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CHAPTER I
INTRODUCTION AND BACKGROUND INFORMATION
Intoduction
Emotional intelligence (EI) is the ability to use emotions effectively and productively
according to Websters dictionary. Since the publication of the research in 1989 by Salovey and
Mayer's conception of EI strives to define itself within the confines of the standard criteria for a
new intelligence. Following their continuing research, their initial definition of EI was revised to
"The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions
and to regulate emotions to promote personal growth." Innovative schools and educational
organizations have begun integrating emotional intelligence into their educational programs. It is
becoming increasingly clear that these skills are one of the foundations for high-performing
students and classrooms.
In education we are still concerned with how students improve both in their intellectual
ability and their academic performance. It is ironic that so much research has been done on
emotional intelligence and we still have programs based on academic success and not the growth
of the child as whole. In education we strive to create a better society, how can this be done if
we do not recognize an important part of our human growth. When a childs needs are not being
met how are they expected to learn and more over generate high scores on tests that have no
value to them.
This study intends to find the link between emotional intelligence and academic
achievement. The link between emotional intelligence and academic success has been around
for more than a century. My research will show how emotional intelligence is the missing piece
in student achievement. There is a direct relationship between emotional intelligence and student
academic success it is the missing piece in the educational concept of teach to the whole child.
Justification of the Study
In a time of budget cuts, intense societal pressures on youth, and national testing
standards, the strain on educational funds to fulfill the diverse needs of our children is becoming
increasingly apparent. This calls for innovative approaches to addressing the academic, social,
psychological, and physical health needs of developing students. Because of its wide ranging
impact, emotional intelligence education and intervention programming may be the key
investment that secures a positive future for our children.
There is a directSocial and emotional learning students have significantly better
attendance records; their classroom behavior is more constructive and less often disruptive; they
like school more; and they have better grade point averages. They are also less likely to be
suspended or otherwise disciplined. Timothy Shriver & Roger Weissberg, The New York Times
CHAPTER 2
REVIEW OF LITERATURE
Introduction
There is an plenty of research attempting to pinpoint a formula for effective student
achievement, resulting in countless school theories and models. Each new study expands the
knowledge base of what it means to have an emotional intelligents education and the effect that it
has on student achievement. Emotional intelligence has emerged as a model of effective
education across, and its connection to student achievement is currently being explored. The
emotional intelligence of students plays a role in school academics, current research is filling the
gaps in current research as to which abilities contribute to a students success in the classroom
and on standardized tests.
This literature review will discuss the evolution of emotional intelligence research,
including the three most prevalent models by Salovey and Mayer, Bar-On, and Goleman. Next,
the research on the traits and behaviors of effective students, including a specific focus on those
in the middle grades settings, will be examined. Finally, the connections between emotional
intelligence and the traits and behaviors of successful students, as well as the relationship to
standardized tests, will be presented.
EI versus IQ
The basic premise upholding the study of EI is that general intelligence, i.e., IQ, is not the
best indicator of life and success (Goldenberg, Matheson & Mantler, 2006). The more
demanding and intellectually challenging the situation is, the more this difference comes into
play. IQ and technical skills are assumed to be entry-level capabilities, but he contends it is the
emotional intelligence factor that determines who excels (Goleman, 1995).
Ability to label emotions and recognize relations among the words and the
emotions themselves, such as the relation between liking and loving
Ability to recognize likely transitions among emotions, such as the transition from
anger to satisfaction, or from anger to shame
Ability to stay open to feelings, both those that are pleasant and those that are
unpleasant
Since Salovey and Mayer introduced the concept seventeen years ago, two other widely
accepted models of emotional intelligence have emerged.
Self-regard
Emotional self-awareness
Assertiveness
Independence
Self-actualization
Empathy
Social responsibility
Interpersonal relationship
1. Stress Management Emotional management and control
Stress tolerance
Impulse control
Reality
Flexibility
Problem solving
Optimism
Happiness
Bar-On (1997), like other EI researchers, upholds the idea that when we can make our emotions
work for us and not against us, we will be happier, better-adjusted and more effective in many
aspects of our lives.
Goleman extended Bar-Ons concept of life effectiveness by focusing on the role of EI in life
success, work performance and leadership (Goleman, 1995, 1998a, 1998b, 2000; Goleman,
Boyatzis & McKee, 2001). Unlike the other models, which provide assessment of an
individuals EI and how that contributes to personal well-being and life satisfaction, Golemans
model measures EI and how that contributes to an individuals impact on the .
one's own emotion state and to correctly identify and name ones emotions
Self-regulation is the ability to control or redirect disruptive impulses and moods,
and the propensity to suspend judgment and to think before acting. Hallmarks
include trustworthiness and integrity; comfort with ambiguity; and openness to
change.
Interanal Motivation is a passion to work for internal reasons that go beyond
money and status -which are external rewards - such as an inner vision of what is
important in life, a joy in doing something, curiosity in learning, a flow that
comes with being immerse with ones activities. A propensity to pursue goals with
energy and persistence. Hallmarks include a strong drive to
include, or lead to, sympathy, which implies concern, or care or a wish to soften
negative emotions or experiences in others.) It is important to note that empathy
does not necessarily imply compassion. Empathy can be 'used' for compassionate
or cruel behavior. Serial killers who marry and kill many partners in a row tend to
In summary, these three conceptual frameworks have led to three different models guiding
emotional intelligence research.
The research will compare the findings of the two classrooms. Group I is the
independent variable. They will receive emotional intelligence education once daily for an entire
year. Group II is not an independent variable. They will be taught in the traditional way without
any emotional intelligence education. The dependent variable will be the summative standard
testing scores and the formative testing score from their regular class. If there is a relationship
between emotional education and student achievement then Group I will have a measurable
increase in their scores while Group II will not have any significant increase.
The group that I will be working with are the 6th grade classrooms an urban school district
in a Midwestern elementary school. The group of students to be used is two elementary 6th grade
class that are taught by the same teacher. The classroom ages range from ten to thirteen. The
sample groups makeup is reflective of the school, 65 percent African American and 35 percent
White non-hispanic
Instrumentation