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1、Korrel Kanoy, Ph.D.Peace Collegekkanoypeace.edu; 919-508-2048Derek Mann, Ph.D.MHS 416.613.2862瓶癌沥失怒枷夸厚仅彦昔蒜全拴贬休吩够窃爸浑漠傻匠尤懒纤肋山驴咀梆THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Retention and Graduation Key predictors of successWhat is Emotional In
2、telligence?How does emotional intelligence predict student success?How can emotional intelligence be leveraged to to enhance student success?监碱命弘雍咙居睬衔粉禾彦底杉斥镐梧漾有眺钝乱笆猾功朋颗邱沿缩禁滩THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素ACADEMICInadequate prep
3、arationDisinterest in/boredom with content or deliveryFINANCIALInability (real or perceived) to pay for collegePerception that cost outweighs benefitsMOTIVATIONAL Low level of commitment to college This is EI!Perceived irrelevance of collegePSYCHOSOCIAL Social and emotional issues This is EI! 插封太幕魏螺
4、熬题灰并独侥滁唇蓄浅曰禄官阔鸥传狰已誉褥糟板宽擎壮馒THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Early Alert SystemsHigher Ed Emotional Quotient Inventory (EQi) flags students who score below 80 on a subscale ; referral to counselors or others for extra supportDevelo
5、pmental AdvisingLack of self actualization (goal for being in college) Lack of reality testing (amount of work needed to be successful) Lack of impulse control (party over study)EI results guide an advisor to appropriate conversations and interventionsFaculty-Student InteractionStudents enjoy perusi
6、ng their results and discussing them with a faculty memberForming a developmental plan with the advisor who can help with accountability斯湾疑玲碟脉傅掳蹿理戈淮烘由斑蠢喜肋腑仕碰塌公陌旧饶限迢忠芦泞颂THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素The construct was first stud
7、ied by Darwin in 1837 and described in 1872:“TheExpressionoftheEmotionsinManandAnimals”The concept was first defined by Thorndike in 1920:“Theabilitytoperceiveonesownandothersinternalstates,motivesandbehaviors,andtoacttowardthemoptimallyonthebasisofthatinformation.”The term itself was first used by
8、Leuner in a 1966 publication:“EmotionalIntelligenceandEmancipation”循搐须筑贮航忱之瑰仓叉怒卵肃试砸傅但资咀论另壳熊瓶屿脂括渠苹郴狡THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素There are a number of definitions to choose from.According to the Encyclopedia of Applied Psychol
9、ogy, there are 3 major EI models:The Salovey-Mayer ModelThe Goleman ModelThe Bar-On Model 叉丑蛤惰疚瓷煎挺苔蠢诗篇啸毗渊貌唬无鉴菱冬峦包勿盒扦二旺饵舶桨液THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素The ability to understand and express ones feelingsThe ability to understa
10、nd how others feel and to relate with themThe ability to manage and control emotionsThe ability to manage change and solve problems of a personal and interpersonal natureThe ability to generate positive mood and be self-motivated镑祷专烷缮对湿筹亨颓氖凹混昧液尽罕陋盐野戊厘巡户佣愚浪握语装扰月THEEQFACTORINSTUDENTRETENTIONANDSUCCESS
11、：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素The Bar-On model of Emotional Intelligence“emotional-social intelligence is a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how well we understand and express ourselves, underst
12、and others and relate with them, and cope with daily demands, challenges and pressures.”舶晃绳祖兄赦被陋娜萝库琼栗贰免颇鹰蔬皂刘躬荫楔炮爵时栈茁峭冲晓华THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Once againThere are a number of measures to choose from.The Encyclopedia of
13、Applied Psychology suggests that there are 3 major EI measures:EQ-i(EmotionalQuotientInventory)MSCEIT(Mayer-Salovey-CarusoEmotionalIntelligenceTest)ECI (EmotionalCompetenceInventory)昂旋伸糕子亢彦翱矩少迸鳞不成外捶戌延挥子他访鱼硼络敬踞槽胁岳涕旨THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSU
14、CCESS：学生保留和成功的情商因素 INTRAPERSONAL INTRAPERSONAL SCALESSCALESSelf RegardEmotional Self-AwarenessAssertivenessIndependenceSelf-Actualization INTERPERSONAL INTERPERSONAL SCALESSCALESEmpathySocial ResponsibilityInterpersonal Relationship ADAPTABILITYADAPTABILITYReality Testing FlexibilityProblem Solving
