Дисертації з теми "Artifficial Intelligence in education"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Artifficial Intelligence in education".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Abdelghani, Rania. "Guider les esprits de demain : agents conversationnels pour entraîner la curiosité et la métacognition chez les jeunes apprenants." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0152.
Повний текст джерелаEpistemic 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
Corso, Lisa. "Social Intelligence: Social Skills Competence and Emotional Intelligence in Gifted Adolescents." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.
Повний текст джерелаAllen, Margaret. "Investigating Emotional Intelligence in Children: Exploring its Relationship to Cognitive Intelligence." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/708.
Повний текст джерелаMcKinley, Sophia Kim. "The Emotional Intelligence of Resident Physicians." Thesis, Harvard University, 2014. http://etds.lib.harvard.edu/hms/admin/view/50.
Повний текст джерелаKendra, Melanie A. "An Exploration of Musical Intelligence." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32840.
Повний текст джерелаMaster of Science
Weigand, Robert. "Identifying Emotional Intelligence and Metacognition in Medical Education." Thesis, University of New England, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10798589.
Повний текст джерелаAn 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
Farmer, Sabrina D. "Application of emotional intelligence in elementary education classrooms." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/SFarmer2008.pdf.
Повний текст джерелаDoak, Jennifer Nicole. "The effect of character education on emotional intelligence." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=964.
Повний текст джерелаRoy, Shelly Rose. "Leading with trait emotional intelligence in the higher education classroom| An exploratory study investigating trait emotional intelligence in higher education faculty members." Thesis, University of Charleston - Beckley, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563237.
Повний текст джерелаAccording 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.
Brown, Nicole Renae Portell. "College Student Leadership Development Participation and Emotional Intelligence." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036395.
Повний текст джерелаLeadership 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.
Rappold, Sally McHugh. "The Effect of Nursing Education on Emotional Intelligence Scores." Thesis, University of Montana, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744602.
Повний текст джерелаThe 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.
Scherl, Wolfgang Georg. "A model for emotional intelligence training in management education." Thesis, University of Nottingham, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582082.
Повний текст джерелаHoward, Timothy Lent. "Emotional intelligence and its link to public relations education." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/93.
Повний текст джерелаPrice, Travis Miles. "Emotional Intelligence in Medical Laboratory Science." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1711.
Повний текст джерелаHerring, Shannon. "The Relationship Between Social and Emotional Intelligence in Children." TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/663.
Повний текст джерелаCorso, Sean. "Emotional Intelligence in Adolescents: How it Relates to Giftedness." TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/686.
Повний текст джерелаTrent, Stoney A. "Team cognition in intelligence analysis training." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187034524.
Повний текст джерелаOrellana, Manuel A. "How to train an army of intelligence analysts." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Sep%5FOrellana.pdf.
Повний текст джерелаAdams, Nasheeta. "Emotional intelligence amongst undergraduate students at a higher education institution." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7446_1319114087.
Повний текст джерелаRankin, Robert F. "Emotional intelligence : attrition and attainment in nursing and midwifery education." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2321.
Повний текст джерелаAngelo, Mary Louise. "Image intelligence : a psychological study of active imagination as education." Thesis, University of Sussex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385449.
Повний текст джерелаMichels, Patricia. "The role of the musical intelligence in whole brain education." Diss., Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-06142002-125955.
Повний текст джерелаJohnson, Debbi R. "Emotional Intelligence and Public Health Education: A Prescriptive Needs Assessment." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/14.
Повний текст джерелаHayes, Staci Ann. "EMPATHY AND INTELLIGENCE AS PREDICTORS OF COGNITIVE COMPLEXITY IN COUNSELING STUDENTS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1553679326498723.
Повний текст джерелаJones, David P. "The Relationship between Emotional Intelligence and Literacy Achievement of Secondary Students." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565426.
Повний текст джерелаProficiency 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.
Holland, Simon. "Artificial intelligence, education and music : the use of artificial intelligence to encourage and facilitate music composition by novices." Thesis, Open University, 1989. http://oro.open.ac.uk/54407/.
