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1.
This article provides a critical review of the research field of emotional intelligence (EI) and examines the usefulness of the construct in the debate on educational policy and practice. The authors examine two approaches to the theory and measurement of EI and summarize the evidence linking EI to life success and academic achievement. Also considered is whether or not EI can be changed or developed, and how it might be facilitated in educational practice. In conclusion, while a distinct construct of EI remains debatable; many of the attributes encompassed by this term do predict that life success and programmes of socio-emotional learning in schools may usefully contribute to the development of these attributes. 相似文献
2.
Kok-Mun Ng Chuang Wang Carlos P. Zalaquett Nancy Bodenhorn 《International journal for the advancement of counseling》2007,29(3-4):173-185
There is the need for a reliable and valid measure to facilitate emotional intelligence (EI) research on international college
students (ICSs). The present study examined the factorial invariance of the Wong and Law Emotional Intelligence Scale (WLEIS),
a trait EI measure, in a sample of 628 ICSs. A web-based survey was developed to facilitate data collection across the country.
Results of a confirmatory factor analysis support the factorial invariance of the WLEIS in ICSs. Reliabilities and scale correlations
further supported the psychometric properties of the measure for international students. Additional findings indicate possible
country-of-origin difference on trait EI among different national groups.
An erratum to this article can be found at 相似文献
3.
This study aimed to design and validate the Teacher Identity Measurement Scale (TIMS) for assessing primary student teachers’ professional identity. Based on identity theory and a systematic review into quantitative instruments of teacher identity, teacher identity was decomposed in four first-order constructs: motivation, self-image, self-efficacy, and task perception. This resulted in a measurement scale consisting of 46 items. The factorial design was examined by administering the TIMS to first- and second-year primary student teachers. In phase 1, involving 17 students, qualitative scale development methods were used to assess the construct validity. In phase 2, its second-order factor structure was tested and confirmed among a sample of 211 students. In phase 3, this structure was cross-validated among a new sample of 419 students. The instrument may contribute to understanding primary student teacher’s professional development and can be used as a tool to support the process of developing a professional teacher identity. 相似文献
4.
Michael J. Kolen Bradley A. Hanson Robert L. Brennan 《Journal of Educational Measurement》1992,29(4):285-307
Standard errors of measurement of scale scores by score level (conditional standard errors of measurement) can be valuable to users of test results. In addition, the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1985) recommends that conditional standard errors be reported by test developers. Although a variety of procedures are available for estimating conditional standard errors of measurement for raw scores, few procedures exist for estimating conditional standard errors of measurement for scale scores from a single test administration. In this article, a procedure is described for estimating the reliability and conditional standard errors of measurement of scale scores. This method is illustrated using a strong true score model. Practical applications of this methodology are given. These applications include a procedure for constructing score scales that equalize standard errors of measurement along the score scale. Also included are examples of the effects of various nonlinear raw-to-scale score transformations on scale score reliability and conditional standard errors of measurement. These illustrations examine the effects on scale score reliability and conditional standard errors of measurement of (a) the different types of raw-to-scale score transformations (e.g., normalizing scores), (b) the number of scale score points used, and (c) the transformation used to equate alternate forms of a test. All the illustrations use data from the ACT Assessment testing program. 相似文献
5.
Kevin Deighton Joanne Hudson Andrew J. Manley Mariana Kaiseler Laurie B. Patterson Zoe H. Rutherford 《Journal of Further & Higher Education》2019,43(4):494-507
An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings. 相似文献
6.
This paper presents the development and initial validation of a feedback scale which measures the thoughts and affective reactions of prospective teachers concerning feedback on their teaching experiences. To reach this goal, data from 512 prospective teachers were used to test the internal consistency, exploratory and confirmative factor structure. While exploratory factor analysis was conducted on a random split-half sample of the data to examine the factor structure of the feedback scale items, confirmative factor analysis was conducted in the holdout sample. As a result of these analyses, it has been determined that the scale showed good validity and it has a structure composed of two factors; professional development and anxiety. Also, the reliability of these sub-factors of scale scores was found to be highly reliable. Overall, results suggest that this scale is a valid measurement that should reveal the viewpoints of prospective teachers regarding feedback in the form of observable behaviours for future research. 相似文献
7.
Amy Feiker Hollenbeck 《Learning disabilities research & practice》2007,22(2):137-146
The IDEA reauthorization of 2004 highlights the application of responsiveness to intervention (RTI) to both early intervention (EI) service delivery and learning disabilities (LD) identification practices, creating the potential for wide‐scale execution. Implementation of any educational reform necessitates more than simply changing practices: It is important to understand the foundation upon which the reform stands, as well as the questions yet unanswered by research. This review of literature, therefore, emphasizes what is known about RTI as well as what remains to be learned, beginning with foundational concepts—model iterations—and moving to applications—EI and LD identification. Ultimately, the complexities of the RTI construct, with its potential for systemic change, necessitate a partnership between researchers and practitioners to both implement and further investigate RTI on a wide scale. 相似文献
8.