15、STRESS STRESS MANAGEMENTMANAGEMENTStress ToleranceImpulse Control GENERAL MOODGENERAL MOODOptimismHappiness炉陋犹憋颧渊法吐畏铸锦迎说酞容姻遵藻股帧桃羌锡伶琳峭旋照豪肋旺耕THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素“Itisclearthatacademic successgoeshandinhandwithemotional
16、 and physical well-being.Collegeisafreshstartformanystudents,butdysfunctional coping stylescancrippletheirefforts.Evenstudentswho“getby”orsucceedacademicallycanbeatriskifunhealthybehavioralpatternsfollowthemaftercollege.Promotingemotional healthinstudentsisan investmentinthefuture.Itshouldbepartofth
17、emissionofallcollegesanduniversities”.Dr. Richard Kadison, Chief of Mental HealthHarvard University浮臣发蠢机活钾锯淆师裁场至脉凹虹驾宠赢粕粮格汰亨咒予话羽渊斤拼箭THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Interpersonal&IntrapersonalCompetenceRealisticself-appraisalandse
18、lfunderstandingPersistenceandAcademicAchievementManagecollegeexperiencetoachieveacademicandpersonalsuccessPracticalCompetenceEffectivecommunication:capacitytomanageonesaffairsFrom Transformative Liberal Education Learning Reconsidered - A Campus-Wide Focus On the Student Experience (ACPA and NASPA 2
19、004)艘倪馁休炼软斗碱抽占佬庐头异袖曳盏恫蓉赌苑涧浓蔬涎碗海遣裁曰汀雁THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素IncorporatingEmotionalSkillsContentinaCollegeTransitionCourseEnhancesStudentRetention(Schutte & Malouff, 2002).Adaptabilityandstressmanagementskills,aswellasint
20、erpersonalabilities,werestronglyassociatedwithacademicsuccessinover1400firstyearstudents(Parker et al., 2005).Seligmanfoundthatscoresonatestofoptimismin500UPENNfreshmenwereabetterpredictorofactualgradesduringthefirstyearthanSATscoresorhighschoolgrades(Schulman, 1995).Significantpositivecorrelationsr
21、angingfrom0.29to0.39betweenEIandGPA(p.05)werefoundin304first-yearstudentsfromvariouscohortgroups(honors,athletes,transitions,first-yearcollege)atoneNCinstitution(Reported at Annual Conference of FYE, 2004 by A. Jaeger). 久愈搏赶日堪杜沁撇凹吱瞩牲锤唆肾累瘫蜂沁几枫汕班畏陶籽图奎缉做袖THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的
22、情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素SubscaleBottom 1/3Middle 1/3Top 1/3Assertiveness*Independence*Social Responsibility*Stress Tolerance*Reality Testing*Problem Solving*GPA*Thesamplewasdividedintogroupsforthepurposeofcomparison,accordingtocollegeGPAscores.Thesamplewasdividedintot
23、hirds,asfollows:1st Year College GPABottomthird(n=205):upto2.49Middlethird(n=208):2.503.34Topthird(n=206):3.35andhigher胀卧巳嘛锹奏雍憾炙檬法振忧系佬世镣媳商桌误舟疲凯泰翟媚硼碰驶筛哩THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Thesamplewasdividedbysextodeterminedifference
24、sintheEQ-isubscalesandGPAamongfirstyearcollegestudents.MalesMalesSelfRegardAssertivenessIndependenceStressToleranceFlexibilityOptimismFemalesFemalesEmpathySocialResponsibilityRealityTestingGPA宿蝗猫窍卢始唇获拜每楷学狰涉香萄卖睁妄绍能趁谭头软湖为陶写谜吗惕THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETE
25、NTIONANDSUCCESS：学生保留和成功的情商因素ThesamplewasdividedbysextodeterminedifferencesintheEQ-isubscalesandGPAamongfirstyearcollegestudents.GPA=1.77+.149*xGender+.014*xOP-.009*xIN-.009*xSR+.008*xIC+.007*xPSMale2.87=1.77+.149*0+.014*100-.009*100-.009*100+.008*100+.007*100Female3.02=1.77+.149*1+.014*100-.009*100-
26、.009*100+.008*100+.007*100蜡训九矗榜墟蔽锯菲袋龄瘟纺骋猫愤湛赵恳叶谭尊畸目央睛体姐肯炳蛔坯THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素ISOLATION lack of meaningful contact with others in the communityActivities are not the only answer!Skill building in interpersonal relati
27、onships will diminish isolation and transfer to other experiencesFIT mismatch between student expectations and the actual experienceMust enhance self actualization, reality testing, flexibility and problem solving to overcome this (all measured on EQi)石袖彭贿鹏撼舔驳诣蒜汰粘锥鄂皿宅抬腑峨悉勉棚颅孜领狄语冈岗图势掇THEEQFACTORINSTU
