intelligence to encouraee and facilitate music composition by musical novices, particularly those without traditional musical skills. Two complementary approaches are presented. We show how two recent cognitive theories of hannony can be used to design a new kind of direct manipulation tool for music, known as "Harmony Space", with the expressivity to allo~ novices to sketch, analyse, modify and compose harmonic sequences simply and clearly by moving two-dimensional patterns on a computer screen linker to a synthesizer. Harmony Space provides novices with a way of c escribing and controlling harmonic structures and relationships using a single, principled, uniform spatial metaphor at various musical levels; note level, interval level, chord level, harmonic succession level and key level. A prototype interface has been implemented to demonstrate the coherence and feasibility of the design. An investigation with a small number of subjects demonstrates that Harmony Space considerably reduces the prerequisites required for novices to learn about, sketch, analyse and experiment with hannony - activities that would normally be very difficult for them without considerable theoretical knowledge or instrumental skill. The second part of the thesis presents work towards a knowledge-based tutoring system to help novices using the interface to compose chord sequences. It is argued that traditional, remedial intelligent tutoring systems approaches are inadequate for tutoring in domains that require open-ended thinking. The foundation of a new approach is developed based on the exploration and transformation of case studies described in terms of chunks, styles and plans. This approach draws on a characterisation of creativity due to Johnson-Laird (1988). Programs have been implemented to illustrate the feasibility of key parts of the new approach.

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.

University of Central Florida College of Engineering Thesis
This report is a survey of Artificial Intelligence (AI) technology contributions to military training. It provides an overview of military training simulation and a review of instructional problems and challenges which can be addressed by AI. The survey includes current as well as potential applications of AI, with particular emphasis on design and system integration issues. Applications include knowledge and skills training in strategic planning and decision making, tactical warfare operations, electronics maintenance and repair, as well as computer-aided design of training systems. The report describes research contributions in the application of AI technology to the training world, and it concludes with an assessment of future reserach directions in this area.
M.S.;
Engineering;
Engineering;
66 p.
iv, 66 leaves, bound : ill. ; 28 cm.

The Global Leadership and Organizational Behavior Effectiveness (GLOBE) study contributed a wealth of knowledge regarding the differences across national/societal cultures. However, it did not attempt to measure the potential variations in implicit leadership theories (ILTs; leadership prototypes) that could occur due to individuals being influenced by more than one national culture within countries, such as bicultural individuals. Variations found within a country can be described by their extent of acculturation or adoption of one or more cultural influences. The extent of a person’s acculturation may predict individual ILTs, which are the patterns of attributes that bicultural persons associate with good leaders. In addition, the extent of a person’s cultural intelligence (CQ) may interact with acculturation in impacting ILTs because CQ influences a person’s ability to understand and adjust mental modes to cultural norm. This study explored the relationships among acculturation, CQ, and ILTs in a sample of respondents from Mexican descent living in the United States. The results of the study provide a better understanding of how variations in national culture impact ILTs. In addition, the findings suggest interpretation of cultural dimensions is complex. Significant findings include (a) differences across acculturation levels regarding expectation for a leader to be characterized by the ILT dimensions of sensitivity and tyranny; (b) very Mexican-oriented individuals (acculturation Level 1) showing more expectation for a leader to be characterized as well-dressed, well-groomed, compassionate, understanding, sympathetic, and sensitive and less expectation for a leader to be domineering and demanding than Anglo-oriented individuals (acculturation Level 3), acculturation serving as a predictor of metacognitive CQ; (c) acculturation and metacogntive CQ clearly interacting thus complicating the picture of cultural effects occurring during adjustments to a new cultural setting; and (d) metacognitive CQ serving as a partial mediator between acculturation level and the ILT dimension of sensitivity.

