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- Creators: Arizona State University
- Status: Published
Description
The current research seeks to examine whether individuals display or downplay intelligence in various mating contexts. I hypothesized that both men and women should display fluid intelligence when attempting to attract a potential long-term partner, and that only men should display fluid intelligence when attempting to attract a potential short-term partner. Contrary to predictions, I find that men perform worse at a fluid intelligence test when motivated to attract a long-term partner. With respect to crystallized intelligence, I predicted that both men and women should display crystallized intelligence when attempting to attract a potential long-term partner, but women should downplay crystallized intelligence when attempting to attract a potential short-term partner. However, there were no effects of mating contexts on displays of crystallized intelligence.
ContributorsSng, Wei Sheng Oliver (Author) / Neuberg, Steven L. (Thesis advisor) / Kenrick, Douglas T. (Committee member) / Shiota, Michelle (Committee member) / Arizona State University (Publisher)
Created2013
Description
The current paradigm to addressing the marginal increases in productivity and quality in the construction industry is to embrace new technologies and new programs designed to increase productivity. While both pursuits are justifiable and worthwhile they overlook a crucial element, the human element. If the individuals and teams operating the new technologies or executing the new programs lack all of the necessary skills the efforts are still doomed for, at best, mediocrity. But over the past two decades researchers and practitioners have been exploring and experimenting with a softer set of skills that are producing hard figures showing real improvements in performance.
ContributorsMischung, Joshua (Author) / Sullivan, Kenneth T. (Thesis advisor) / El Asmar, Mounir (Committee member) / Wiezel, Avi (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this exploratory study was to determine which social-emotional skills may predict postsecondary enrollment for students with disabilities. Students with disabilities are less likely to enroll in any form of postsecondary education and in turn experience poorer post-education outcomes than their general education peers. Using data from the second National Longitudinal Transition Study (NLTS2), a classification tree analysis was conducted on teacher-rated social-emotional behaviors in an attempt to determine which social-emotional skills were the strongest predictors of postsecondary enrollment. Items assessing social-emotional skills were selected from the second wave of teacher surveys based on their alignment with the broad taxonomy of social-emotional skills created by Caldarella and Merrell. The results of the classification tree analysis showed that one of the selected social-emotional items, teacher rated ability to follow directions, was the most significant predictor of postsecondary enrollment for students with disabilities. In general, the results suggest that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for SWD, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates and potentially post-educational outcomes for SWD.
ContributorsKaprolet, Charles M (Author) / Sullivan, Amanda L (Thesis advisor) / Caterino, Linda C (Committee member) / Yu, Chong Ho (Committee member) / Arizona State University (Publisher)
Created2011
Description
Emotional competence is the capacity to handle emotional situations effectively. A teacher's emotional competence influences the choices they make both pedagogically and during student interaction. This qualitative multiple case study examines the lived experiences of four elementary general music teachers for the purposes of exploring emotional competence as related to perceptions and practices in the classroom. Research questions included: Is it possible to observe a music teacher's emotional competence in action? If it can be observed, what is the relationship between emotional competence and teaching practices, including a teacher's decisions about music, interactions with children, and his or her own emotional self-management? What is the relationship between a music teacher's self-perceived emotional competence and observed emotional competence in teaching practices? Four elementary general music teachers were observed four times within typical music teaching situations at their respective schools, and three interviews were conducted with each teacher. Teachers completed three self-report inventories drawn from the literature and revised by the researcher. An administrator and three students for each teacher were interviewed as secondary participants. Data were coded for emotional intelligence branches as outlined by Perry (2004), emotional competence skills as outlined by Saarni (1999), and "adaptive coping styles" described by Gottman (1997), and presented as individual cases. A cross-case analysis was conducted. Findings suggest that elementary general music classrooms are emotional places. Music provides students with unique emotional experiences. Effective teaching within this context has an emotional ebb and flow in which music plays a vital role. Interactions between teacher and students may result in a feedback loop in which exchanges of emotional reactions occur and where teachers may be called upon to manage their own emotional responses. When adverse situations arise, a music teacher may choose an adaptive coping style suitable for the circumstance. These choices are influenced by their knowledge, skills, and emotional competencies. Teachers' perceptions of their emotional teaching practices are not always congruent with their observed emotional teaching practices. When the knowledge and emotional abilities of music teachers are used effectively, they can have a positive influence on the emotional climate of the classroom, which may, in turn, impact learning.
