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EMOTIONAL INTELLIGENCE

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emotional intelligence engaging the affective domain for effective pedagogy in distance and distributed higher education why engage the affective domain? – PowerPoint PPT presentation

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Title: EMOTIONAL INTELLIGENCE


1
EMOTIONAL INTELLIGENCE
  • ENGAGING THE AFFECTIVE DOMAIN
  • FOR EFFECTIVE PEDAGOGY
  • IN DISTANCE AND DISTRIBUTED HIGHER
    EDUCATION

2
  • WHY ENGAGE THE AFFECTIVE DOMAIN?

3
CURRENT RESEARCH
  • Emotional intelligence may be
  • related to
  • academic achievement.
  • Using an Emotional Intelligence Test Instrument,
    the MSCEIT, V.2, designed by Professors Peter
    Salovey, Chair of the Psychology Dept. at Yale
    University, and Jack Mayer, Psychology Dept., the
    University of New Hampshire,
  • previous research shows a relation of emotional
    intelligence to the general intelligence involved
    in academic achievement (Mayer, Salovey and
    Caruso, 2000),
  • and current research shows that higher level
    emotional intelligence is significantly related
    to the current-semester GPAs of the MSCEIT, V.2
    test-takers (Edison, 2002). For more information
    email PeterSalovey_at_Yale.edu or access the
    professional healthcare website mhs.com

4
My research using the MSCEIT, V.2
detected a tendency for undergraduates who
understand and manage emotions to have higher
GPAs.
5
Analyzing the MSCEIT, V.2 test results
using the Pearson r found that test scores on
Understanding Emotions correlated significantly
with test-takers GPA at r .432, which is
significant at the plt.01 level (2-tailed). GPA
also correlated significantly with Managing
Emotions at r .314, which is significant at the
plt.05 level (2-tailed). The p levels mean that
there is a 99 certainty, and a 95 certainty,
that the correlations are true and did not occur
by chance.
6

INSIDE THE PEARSON CORRELATION Understanding
Emotions
GPA 3.6 to 4.0 Mean MSCEIT,
V.2 score 113 GPA 3.0 to 3.59 Mean MSCEIT, V.2
score 111 GPA Below 3.0 Mean MSCEIT, V.2 score
100 Note the 13-point scores difference in
Understanding Emotions, for higher GPAs versus
lower GPAs. Managing Emotions
GPA
3.6 to 4.0 Mean MSCEIT, V.2 score 106 GPA 3.0
to 3.59 Mean MSCEIT, V.2 score 104 GPA Below
3.0 Mean MSCEIT, V.2 score 97 Note the
9-point scores-difference in Managing Emotions
for higher GPAs versus lower GPAs.
7
GENDER DIFFERENCE
  • Current research using the MSCEIT, V.2 shows
    that females tend to score somewhat higher than
    males in Understanding Emotions and Managing
    Emotions.
  • However, focus group comments by high-scoring
    MSCEIT, V.2 test-takers of both genders indicate
    that it is the male undergraduate, AND NOT the
    FEMALE, who manages emotions before beginning a
    learning task. (Is this difference a cultural
    expectation?)

8
The MSCEIT, V.2 TEST-TAKERS
  • In this study, 15 emotional intelligence ability
    tasks were tested and scored for a special sample
    of 61 high-achieving undergraduates who took the
    MSCEIT, V.2 on-line at a top-ranked public
    university in the southeastern United States with
    high admission standards. Each year at this
    campus, over 8,000 apply for admission 1,332 are
    accepted. In this study, 14 participants were
    Phi Beta Kappa, 20 were designated Monroe
    Scholars (the higher achievers of the high
    achievers admitted to this campus), and 24 were
    neither Phi Beta Kappa nor Monroe Scholars.

9
The MSCEIT, V.2 Tasks
  • Branch 1X Tasks are about Perceiving Emotions in
    facial expressions and pictures of objects.
  • Branch 2X Tasks are about Using Emotions and
    recognizing moods that facilitate thinking.
  • Branch 3X Tasks ask higher level abstract
    reasoning questions about Understanding Emotions
    and combinations and blends of emotions in
    response to resolving an emotional situation.
  • Branch 4X Tasks ask complex higher level abstract
    reasoning questions about Managing Emotions in
    self and others, in order to solve a problem in a
    personal relationship.

10
The MSCEIT, V.2 Results
  • A significant relation to academic achievement
    was found in the higher level problem-solving
    Tasks in Branches 3X and 4X Understanding and
    Managing Emotions. In these Tasks, the
    test-taker was asked to reason with emotions
    (Mayer and Salovey, 1997).
  • Basically the question posed is whether a human
    being ever does thinking without feeling
    (Krathwohl, Bloom and Masia, 1964), from Blooms
    Taxonomy of Educational Objectives, Handbook II
    Affective Domain.

