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ERIC Number: ED563565
Record Type: Non-Journal
Publication Date: 2013
Pages: 91
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-3617-5
Learning about Me: The Impact of Relationship Education on the Emotional Competence of College Students
Springer, V. Isabell
ProQuest LLC, Ph.D. Dissertation, Capella University
Previous research has suggested that relationship education (RE) courses, whose curricula are intended to develop learners' emotional faculties, could raise participants' skills related to recognizing, managing, and empathizing with emotions, known as emotional competence (EC), but this relationship has not been ascertained to exist for postsecondary students. However, higher levels of EC have been linked to positive academic and life outcomes, suggesting that effective RE courses could be a potential way for colleges to promote life-long growth and value for their students. The present study sought to determine whether a brief RE intervention, delivered using experiential and transformational learning methods, raised overall EC levels and levels of five individual EC domains, hypothesizing that overall and domain-related scores would increase in the intervention condition. Using a convenience sample of 100 postsecondary-level students, ages 18 to 28, from a single university randomly assigned to one of four conditions, the study explored this relationship using the Widener Emotional Learning Scale to measure changes in EC and provide between-group comparisons. Analysis of the results determined that the hypotheses were only partially supported. While participation in an RE course did raise overall EC scores significantly, only one EC domain, awareness of emotions in oneself and others, showed a significant increase in the experimental condition. The results suggest that brief RE interventions could be an effective way of providing at least some benefits to student participants in the form of increased EC. However, additional research on RE delivery methods and with wider postsecondary populations must also be performed in the future to expand on these findings. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A