Document 3 Feb 27 2009 B W Parker
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Emotional Intelligence: Exploring the Education & Wellness Implications
James D. A. Parker,
Canada Research Chair in Emotion & Health
Trent University, Ontario
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Outline
• pre-history of EI
• overview of EI models
• EI: the transition to adulthood perspective • EI: the child and adolescent perspective
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Pre-History of EI: the Educational Psychology Perspective
• “social intelligence” (Thorndike, 1920)
• “nonintellective intelligence” (Wechsler, 1940)
• “multiple intelligence” (Garner, 1983)
• “practical intelligence” (Sternberg, 1985)
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Pre-History of EI: the Clinical Perspective
• “psychological mindedness” (McCallum & Piper, 1997)
• “need for cognition” (Cacioppo & Petty, 1982)
• “levels of emotional awareness” (Lane & Schwartz, 1987)
• “alexithymia” (Sifneos, 1973)
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Emotional Intelligence: Historical Overview
• Salovey & Mayer (1989/1990)
• Goleman (1995)• Bar-On (1997)
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Bar-On Model of EI
InterpersonalAbilities
IntrapersonalAbilities
StressManagementAbilities
AdaptabilityAbilities
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EI Models
• EI distinct from cognitive abilities• EI abilities develop over time• changes throughout life
• can be improved through training and remedial programs
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EI across childhood/adolescence (EQ-i:YV)
0
10
20
30
40
50
7to8 9to10 11to12 13to14 15to16 17to18
Age-group
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EI across adulthood (EQ-i)
0
10
20
30
40
50
60
20 30 40 50 60 70 80
Decade of life
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When does EI change? (the importance of transitions)
• from elementary school to high school• high school to the workplace• high school to university• from single to being married• transition to parenthood• losing a job (changing jobs)• from marriage to divorce
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EI as Vulnerability for Internalizing and Externalizing Problems: Young Adults
• 1st year Trent undergraduates (n = 1616; 472 men & 1144 women)
• rated themselves on EI, social anxiety & ADHD symptoms at the start of term (Sept.)
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EI:EQ-i:Short
ADHD(CAARS)
-.73
-.68
EI:EQ-i:Short
Social Anxiety(SIAS)
-.77
-.75
Note: results for men above the arrow; women below
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Family Study: EI and Internalizing and Externalizing Problems
• sample consists of 192 families (children and both biological parents)
• children (91 males and 101 females) ranged in age from 8 to 16 years
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Measures
Children• EQ-i:YV• Children’s Depression
Inventory (CDI; Kovacs, 1992)
• Conners’ Rating Scale-Self Report (CRS; Conners, 1997)
Parents• EQ-i• CDI (Parent rating-
form; Kovacs, 2005)
• CRS (Parent rating-form)
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Father’sRatings
Mother’sRatings
SelfRatings
Child’sMood
Child’sEI
.68
.83
.52
-.66
EI and depression symptoms
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Father’sRatings
Mother’sRatings
SelfRatings
Child’sConduct
Child’sEI
.70
.51
.46
-.47
EI and conduct problems
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Father’sRatings
Mother’sRatings
SelfRatings
Child’sConduct
Child’sEI
.50
.51
.51
-.52
EI and ADHD symptoms
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EI: the Post-Secondary Perspective
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Why do students withdraw?
• is there a link between academic success and EI?
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Personal problems
Change of programs
Economic/healthproblemsOther
Reasons students withdraw
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Common “personal problems”
• problems making new relationships • problems modifying existing
relationships (e.g., living apart) • difficulties learning new study habits
• problems learning to be independent
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Trent Academic Success & Wellness Project (TASWP)
• phase 1 started in Sept. (1999) at Trent University
• initial goal was to develop an assessment protocol to identify 1st-year students at risk for “failure” using the EQ-i:Short.
• focus was on full-time students coming to Trent within 24 months of graduation from high-school
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• 2 groups of particular interest:
‾ "successful" students (1st-year GPA of 80% or better)
‾ "unsuccessful" students (1st-year GPA of 59% or less)
TASWP (predicting academic success; Parker et al., 2004)
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Two groups not significantly different on:
• high school GPA
• age• course load at start of year
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2
2.5
3
3.5
4
4.5
5
Inter Intra Adapt StressM
80% or better59% or less
**
* p < .05
*
Mean EQ-i scores for 1st year students (GPA 80% or better vs. 59% or less)
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Predicting “successful” and “unsuccessful” students using EI
Correct PredictionIncorrect Prediction
Correct PredictionIncorrect Prediction
Successful Unsuccessful
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TASWP (predicting retention; Parker et al., 2005)
• 2 groups of interest:
‾ students who withdrew at some point before the start of 2nd year
‾ 2nd-year students at Trent (randomly matched with the 1st group on age, gender, and year starting at Trent)
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Predicting students who persist vs. students who withdraw using EI
Correct Prediction
Incorrect PredictionCorrect PredictionIncorrect Prediction
Persist Withdraw
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Replication & Extension of TASW
Project • 2000-2008: Trent U. (n = 7,000+); replication of
results using 3 different EI-related measures• 2002: US Pilot Project (n = 1,426)
– UNC Charlotte, U. Charleston, Georgia Southern U., U. Southern Mississippi, West Virginia U., Fairmont State College
• 2005-2008: several Ontario Colleges (n = 2,500)• 2003-2008: US/Europe Retention Projects (n =
11,000+ at 12 different institutions)
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EI: Elementary and Secondary Perspectives
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Trent Academic Success & Wellness Project (High School Performance; Parker, Creque et al., 2004)
• May 2002: students (grade 9 to 12) attending a high school in Huntsville, Alabama (n = 742) completed the EQ-i:YV during a home-room period
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2 groups identified: • 138 students scoring at the 80th
percentile or better (for their grade) on end of year GPA
• 131 students scoring at the 20th percentile or less (for their grade) on end of year GPA
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1.5
2
2.5
3
3.5
4
4.5
Inter Intra Adapt StressM
80th or better20th or less
*
*
* p < .05
*
Mean EQ-i:YV scores for high school students (80th percentile or better vs. 20th or less)
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Lindsay Elementary School Study (Parker, unpublished)
• sample consisted of 72 students (42 males, 30 females) attending an elementary school in Lindsay, Ontario
• students ranged in age from 7-12 years (mean = 9.40 years; SD=1.16)
• completed the EQ-i:YV in Sept. and June
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Predicting Academic Success
Correct Prediction
Incorrect Prediction
Above Average Below Average
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Peterborough “Problem Child” Study
Conduct Problems Sample• 62 boys & 39 girls (7-17 yrs) recruited via
Children’s Aid Societies (CAS) • all in care of the CAS for at least 6 months (due
to previous or current emotional & behavioral problems)
• 83% were in a residential setting (group home); 17% were in foster care
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Community Sample
• 101 children & adolescents randomly selected from the large EQ-i:YV normative pool (n = 9,172)
• matched with Group 1 on the basis of age and sex
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Predicting “community sample” using EI
Correct PredictionIncorrect Prediction
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Predicting “conduct problems” sample using EI
Correct PredictionIncorrect Prediction
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Final thoughts: How can EI information be leveraged?
• supplemental information when working with special populations
• identifying children at risk for developing internalizing and/or externalizing problems
• useful information while monitoring treatment/intervention
• useful information for program or curriculum evaluation
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Contact Information
James D. A. Parker,Dept. of Psychology, Trent University, Peterborough, ONK9J 7B8 Tel: 705-748-1011 x1283 Fax: 705-748-1580 [email protected]