東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The relationship between emotional i...

Oklahoma State University., Education (all programs).

FindBook

Google Book

Amazon

博客來

The relationship between emotional intelligence and group cohesiveness in interactive classroom groups.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relationship between emotional intelligence and group cohesiveness in interactive classroom groups./
作者:	Adams, Adam C.
面頁冊數:	48 p.
附註:	Source: Masters Abstracts International, Volume: 50-06, page: 4206.
Contained By:	Masters Abstracts International50-06.
標題:	Psychology, Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1513235
ISBN:	9781267423016

The relationship between emotional intelligence and group cohesiveness in interactive classroom groups.
Adams, Adam C.

The relationship between emotional intelligence and group cohesiveness in interactive classroom groups. - 48 p.

Source: Masters Abstracts International, Volume: 50-06, page: 4206.

Thesis (M.S.)--Oklahoma State University, 2012.

Good group cohesiveness is asserted to yield many positive outcomes, however, the factors related to cohesiveness are not clear. One factor that may contribute to group cohesiveness is emotional intelligence. This study looks at the relationship between emotional intelligence and perceived group cohesion, and also whether having high levels of emotional intelligence among individual group members is related to high cohesiveness in instructor-assigned interactive classroom discussion groups. Participants were students in two graduate multicultural counseling classes and one undergraduate diversity class, each taught by a different instructor. In all the classes, students read and discussed Why Are all the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race (Tatum, 2003), a book that focuses on racial identity development and evokes strong emotional responses in most students. The task for the groups was to discuss individual group member's reactions to the content of the book and listen to and try to understand and respect other group members' reactions and identity development. At the completion of the reading circles or groups, participants completed two inventories. Emotional intelligence was measured by the 33-Item Emotional Intelligence Scale (Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim, 1998) and perceived group cohesiveness was measured by the Group Cohesiveness Scale (Treadwell, Kumar, Lavertue, & Veeraraghavan, 2000).

ISBN: 9781267423016Subjects--Topical Terms:

1669154
Psychology, Counseling.

The relationship between emotional intelligence and group cohesiveness in interactive classroom groups.
LDR:03231nam a2200313 4500 001 1964159
005 20141015113802.5
008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267423016
035 $a (MiAaPQ)AAI1513235
035 $a AAI1513235
040 $a MiAaPQ $c MiAaPQ
100 1 $a Adams, Adam C. $3 2100558
245 1 4 $a The relationship between emotional intelligence and group cohesiveness in interactive classroom groups.
300 $a 48 p.
500 $a Source: Masters Abstracts International, Volume: 50-06, page: 4206.
500 $a Adviser: Sue C. Jacobs.
502 $a Thesis (M.S.)--Oklahoma State University, 2012.
520 $a Good group cohesiveness is asserted to yield many positive outcomes, however, the factors related to cohesiveness are not clear. One factor that may contribute to group cohesiveness is emotional intelligence. This study looks at the relationship between emotional intelligence and perceived group cohesion, and also whether having high levels of emotional intelligence among individual group members is related to high cohesiveness in instructor-assigned interactive classroom discussion groups. Participants were students in two graduate multicultural counseling classes and one undergraduate diversity class, each taught by a different instructor. In all the classes, students read and discussed Why Are all the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race (Tatum, 2003), a book that focuses on racial identity development and evokes strong emotional responses in most students. The task for the groups was to discuss individual group member's reactions to the content of the book and listen to and try to understand and respect other group members' reactions and identity development. At the completion of the reading circles or groups, participants completed two inventories. Emotional intelligence was measured by the 33-Item Emotional Intelligence Scale (Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim, 1998) and perceived group cohesiveness was measured by the Group Cohesiveness Scale (Treadwell, Kumar, Lavertue, & Veeraraghavan, 2000).
520 $a No relationship was found between emotional intelligence and perceived group cohesion for the participants as a whole. Also, there was no relationship found for any of the small groups in the graduate multicultural counseling classes (four groups in one class; one group in the other). Relationships were found for three of the five small groups in the undergraduate class, however the relationships were opposite the predicted direction in two of these groups with higher mean group emotional intelligence related to lower perceived group cohesiveness. In one group the relationship was significant in the predicted direction. The findings were discussed with possible implications and interpretation. Future research was proposed.
520 $a Keywords: Emotional Intelligence, Cohesiveness, Group Cohesiveness.
590 $a School code: 0664.
650 4 $a Psychology, Counseling. $3 1669154
650 4 $a Education, Higher. $3 543175
650 4 $a Sociology, Social Structure and Development. $3 1017425
690 $a 0603
690 $a 0745
690 $a 0700
710 2 $a Oklahoma State University. $b Education (all programs). $3 1019381
773 0 $t Masters Abstracts International $g 50-06.
790 $a 0664
791 $a M.S.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1513235