ContributorsMcConkey, Michelle Stephan (Author) / Stauffer, Sandra (Thesis advisor) / Bush, Jeffrey (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this action research study was to examine the effects the Six Seconds model on the emotional intelligence development of teacher candidates in a teacher education program described above. How would this focus impact a teacher candidate's ability navigate the emotional aspects of teaching, exercise optimism, and make daily choices based on a greater sense of purpose? A mixed-methods (QUAL-quant ) was employed to investigate this question and to gain a greater understanding of emotional intelligence in the teaching profession. The Six Seconds model of emotional intelligence was used as a foundation for the intervention and data collection. Data were collected through an emotional intelligence assessment, a teaching satisfaction survey, semi-structured interviews, observations, field notes, training transcripts, training artifacts, and a participant journal. The results from the study indicated that the Six Seconds model has the potential to positively impact emotional intelligence development in teacher candidates. Moreover, the study resulted in broader assertions about emotional intelligence development among future teachers. Emotional intelligence starts with a commitment to change. Second, teacher candidates must have the opportunity to continuously apply new learning in an environment conducive to EQ development. Finally, the pursuit of a noble goal is critical to the application of all other emotional intelligence competencies.
ContributorsRojas, Michelle (Author) / Carlson, David L. (Thesis advisor) / Heck, Thomas (Committee member) / Stafford, Catherine (Committee member) / Arizona State University (Publisher)
Created2012
Description
Emotion regulation repertoire, or the number of emotion regulation strategies one is able to employ when needed, is an important element of emotion regulation flexibility. Emotion regulation flexibility, the ability to regulate in accordance with changing situational contexts and demands, is predictive of emotion regulation success. Currently, little is known about emotion regulation repertoire and its association with emotional health and well-being. In particular, more can be learned about how the different strategies in one’s repertoire interact, and which strategies show stronger relationships with mental health. The current study aimed to assess the relationship of different emotion regulation strategies to mental health, including their individual and combined influence. In addition, the interaction between the use of specific emotion regulation strategies and emotion regulation flexibility with respect to mental health was examined. I hypothesized (1a) reappraisal and (1b) acceptance, two strategies previously associated with positive psychological outcomes, would be significant predictors of mental health, and (2) better flexibility would predict better mental health. In addition, I hypothesized that (3) strategies often found to be maladaptive (suppression, distraction, rumination, and experiential avoidance) would have an inverse relationship with mental health. Finally, (4) maladaptive strategies would be associated with worse mental health for those lower in flexibility. These hypotheses were tested through a questionnaire as part of a larger in-lab study. Results revealed that reappraisal and rumination were the strongest predictors of mental health. Emotion regulation flexibility did not predict mental health or moderate the relationship between individual emotion regulation strategies and mental health. Results from this study suggest some emotion regulation strategies are stronger predictors of mental health than others. This will guide future research on specific emotion regulation strategies in a repertoire as well as their combined effect on mental health. Creating a clearer picture of how different strategies interact and influence mental health will also be vital for clinical interventions.