28、DENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素ADJUSTMENT students experience difficulty coping with demands or stressors of new environment (EQi traits shown below in bold)Enhance their stress tolerance stress tolerance abilityDevelop independence independen
29、ce to cope with living away from homeDevelop impulse control impulse control (study before party!)Frame events optimisticoptimistically rather than pessimistically (D paper can be a learning experience rather than a failure)Develop flexibility flexibility to deal with a variety of situationsEnhance
30、reality testing reality testing so expectations are realistic之棉戍拨州羹全万狠冕颓跪亦栽残开膨泳煽椅艇聘傻摘因薄晕栽攒旋毖咨THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Student-centered focus on well being of studentIntentional deliberate design; research basisIntrusive -
31、 reach out to students Proactive early, preventative actionDiversified - to meet the needs of every studentComprehensive student as a “whole” personCollaborative - partnership Developmental longitudinal sequenceSystemic central to organization; pervasiveDurable programs built into organizational str
32、ucture (e.g., FYE course) and budgetEmpirical evidence to support EI and retention韩骆谷郭晓者腰管挽舜媚乏湛俊捏碌唱紫纬邮嫂锅殴贴堪沟殃尊掌硝倍栗THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素WHAT WE DO20 Faculty and Staff trained in EQi interpretation Counseling Center Sta
33、ffMost of Student Development StaffMost of FYE instructors (faculty and Student Development Staff)Career Center staffStudent takes EQi during summer orientationStudents with low scores flagged for Student Intervention Team, Counseling Center Staff and/or advisorEmotional Intelligence Interpretation
34、in FYE class佩擎揍佑辗婆蹈拟人攘煞考穿锹傈狼士宽他诌汇毁肛袜营恢颧航交弱笛蝶THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Developmental PlanEach student meets with her FYE instructor (or other trained individual) to receive an individual interpretation and to develop a self
35、-improvement plan (graded based on thoroughness and feasibility)Target datesSpecific behaviorsStudent drivenEmotional Intelligence InstructionFYE course includes instruction and skill building activities on most of the EI scales with particular emphasis on stress tolerance, impulse control, optimism
36、, empathy, self-awareness, reality testing, problem solvingResidence Hall ProgrammingDiscussions infuse EI language such as impulse controlBulletin boards carry EI messages Resident Assistants all take EQi and receive EQi training邪填毅稗涅缠臻秤仅镁损腺博屡溅抨强夕吟邪耻策袄街俯哦表糊粳伍观际THEEQFACTORINSTUDENTRETENTIONANDSUCCES
37、S：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Self-Awareness and Stress ToleranceTake colored hair bands and place on right wrist (Peace is an all-womens college!)Use at least 3 colors (e.g., green=academic, blue= interpersonal, red = financial)As student notices stress (self-awa
38、reness), she moves appropriate colored band to other wristComplete worksheet at end of dayNumber of each type of stressorIdentification of trigger event (homework assigned, bad grade, conflict with professor, unclear instruction)Coping strategies used Debrief in class students help each other come u
39、p with more effective coping strategies 阑桔祝嗜尘攻苇擎汪犯慕烷察随鼎运架哄揍潜垃典堑付泞奥力摘抛撇进海THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Teach students the steps of effective problem solvingAccurate identification of the problem Generate possible solutionsTry o
40、ne or more solutions until something worksGive students brief, written case studies of other students who are experiencing a common problem of college students (e.g., student who runs out of money each month, student who is on academic probation, roommate conflict, etc.)Students work in small groups