Kristján Kristjánsson 《Educational theory》2006,56(1):39-56
A bstract . A recent trend in moral education, social and emotional learning, incorporates the mantra of emotional intelligence (EI) as a key element in an extensive program of character building. In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an indispensable part of moral education. However, in this essay Kristján Kristjánsson casts doubt on the assumption that Aristotelians should approve of the clarion call for EI, as understood by Daniel Goleman and the proponents of social and emotional learning, in the classroom. Various marked differences between EI and Aristotelian emotional virtue are highlighted and explored. Kristjánsson argues that the claims of EI lack moral ballast and that when this fact is added to an existing heap of educational problems attached to the implementation of EI programs, educators had better rethink their reliance on EI as a model of emotion cultivation, and perhaps revert to the teachings of Aristotle himself. 相似文献
9.
The Rosenberg Self-Esteem scale (RSE) has been widely used in examinations of sex differences in global self-esteem. However, previous examinations of sex differences have not accounted for method effects associated with item wording, which have consistently been reported by researchers using the RSE. Accordingly, this study examined the multigroup invariance of global self-esteem and method effects associated with negatively worded items on the RSE between males and females. A correlated traits, correlated methods framework for modeling method effects was combined with a standard multigroup invariance routine using covariance structure analysis. Overall, there were few differences between males and females in terms of the measurement of self-esteem and method effects associated with negatively worded items on the RSE. Our findings suggest that, whereas method effects exist on the RSE scale for both males and females, the method effects associated with negatively worded items do not influence the measurement invariance and mean differences in global self-esteem scores between the sexes. 相似文献
10.
本研究在文献分析与专家咨询的基础上,构建适应我国文化背景的中小学生希望量表.探索性因素分析和验证性因素分析结果表明,<中小学生希望量表>由三个维度构成,分别是未来信念、动力信念和方法信念,共13个项目.经检验,该量表具有良好的信效度,可以在今后相关研究中作为快速测评中小学生希望发展状况的测量工具使用. 相似文献
11.
12.
A growing body of research has linked emotional intelligence (EI) to different life aspects, including personal well-being, quality of social relationships and professional effectiveness. In the field of education, EI has been linked to different aspects of school life, such as learning, academic achievements and pro-social behaviours among students and more recently, to effective teaching. The paper reports the qualitative findings of a comprehensive research project which followed a two-year emotional intelligence development programme, as part of teacher-targeted professional development training in one school in Israel. Data is based on 26 in-depth interviews with school teachers. The focus of the study was to explore what impacts an EI training programme might have upon the participants. The findings indicate that EI can be developed in teachers and that the EI training programmes may be effective in bringing about positive EI shifts and related behaviours which may positively impact upon teachers' practice, their sense of meaningfulness and their relations with students. 相似文献
13.
This paper describes the validation process of measuring children’s attitudes and values toward the environment within a Mexican sample. We applied the Model of Ecological Values (2-MEV), which has been shown to be valid and reliable in 20 countries, including one Spanish speaking culture. Items were initially modified to fit the regional dialect, culture, and bioregional context of our Mexican population. In Stage 1, we applied the scale to quantify the environmental attitudinal and value impacts of an environmental service learning program with 22 children in Baja California Sur, Mexico. Program effects were evaluated using a pre-test/post-test design quantifying preservation and utilization views of the environment. Based upon further cultural insights and the results from Stage 1, in Stage 2, we modified two more items to reflect the culture of philanthropy and associational life in Mexico. To test the structure of this finalized instrument, we applied the model in Stage 2 with a group of 335 children. We successfully extracted the already known factor structure covering the two higher order values of preservation and utilization. In general, the underlying primary attitudes were also confirmed, with the exception of two neighboring ones: Care with Resources and Intent of Support, which merged into one. 相似文献
14.
采用LMD（ILongarithmic Mean Divisia Index）法将1998—2007年中国工业的电力消费分解为生产效应、结构效应和技术进步效应。结果表明：样本期内,中国工业电力消费增长的主要动因是生产规模的扩大,其次是经济结构的调整,而电耗强度的降低则大大延缓了电力消费量的增长。 相似文献
15.
Kingsley Chinaza Nwosu Williem Petrus Wahl Adeline Nne Anyanwu Ngozi Elizabeth Ezenwosu Emmanuel Nkemakolam Okwuduba 《Journal of Research in Special Educational Needs》2023,23(1):38-51
Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional-related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional-related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep-seated beliefs on inclusion. Implications of the study were highlighted. 相似文献
16.