ContributorsSchmitt, Marin (Author) / Roberts, Nicole A. (Thesis advisor) / Burleson, Mary (Committee member) / Robles-Sotelo, Elias (Committee member) / Arizona State University (Publisher)
Created2018
Description
The higher education sector is always changing and seeks for robust methodologies to make education more effective and produce higher quality products which are the future professionals. While each student has different preference in learning, numerous forms of instructional strategies are adopted to engage students in varied ways. Existing literature has studied the impacts of various teaching strategies on students’ performance. Previous studies did not figure out if personal characteristics such as honestly, emotionality, etc. have any impacts on the students’ academic performance. This master thesis uses the detailed information gathered through surveying construction students and analyses such data to determine the relationship between various personal factors and understand if there is any relation between students’ academic performance and personal characteristics. This work has used HEXACO factor scales and Emotional Intelligence (EI) as a basis of its analysis. Results of this analysis indicated that there is no significant correlation between students’ academic performance and HEXACO and EI criteria. Although the analysis process tried to provide the most accurate and robust results, but findings could potentially be affected by a number of factors such as excluding some survey responses from data analysis due to confusing responses or being outlier.
ContributorsDadvar, Atefeh (Author) / Sullivan, Kenneth (Thesis advisor) / Smithwick, Jake (Committee member) / Lines, Brian (Committee member) / Arizona State University (Publisher)
Created2017
Description
Emotions are essential ingredients to the human experience. How one feels influences how one thinks and behaves. The processing capacity for emotion-related information can be thought of as emotional intelligence (Salovey & Mayer, 1997). Regulating emotions and coping with emotional experiences are among the most common reasons individuals seek counseling. Counselors must be uniquely equipped in processing and managing emotional content. Counselor’s skills and abilities related to emotional intelligence are vital to effective counseling. There is indication that confidence in one’s counseling skills may be equally as important as competence in these skills. Counselor self-efficacy, one’s belief in one’s ability to perform counseling activities, has been shown to relate to counselor performance and ability and increased clinical experience has been associated with higher levels of counselor self-efficacy (Larson & Daniels, 1998). One’s emotion-related information processing abilities and one’s clinical experiences may contribute to one’s perception of one’s competencies and abilities as a counselor.
However, this relationship may not be a simple cause-and-effect association. Individuals may possess a certain aptitude (emotional intelligence) and not perceive themselves as competent as counselors. Resilience, one’s ability to “bounce-back” and persevere through adversity may moderate the relation between emotional intelligence and counselor self-efficacy (Wagnild, 1990).
The current study explored the relations among clinical experience, emotional intelligence and resilience in predicting self-efficacy. In addition, whether resilience would moderate the relationship between emotional intelligence and counselor self-efficacy was examined. Eighty counselor trainees enrolled in CACREP-accredited master’s programs participated in this study online. They completed a demographics form, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, et al., 2002), the Counselor Activities Self-Efficacy Scales (CASES; Lent et al., 2003), and The Resilience Scale (RS; Wagnild & Young, 1993). Multiple hierarchical regressions revealed clinical experience (specifically a completed practicum), emotional intelligence, and resilience predicted counselor self-efficacy. The moderation was not significant. These findings support the value of the exploration of clinical experience, emotional intelligence and resilience in developing counselor self-efficacy. A more comprehensive discussion of the findings, limitations, and implications of the current study as well as suggested direction for future research are discussed herein.
However, this relationship may not be a simple cause-and-effect association. Individuals may possess a certain aptitude (emotional intelligence) and not perceive themselves as competent as counselors. Resilience, one’s ability to “bounce-back” and persevere through adversity may moderate the relation between emotional intelligence and counselor self-efficacy (Wagnild, 1990).
The current study explored the relations among clinical experience, emotional intelligence and resilience in predicting self-efficacy. In addition, whether resilience would moderate the relationship between emotional intelligence and counselor self-efficacy was examined. Eighty counselor trainees enrolled in CACREP-accredited master’s programs participated in this study online. They completed a demographics form, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; Mayer, et al., 2002), the Counselor Activities Self-Efficacy Scales (CASES; Lent et al., 2003), and The Resilience Scale (RS; Wagnild & Young, 1993). Multiple hierarchical regressions revealed clinical experience (specifically a completed practicum), emotional intelligence, and resilience predicted counselor self-efficacy. The moderation was not significant. These findings support the value of the exploration of clinical experience, emotional intelligence and resilience in developing counselor self-efficacy. A more comprehensive discussion of the findings, limitations, and implications of the current study as well as suggested direction for future research are discussed herein.
