Examining the Effects of an Emotional IntelligenceIntervention on First Year College
2020
The National Center for Educational Statistics (2018)
reported that only 59% of first time college students will retain
from their first to second year. The institutional effects of
retention are wide ranging and nationwide colleges and universities
are seeking effective methods of improving the retention of first
year students. Isaak, Graves, & Mayers (2007) identified both
emotional intelligence and resilience as important factors
contributing to student retention. According to Daniel Goleman
(1995), emotional intelligence is integral to success in life, and
a significant relationship has been found with grades and
successful acclimation to the college environment (Ciarrochi,
Deane, & Anderson, 2002; Liff, 2003; and Pekrun, 2006). This
study explored the impact of an emotional intelligence (EI)
intervention within a First Year Experience course on students’
emotional intelligence, resilience, and academic success. Forty
four students at a small, private, liberal arts institution in the
southeastern United States participated in the EI intervention and
were measured for EI and resilience utilizing the EQ-i 2.0 and the
5x5RS measures as pre and posttests. Based on the results of this
study, the EI intervention may have positive implications on EI,
resilience and academic success. Institutions and researchers
should continue to explore EI as a mechanism to improve resilience
and academic success among first year students.
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