BackgroundPrior researches have implicated a relationship of recidivism with childhood trauma (CT) and emotional intelligence (EI). However, the internal mechanism by which CT and EI influence the recidivism has not been examined.ObjectiveThis study aimed to map the road from CT and EI to recidivism in Chinese male offenders.Participants and settingThree thousand one hundred and eighty-one Chinese adult male offenders participated in this study and completed Childhood Trauma Questionnaire (CTQ) and Wong Law Emotional Intelligence Scale (WLEIS). Recidivism was quantified by the number of convictions according to official records.MethodsAfter controlling for age, education levels, family criminal history, and nature of offence, logistic regression sanalysis was performed to examine the effects of CT and EI on severity of recidivism. Structural Equation Modeling (SEM) was applied to explore the mediation model between CT, EI and recidivism.ResultsLogistic regression model shows a significant effect of CT (OR = 1.008, p < 0.01), rather than EI, on recidivism. SEM supported a full mediating effect of CT in the relationship between EI and severity of recidivism.ConclusionsOur findings suggest that EI has no direct effect on the recidivism, but exerts indirect influence on the recidivism through the mediating role of childhood trauma. 相似文献
17.
The study assesses the psychometric properties of the Italian version of the Norwegian Teacher Self-Efficacy Scale – NTSES. Multiple group confirmatory factor analysis was used to explore the measurement invariance of the scale across two countries. Analyses performed on Italian and Norwegian samples confirmed a six-factor structure of the scale with a strong factorial invariance. The analyses conducted on the Italian sample supported good internal consistency and test-retest reliability. The Italian version of the NTSES showed expected correlations with measures of job-related well-being. These results confirm the good psychometric properties of the Italian version of the NTSES. 相似文献
18.
情绪智力理论的问题是将情感性的非认知能力称为智力,而这些能力实际是情感适应机能或自我调节机能,应正确定义为情绪能力.本研究建构了情绪能力的九因子模型.测量结果证实了这一模型的有效性,所编制的情绪能力量表有较好的信度和效度.同时发现情绪能力是学业成绩的一个重要影响因素.研究结果肯定的情绪能力的科学地位,而且对目前存在的偏重认知能力轻视情绪与社会能力的错误认识提供了很好的反驳证据.情绪与社会能力不仅影响学习成绩,而且是适应社会和事业成功的重要条件. 相似文献
19.
《Africa Education Review》2013,10(3):502-519
AbstractPrincipals are constantly challenged in their schools to serve as emotional anchors, provide professional guidance and be responsible for the effectiveness and improvement of their schools. This study therefore explored the need for emotional intelligence (EI) to be an integral part of the work-integrated learning competencies (WILCs) for principals in the Advanced Certificate in Education (ACE) with specialisation in School Leadership (SL) programme offered by higher education institutions (HEIs) to develop their social skills. The qualitative research approach was used to conduct this investigation. Five focus group (FG) interviews comprising ten principals in each group as well as ten single in-depth interviews were conducted. The findings of this study suggest that the ACE (SL) programme has been relatively successful thus far in developing the social WILCs of school principals. They admitted that it was crucial for them to have a better understanding of the interconnectedness between WILCs and the EI construct in their leadership positions. They concurred that this professional development programme empowered them to use their EI in addition to their cognitive abilities. Evidently, this exploratory study indicates that it is imperative for EI to be an integral part of the ACE (SL) programme for principals since cognition alone would not be sufficient to cater for their professional training needs. 相似文献
20.
The ideal stage to learn about and foster positive attitudes toward entrepreneurship is believed to be during childhood and adolescence. However, most entrepreneurial studies examine college rather than secondary school students (SSS). Based on a modified theory of planned behavior (TPB), this study used stratified cluster sampling and a questionnaire to review current entrepreneurship education in secondary schools. In addition, the effects of entrepreneurship education, personal traits, and demographics on attitude, subjective norm, perceived behavioral control (PBC), and entrepreneurial intentions (EI) on 1018 SSS in China were studied. Differences, correlations, and structural equation modeling analysis indicated the following. (1) Most SSS had never received entrepreneurship education, likely resulting in lowered entrepreneurial intention and perception of entrepreneurial behavioral performance as unrealistically easy. (2) Cognitive bias existed in SSS’s perceptions of entrepreneurship, and entrepreneurial behaviors were regarded as external cause-oriented activities. (3) Gender and entrepreneurial experience of family member also influenced EI and related variables. (4) Entrepreneurship education and personal traits (locus of control and innovativeness) were significantly positive predictors of EI, and (5) their effects on EI were completely mediated by PBC. The findings supported the TPB predictions, and the results offered some implications for entrepreneurship education in Chinese secondary schools: (1) developing entrepreneurial personal traits while eliminating examination-oriented education, (2) enhancing SSS’s entrepreneurial confidence so entrepreneurial behaviors are perceived as easier and more achievable, and (3) constructing systematic entrepreneurship courses to guarantee transition from secondary to higher education. 相似文献