ContributorsPetrolle Clemons, Laura (Author) / Robinson Kurpius, Sharon E (Thesis advisor) / Arciniega, Guillermo M (Committee member) / Kinnier, Richard T (Committee member) / Arizona State University (Publisher)
Created2017
Description
The construct of adult emotional intelligence has gained increasing attention over the last 15 years given its significant socioemotional implications for the ability to label, understand, and regulate emotions. There is a gap, however, in understanding how emotional intelligence develops in children. Parenting is one of the most salient predictors of children’s behavior and the current study investigated its prospective link to children’s emotional intelligence. More preceisely, this study took a differentiated approach to parenting by examining the distinct contributions of maternal sensitivity and emotion socialization to children’s emotional intelligence. In addition, executive function, considered a “conductor” of higher-order skills and a neurocognitive correlate of emotional intelligence, was examined as a possible mechanism by which parenting influences emotional intelligence. Data were collected from 269 Mexican-American mother-child dyads during 2-year (parenting), 4.5-year (executive function), and 6-year (emotional intelligence) laboratory visits. Both parenting variables were assessed by objective observer ratings. Exeutive function and emotional intelligence were examined as latent constructs comprised of relevant parent-reported and objective measures. Due to a lack of adequate fit, the emotional intelligence variable was separated into two distinct latent constructs, emotion knowledge/understanding and emotion dysregulation. Results indicated that neither dimension of parenting was predictive of dimensions of emotional intelligence. On the other hand, children’s executive function was positively related to emotion knowledge. Finally, executive function did not emerge as a mediator of the relation between parenting and dimensions of emotional intelligence. Taken together, these findings highlight the need for a nuanced developmental and bioecological framework in the study of childen’s executive function and emotional intelligence.
ContributorsRoss, Emily (Author) / Crnic, Keith (Thesis advisor) / Luecken, Linda (Committee member) / Bradley, Robert (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2020
Description
Mood disorders are highly prevalent, especially in adolescent populations. One potential cause of the widespread nature of these disorders is the formation of stigma around emotionality. Emotion research, while extensive, has not expanded to capture how a parent’s emotion regulation and expression may lead to stigmatized behaviors in their child affecting that child’s mental health into adulthood. The current thesis aimed to investigate the relevance of this novel concept – emotionality stigma – in the relationship between parental emotionality and adult-child mental health. Using social learning theory, parental emotionality was predicted to influence a child’s emotionality into adulthood. Specifically, this thesis investigated if parental emotion over- and under-expression (dysregulation) would influence adult-children to perceive a stigma around emotionality leading to worse mental health, whereas well-regulated parental emotion expression would relate to adult-child emotional intelligence, leading to better mental health. Moreover, it was predicted that these relationships would differ depending on parent and child gender. To examine these ideas, data was collected from 1,136 college and community individuals through a university survey system and Amazon’s Mechanical Turk. Using a combination of linear regression, PROCESS, and Structural Equation Modeling (SEM) models, the results supported the proposed hypotheses. As predicted, parental dysregulation in childhood predicted impaired adult-child mental health, whereas parental regulation in childhood predicted lower levels of adult-child depression and anxiety. Additionally, emotionality stigma and emotional intelligence partially mediated the relationship between parental emotionality and adult-child mental health. Furthermore, results showed interesting gender differences; male participants were more impacted by both maternal and paternal emotionality as compared to female participants. These findings not only build on emotion research, but also have numerous applications in practice including improving parenting classes and family therapy interventions. This study is the first to explore the role of parental emotionality on adult-child mental health through stigma and emotional intelligence.
ContributorsSeely, Hayley (Author) / Mickelson, Kristin D. (Thesis advisor) / Salerno, Jessica (Committee member) / Roberts, Nicole (Committee member) / Arizona State University (Publisher)
Created2019