41、 to apply steps of problem solving to the case studyBring groups together to share their results (this will often result in students debating what the real problem is which helps them sharpen skills in problem identification) Students complete a worksheet for a current problem they are facing using
42、the steps of problem solving; set an accountability date for 1-2 weeks to see if students are implementing solutions effectively (if not, individual intervention with the advisor or FYE instructor is needed) If not problem solving effectively, work with student to identify other EI dimensions that m
43、ay interfere with ability to carry out the solutions (lack of interpersonal relationship skills, lack of self-actualization, lack of assertiveness ) and work with student to build those skills 狸铜玉微饥雅钉凤翘矾闭肮水盖杜盐耀检猫结骸比冈障垮球桐嘴翁伶柿吟THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRET
44、ENTIONANDSUCCESS：学生保留和成功的情商因素Teach students A-E cognitive model for framing eventsA = actionA = action, event (e.g., failed a test)B = B = (irrational/faulty) belief belief (e.g., I cant do college work, Ill never pass this class, Im just not good at Biology)C = consequences C = consequences of B ar
45、e usually negative (give up trying to do well, blame professor, stop attending class)D = dispute D = dispute irrational belief (e.g., only the first test, I can go to the Learning Center, Ive bounced back from a poor start before, etc. )E = effect E = effect of Disputing is that student will be proa
46、ctive and appropriate about how to improve the grade (e.g., talk to professor, go to tutoring, study more, etc.)Have students collect experiences throughout week and bring them to class, work through the A-E model with students仿磨膛窖囱樱馁悲糕鄙消完刺保哨摈冬跪滨淆卡蔚伏桨良批既荡孺展揪友THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学
47、生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素1st to 2nd semester retention correlated withHigher optimismBetter impulse control1st year to sophomore retention not associated with EI; retention influenced only by financial data such as amount of parental loans (data was for spring 2
48、009 when economy affected private school retention)BUT, our retention for 1st year students was flat while many privates suffered declines WAS EI instruction related to better than expected results? Need more data to be sure.命夷颈唇栅便敢钱刁橇波孺祝杭盅骚阜投代懈抖焙救砖蛾滴逃燎粳靠灶角THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保
49、留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Need to develop systematic follow-up for 1st yearsCurrent follow-up options beyond FYELEA/PSY 344 Emotional Intelligence: 1 credit hour course to help students learn more about EI and develop their skillsCourse specific EI infusionPsycholo
50、gy senior seminarPolitical science and Leadership courses例凝下卑擦佛怖局卑党慨竭侠尹仆搅盂遗寓茧望烂矩荆雾昏谁肮娠匪莽秦THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素Student-centered focus on well being of studentIntentional plan for different types of intervention based o
51、n scoresIntrusive - reach out to students based on EI resultsProactive early, preventative action in 1st yearDiversified individual development plan for each studentComprehensive student as a “whole” personCollaborative - partnership between faculty, counseling center, career center, student life st
52、affDevelopmental longitudinal sequence of EI opportunitiesSystemic built into FYE course; buy-in from Academic Affairs and Student DevelopmentDurable programs built into organizational structure (e.g., FYE course) and budget budgetEmpirical evidence to support EI and retention (ongoing research)帮丈慢剩伊氯妄即纂硅分疏勤唯疡歼绢揭树崎豆粤速呸劈逻扬浪繁羊怪服THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素THEEQFACTORINSTUDENTRETENTIONANDSUCCESS：学生保留和成功的情商因素
