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ERIC Number: ED527517
Record Type: Non-Journal
Publication Date: 2008
Pages: 153
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-3879-2
ISSN: N/A
Validation of a Measure of Emotional Intelligence for First Year College Students in a Hispanic Serving Institution
Lu, Shao-Chieh
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Kingsville
Interdisciplinary research clearly indicates the significance of emotional intelligence and emotional skills to student academic achievement and personal well-being (Epstein, 2001; Nelson & Low, 2003). The purpose of this study provides a focus on the effects of an EI skills program on the academic performance of first year Hispanic college students. Gender and ethnicity variables were investigated in the assessment of emotional intelligence in the first year college student sample (N = 2,195). Research data were generated in quantitative form. The quantitative portion of the study gathered data utilizing a survey instrument: Emotional Skills Assessment Process (Nelson & Low, 2003), which provided an assessment of current emotional intelligence skills and problem areas of students. Results suggested the significant relationship between emotional intelligence and academic achievement and provided educators with improved conceptualization of the effects of EI on the academic performance of Hispanic students in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A