Improving patient outcomes has long been the rationale supporting calls to reform health care delivery systems and health profession education programs (Greiner, 2002; Institutes of Medicine, 2001, 2004; O’Neil & Pew Health Professions Commission, 1998). In 2003, the Institute of Medicine shared its vision statement for health professions education, asserting that “[a]ll health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches and informatics” (Knebel & Greiner, 2003, p. 3). Despite the importance placed on teamwork in health sciences education, little attention has been devoted to understanding underlying factors influencing student attitudes towards team learning (Curran, Sharpe, Forristall, & Flynn, 2008). The purpose of this study is to explore the importance of emotional and cultural intelligence in shaping pre-health students’ attitudes towards team-based learning. A non-experimental, cross-sectional study design was used employing correlational and multivariate regression analysis. Findings indicate: a) significant relationships between emotional and cultural intelligence to the value students place on group work; and, b) emotional intelligence accounts for approximately 3% of variance above and beyond the Big Five personality factors in predicting student attitudes towards group work. This study will inform interprofessional education policy and practice in two fundamental ways. First, the study provides insight on the importance of non-academic factors in shaping students’ attitudes towards team-based learning. Secondly, increasing understanding of emotional and cultural intelligence in early stagse of a student’s development influences their preparation for health professions careers.

The purpose of this qualitative study is to encourage high school graduates to voice on the impact past teachers had on their motivation to learn, and to determine if this impact has affected their post high school lives. Through a focus group strategy, 21 high school alumni participated in three separate focus groups. Participants discussed their former teachers' emotional intelligence skills that influenced their motivation to learn. On the review, teachers were identified as a major factor in a student's motivation to learn. This research was guided by Bandura's Social Cognitive Theory of Motivation (1986) and constructs related to learning and motivation from Carl Rogers' Humanistic Views of Personality (1961), and from Brain Based Learning perspectives with a major focus on the area of Emotional Intelligence. Findings revealed that the majority of participants identified teachers who most motivated them to learn and who demonstrated skills associated with emotional intelligence. An important and disturbing finding was that some of the participants had negative experiences. Further work is recommended to expand this research in a post secondary education study to gain insight into the long-term benefits attributable to experiencing positive teachers and the negative impact teachers have on students' motivation to learn, specifically on student anxiety and learned helplessness.

This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students’ emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.

Demographic changes within the field of higher education have generated growing interest for the study of cultural intelligence and authentic leadership among academic leaders. The relationship between cultural intelligence (CQ) as a moderator to authentic leadership (AL) was examined through a quantitative study that included two surveys, the Expanded Cultural Intelligence Scale (E-CQS) and the Authentic Leadership Questionnaire (ALQ). Hypotheses were formulated to assess relationships between CQ and AL, and specific components of each set of data. The study's findings were directed toward academic leaders being equipped with both cultural intelligence and authentic leadership to effectively interact and support diverse multicultural populations within higher educational institutions.

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.

Mayer and Salovey first defined emotional intelligence in 1990 (Mayer, 1999) and later revised that definition (Mayer & Salovey, 1997). In 1995, Goleman introduced a different concept of emotional intelligence (Goleman, 1995). Bar-On presented a third conceptualization, as well as the first measure of the concept (Bar-On & Parker, 2000). Few studies have addressed emotional intelligence in children and adolescents, and nostudies have examined the concept in the deaf population. The purpose of the present study is to examine emotional intelligence, as well as social skills, in a residential deaf population. Fourteen students at the Kentucky School for the Deaf completed emotional intelligence and social skills questionnaires. Teachers also rated each participant's social skills. Results indicated that the participants rated themselves similar to the standardization sample in overall emotional intelligence. In general, participants rated their emotional intelligence similar to their social skills. The hypothesis that there would be less than one standard deviation of difference between the overall emotional intelligence scores of the research sample and the standardization sample was supported. Suggestions for further research are presented.

Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual’s ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been developed in an effort to improve program completion and reduce attrition. The research study sample consisted of 68 adult learners attending the Appoquinimink Adult Education Program. The study focused on the effect that a course in emotional intelligence would have on program completion rates among adult learners attending adult basic education programs. The Mayor, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) was used to measure emotional intelligence. The main objective was to examine the effect of a course in emotional intelligence on adult learners’ non-cognitive ability to obtain program completion. The study used a quantitative Solomon four-group design to investigate the influence of the course on emotional intelligence. The idea that emotional intelligence is teachable and learnable has not been established as fact. However, the findings of the data analysis suggested support of the proposal that emotional intelligence can be taught and learned. In addition, the findings suggested that age, gender, and ethnicity were not predictors for emotional intelligence levels among adult learners attending adult basic education programs. The findings further suggested that adult learners with higher emotional intelligence levels had an increased chance for program completion. Hence, emotional intelligence was revealed to be a strong factor for reducing attrition and increasing program completion.

In the rapidly changing school environment effective principals are needed to make necessary changes while also developing a culture of shared responsibility and community (Hallinger & Heck, 1998; Leithwood & Jantzi, 1999). The correlation between transformational leadership and emotional intelligence was investigated in this quantitative study of school principals. Also included in the research was the investigation of the relationship between each construct and effectiveness as perceived by their teachers. The research sample was composed of 30 elementary, middle, and high school principals and five to seven teachers who worked with each principal from schools within the United States. An emotional intelligence score for the principals was obtained by administering the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Teachers who worked with each principal completed the rater form of the Multi-Factor Leadership Questionnaire (MLQ-5X). This yielded a mean transformational score, a leader effectiveness score, and scores for other non-transformational leadership styles. Correlations were analyzed to conclude that there is a positive relationship between emotional intelligence and transformational leadership, Pearson’s r(30) = .37, p < .05. A positive correlational relationship between effectiveness and both emotional intelligence, Pearson’s r(30) = .38, p < .05, and transformational leadership, Pearson’s r(30) = .90, p < .01, was also evident. Analyzing the relationship between emotional intelligence and different non-transformational leadership styles yielded mixed results. Findings indicate a relationship exists between emotional intelligence and contingent reward leadership, Pearson’s r(30) = .38 , p < .05, while no significant relationship was evident between emotional intelligence and other leadership styles. Based on the results of the study, it was concluded that principals and future principals could better develop effective leadership skills by becoming more aware of their strengths and weakness in the area of emotional intelligence, along with improving their transformational leadership behaviors.

In recent years and especially in the context of the coronavirus pandemic, digital distance learning increases. But for academic students, the selection of adequate learning materials for educational purposes is becoming more and more complex. This marks only one starting point where the use of artificial intelligence (AI) offers additional value. AI has a great potential to enhance and support research and education in the field of digital humanities (DH). As international organisations have just expressed their thoughts on the subject, AI is the topic par excellence and will decisively shape the future development of educational processes.

Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018
"June 2018." Cataloged from PDF version of thesis.
Includes bibliographical references (pages 97-104).
Today's children are growing up with artificial intelligence (AI) devices such as voice personal assistants, home robots, and internet connected "smart" toys. In previous research, we have seen that children lack understanding of how modern Al devices work, making it difficult for them to engage in reflective and constructive interactions with the Al-enabled technology (Druga, Williams, Breazeal, & Resnick, 2017). This thesis explores how young children explore and create with Al, and how such activities influence children's perceptions of Al and their attitudes about themselves as engineers. First, I discuss the design of PopBots -- the first hands-on toolkit developed for children ages 4-6 to explore and learn about Al. The social robot serves as both a programmable artifact as well as a window into understanding the machine learning algorithms. Accompanying this toolkit, I also developed a novel, developmentally-appropriate Preschool-Oriented Programming (POP) curriculum. The PopBots curriculum expands existing computational thinking curriculums by using creative learning activities to teach children three core Al concepts: rule-based systems, generative Al, and supervised machine learning. Next, I evaluated the PopBots toolkit and curriculum with 80 pre-K and Kindergarten aged children from local schools. I found that young children can understand most of the Al concepts presented in the toolkit, but sometimes developmental factors like grade and Theory of Mind skills made a difference. After completing the PopBots curriculum, children developed an understanding of robots as "learning" machines. They also gained confidence in their ability to build their own robots. Overall, this work provided a highly engaging opportunity for children to explore robotics, Al and programming -- and ultimately see Al-based technology as something they can play a role in not just using but also creating.
by Randi Williams.
S.M.
S.M. Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences

The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.