11
Blooms Taxonomy
  • Educational Objectives
  • for the Affective Domain
  • What is missing is a systematic effort to
    collect evidence of growth in affective
    objectives
  • which is in any way parallel
  • to the very great and systematic efforts to
    evaluate cognitive achievement
  • (Krathwohl, Bloom and Masia, 1964, p. 16).

12
APPLICATIONS FOR EFFECTIVE PEDAGOGY IN DISTANCE
AND DISTRIBUTED HIGHER EDUCATION
  • PAYING ATTENTION

13
BLOOMS INSTRUCTIONAL STEP 1
  • Step 1.1 Present the Learning Stimulus
  • Step 1.2 Engage Willingness to Receive It
  • Step 1.3 Promote Willingness to Respond to It
  • Resulting in CONTROLLED ATTENTION

14
SIMPLE AWARENESS OF THE LEARNING STIMULUS
  • WITHOUT COGNITION

15
WILLINGNESS TO RECEIVE
  • THE LEARNING STIMULUS

16
SATISFACTION IN RESPONDING
17
CONTROLLED OR SELECTED
  • ATTENTION

18
THE TWO DOMAINS
  • COGNITIVE OUTCOMES HAVE TO DO WITH THE
    UTILIZATION OF HIGHER-ORDER INTELLECTUAL
    PROCESSES SUCH AS KNOWLEDGE ACQUISITION,
    DECISION-MAKING, SYNTHESIS AND REASONING
  • (Pascarella and Terenzini, 1991, p.5)
  • AFFECTIVE OUTCOMES ARE ATTITUDES, VALUES,
    ASPIRATIONS, AND PERSONALITY DISPOSITIONS
  • (Pascarella and Terenzini, 1991, p.5)

19
TOWARDS A NEW TAXONOMY
  • WHAT EMOTIONS ARE EFFECTIVE FOR ACADEMIC
    ACHIEVEMENT?
  • CAN ACADEMIC INSTRUCTION ENGAGE THE TWO DOMAINS?

20
WHAT DOES IT MEAN? (Disclaimer)
  • THE RESULTS OF THIS STUDY CANNOT EXPLAIN HOW
    EMOTIONAL INTELLIGENCE IS RELATED TO HIGHER
    ACADEMIC ACHIEVEMENT
  • AND, AS FOR DESIGNING THAT NEW EPISTEMOLOGY, AND
    NEW INSTRUCTIONAL STRATEGIES To SIMULTANEOUSLY
    ENGAGE THE TWO DOMAINS, THIS STUDY DOES NOT
    SUGGEST THE HOW TO --ONLY THE WHY TO

21
WHAT NEXT?
  • FUTURE RESEARCH IS NEEDED TO IDENTIFY THE
    ACHIEVEMENT BEHAVIORS OF EMOTIONALLY INTELLIGENT
    STUDENTS WHO ARE ALSO HIGH ACHIEVERS.
  • THE STUDENTS IN THIS STUDY WERE ALL HIGH
    ACHIEVERS. THEY DESCRIBED THEIR EAGERNESS TO
    BEGIN LEARNING, THEIR EXCITEMENT ABOUT THE
    SUBJECT, AND CONFIDENCE, AS EFFECTIVE EMOTIONS
    THEY EXPERIENCE DURING ACADEMIC PERFORMANCE IN
    HIGHER EDUCATION.

22
SUGGESTIONS FOR FUTURE RESEARCH
  • FUTURE RESEARCH IS NEEDED TO IDENTIFY NEW
    INSTRUCTIONAL STRATEGIES THAT CAN FULFILL NEW
    EDUCATIONAL OBJECTIVES, NAMELY, HOW TO
    ACADEMICALLY DEVELOP THE INTELLIGENCE OF BOTH
    DOMAINS.
  • ON-LINE INSTRUCTION SHOULD VISUALLY MANIPULATE
    THE AFFECTIVE DOMAIN, TO BRING OPTIMAL LEARNING
    EMOTIONS ON-LINE, AND MERGE THE INTELLIGENCE OF
    EACH DOMAIN FOR HIGH ACHIEVEMENT EFFORTS THAT
    STUDENTS ARE EAGER TO PERFORM.

23
Emotional Intelligence WHAT IN THE WORLD IS IT?
  • Emotions are an additional intelligence that
    along with cognition conveys information about
    objects of perception. Emotional intelligence
    is expressed in feelings, images, colors,
    movement, sounds, symbols that augment cognitive
    understanding. Human emotions express a common
    meaning that is understandable by everyone (and
    so can be tested by researchers). Yet emotions
    deliver information that is uniquely personal for
    each individual, and may especially enrich
    thinking if encouraged to participate in
    complex higher level reasoning for abstract
    problem-solving (as the results of this study
    suggest).

24
REFERENCES
  • For books, journal articles, dissertation, and
    other references used in this study, please
    contact
  • edison2001_at_earthlink.net
  • Or, go on-line to PsychLit and search for
    emotional intelligence journal articles by
    Professors Peter Salovey and Jack Mayer.
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