Повний текст джерелаCrick, Amanda. "Emotional Intelligence, Social Competence, and Success in High School Students." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/649.
Повний текст джерелаGolovcsenko, Igor V. "Applications of Artificial Intelligence in Military Simulation." Master's thesis, University of Central Florida, 1987. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/21285.
Повний текст джерелаThis 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.
Ramirez, Andrea R. "Acculturation, Cultural Intelligence, and Implicit Leadership Theories." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583446.
Повний текст джерелаThe 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.
Meyers, Rebecca S. "Incremental validity and the Wechsler Intelligence Scales." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004meyersr.pdf.
Повний текст джерелаHarris, Kevin A. "Investigating the Relationship between Emotional Intelligence and Cultural Intelligence to Attitudes towards Team-Based Learning in Undergraduate Pre-health Profession Students." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5182.
Повний текст джерелаSpergel, Marla Wendy. "The impact of teachers' emotional intelligence skills on students' motivation to learn." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28506.
Повний текст джерелаCarter, Stevie Dawn. "Emotional intelligence| A qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program." Thesis, Colorado State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720382.
Повний текст джерелаThis 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.
Firesheets, Elizabeth Kelly. "Public elementary school teachers' implicit theories of intelligence and perceptions of giftedness." Xavier University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1386596449.
Повний текст джерелаGrubb, Bradley A. "A study of authentic leadership and cultural intelligence in higher education academic leaders." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685113.
Повний текст джерелаDemographic 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.
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.
Повний текст джерелаPurpose: 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.
Chen, Yueh-Ti. "Relationships Among Emotional Intelligence, Cultural Intelligence, Job Performance, and Leader Effectiveness: A Study of County Extension Directors in Ohio." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374064106.
Повний текст джерелаRoush, Lindsey Erin Roush. "EXAMINING THE EFFICACY OF MULTIPLE INTELLIGENCE-BASED PEDAGOGICAL APPROACHES ON MALES IN ELEMENTARY MATHEMATICS." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1495208835810005.
Повний текст джерелаLeohr, Melissa. "Examining Emotional Intelligence and Social Skills in a Residential Deaf Population." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/551.
Повний текст джерелаMorbey, Mary Leigh. "From canvas to computer : Harold Cohen's artificial intelligence paradigm for art making /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801320075.
Повний текст джерелаBatiste, Mildred M. "The effect of emotional intelligence on program completion among adult basic education students." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583319.
Повний текст джерелаProgram 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.
Hebert, Elizabeth B. "The Relationship between Emotional Intelligence, Transformational Leadership, and Effectiveness in School Principals." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/66.
Повний текст джерелаTrent, Stoney. "Team cognition in intelligence analysis training." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1187034524.
Повний текст джерелаMessemer, Heike, Walpola Layantha Perera, Matthias Heinz, Florian Niebling, and Ferdinand Maiwald. "Supporting Learning in Art History – Artificial Intelligence in Digital Humanities Education." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73553.
Повний текст джерелаChong, Betty Haw. "Early childhood gifted education : relationship of screening tests with measured intelligence /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974616.
Повний текст джерелаWilliams, Randi S. M. Massachusetts Institute of Technology. "PopBots : leveraging social robots to aid preschool children's artificial intelligence education." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/122894.
Повний текст джерела"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
Thompson, Christa. "Emotional Intelligence and Graduate Student Satisfaction at Online Institutions of Higher Education." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557523.
Повний текст джерелаThe 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.
Sevilla, Alexander David. "The moderating influence of core self-evaluation, emotional intelligence and extraversion on career success." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629233.
Повний текст джерелаThe 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.
Feldstein, Linda E. "Teacher Self-Efficacy and Implicit Theories of Intelligence: Implications for Novice Teacher Retention." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449971.
Повний текст джерелаKelley, Dixon Juanita E. "Teacher Emotional Intelligence and Best Practices for Classroom Management." Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10973003.
Повний текст джерелаPurpose. 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.