The purpose of this study was to examine the moderating influences of core self-evaluation, emotional intelligence, and extraversion on the career success of master's level business graduates. Much was known about the relationship between this study's three dispositional variables and career success, but far less was known about how these items interact with one another to influence extrinsic and intrinsic career success. Our research involved the collection of data from master's level business alumni from a large Southeastern university who graduated between 2000 and 2012. Established measures were used as gathering instruments for the three dispositional variables, the CSES for core self-evaluation, the WEIP-S for emotional intelligence, and the IPIP proxy of the NEO-PI-R for extraversion. In total, 4,790 alumni were surveyed and 534 alumni successfully completed the survey. The survey results found partial support for 2 of the 4 hypotheses. We found a moderating effect of emotional intelligence on the relationship between core self-evaluation and extrinsic career success. We also found that extraversion moderated the relationship between core self-evaluation and participant's response to the question `time spent happy at work'. The data also produced a strong, positive relationship between core self-evaluation and intrinsic career success, and a modest relationship between intrinsic career success and both emotional intelligence and extraversion. This study concluded that personality does matter when it comes to career success of master's level business graduates. These results have implications for business schools administrators that aim to improve the career success of their master's level business graduates. By understanding the core self-evaluation traits and emotional intelligence abilities of applicants and students, business school leaders can seek to understand how these items are associated with higher performance in terms of job placement and career success. This knowledge could be incorporated into a more sophisticated approach to attracting student talent, developing student talent through curricula advances, and connecting student talent to hiring organizations. In doing so, business schools can advance their mission of providing not only knowledge and skill development to their students, but also more long term career success and improved results for the organizations that hire their graduate talent.

This is a study about the beliefs novice teachers hold about their own self-efficacy for teaching, their personal implicit theories of intelligence, and the influence those beliefs might have on new teachers’ intentions to remain in the teaching profession. The theoretical framework incorporates three elements: self-efficacy for teaching, implicit theory of intelligence, and intent to remain in the teaching profession. Using person centered analysis, I examined the ways in which teacher self-efficacy interacted with implicit theories of intelligence and how those beliefs may be related to novice teachers’ intent to remain in the profession. Cluster analysis identified profiles of teaching self-efficacy and implicit theories of intelligence in novice teachers, and ANOVA results suggest that teachers scoring in the higher ranges of self-efficacy for teaching and displaying a more incremental theory of intelligence report that they are more likely to remain in the teaching profession as their long-term career. Results are discussed as possible avenues for improving novice teacher retention in the U.S.

Purpose. The purpose of this phenomenological study was to understand how middle school teachers describe their use of the four elements of emotional intelligence (self-awareness, self-management, social awareness, and relationship management) to reduce student behavioral referrals. In addition, it was the purpose of this study to discover the barriers and benefits to teacher use of the elements of emotional intelligence (EI).

Methodology. This study utilized a qualitative approach to understand how middle school teachers describe their use of the four elements of EI to reduce student behavioral referrals. In addition, a qualitative approach was utilized to discover the barriers and benefits to teacher use of the elements of EI. A sample of middle school teachers from San Bernardino and Los Angeles Counties participated through in-depth interviews. The data were coded to describe similarities and differences in perceptions of how participant teachers described their use of the four elements of EI to reduce the number of written office referrals.

Findings: Analysis of interview data resulted in 13 themes. Nine key findings were identified based on the frequency of references by study participants. Building relationships with students was considered important, building trust between teacher and student is important as well as establishing structure in the classroom and clear oral and written communication. Reported benefits of EI included better relationships with students, higher levels of student engagement, and more trusting relationships. Reported barriers included student home lives and limited training for EI.

Conclusions: The 9 key findings were summarized as 5 conclusions. Teachers in this study stressed the importance of building relationships, using the four skills of EI to build better relationships, engaging students through EI, and establishing trust with students. Teachers also need additional training to hone their EI skills.

Recommendations: Further research of outlier teachers at all grade levels across the U.S. should be conducted.