Millán, Rebecca Olympia (2008). Examining Emotional Intelligence Differences Among Nursing Students at a College in South Texas. The study examined the emotional intelligence skills of nursing students in the LVN, RN, LVN-RN Transition Option, and Paramedic-RN Transition Option programs in a college in South Texas. Thirty one-way analyses of covariance (ANCOVA) and one-way analyses of variance (ANOVA) were run for the Leadership skill performance area (comfort, empathy, decision-making, and leadership) and the Intrapersonal skill performance area (self-esteem and stress management). The possible effects of nursing program on these selected Emotional Intelligence skills were explored, as function of the demographic variables of gender, level of education, country of origin, age, and medical field experience. Twenty-seven research questions were not statistically significant. However, statistically differences in self-esteem skills and stress management skills were found among students in the nursing programs when age was controlled. Also, statistical difference in stress management skills existed among students in the nursing programs when medical field experience was controlled.  Defense Presentation

Martinez, Melissa. Reyes (2007). An Evaluation Study of a College Success Course as a Counseling Intervention at a South Texas Institution of Higher Education. The study explored the perceptions of counselors and students regarding the effectiveness of a College Success Course as a counseling intervention, as related to achievement, and evaluated whether the course improved student skills at a community college. The study included a between-group research design utilizing mixed methods. Students completed Nelson and Low’s (2004) College Version ESAP. The ANOVA was significant in assertion scores only. The findings of the qualitative portion of the study indicated that the College Success Course was viewed overall by students and counselors as an effective counseling intervention to improve student success skills.   Defense Presentation

Fernandez, Alisa (2007). Attitudinal, Behavioral, and Emotional Intelligence Skill Characteristics of College Student-Parents. The study examined Hispanic college student-parents’ emotional intelligence (EI) skills, children’s behaviors, and parental attitudes and behaviors. Common issues and problems they faced were also examined. The subjects of the study included 14 college student-parents from a selected college in South Texas. The results of the study suggested that college student-parents were dealing with problems and issues related to family, health, children, discipline, college, and work. Time and stress relating to their multiple, conflicting roles also seemed to affect them in various ways. Without help, student-parents are at risk of dropping out of classes or college altogether. Group and individual sessions with the experimental group showed positive results. Teaching EI and parenting skills can help student-parents learn to deal with their children’s behaviors, improve their own behaviors and parental attitudes, become role models for their children, and help them teach their children valuable skills to impact their lives positively. Defense Presentation

Hammett, Richard (2007). Personal Excellence: The Development and Validation of A New Measure of Emotional Intelligence. A study was conducted to extend and improve the assessment of transformational emotional intelligence (EI) for adult learners by exploring the a priori model of personal excellence developed by Nelson and Low (2003). The research derived theory was investigated using exploratory factor analysis of the 150-item Personal Excellence Inventory and the new 87-item instrument was validated using measures of career satisfaction and achievement of clergy and seminarians. Defense Presentation

Hwang, Fei-Fei (2007). The Relationship Between Emotional Intelligence and Teaching Effectiveness.  The purposes of the study were to explore the effect of emotional intelligence skills in effective teaching. The correlational research included two instruments, the Emotional Skills Assessment Process (ESAP) and the Teaching Effectiveness Evaluation (TEE). Using a sample of teachers at an Institute of Technology in Taiwan, the EI scores included the 10 ESAP skills, three potential problem areas, and a total EI score. The teaching effectiveness score, the arithmetic mean of a faculty member’s student evaluations, was obtained from end of course evaluations. The statistical methods of univariate descriptive statistics, ANOVA, and Pearson product-moment correlation coefficient were used for data analysis. Findings suggested that higher education institutions may need to provide lifelong learning programs in emotional intelligence skills for faculty in order to facilitate the development of harmonious learning environments.  Defense Presentation

Tang, Hui-Wen  (2007). A Cross-Cultural Investigation of Academic Leaders' Emotional Intelligence and Leadership Effectiveness in Taiwan and the United States. The study explored the relationships between emotional intelligence (EI) and transformational leadership practices of academic leaders in Taiwan and the United States. The impact of culture on EI and leadership practices was also examined. Self-perceived leadership practices and EI between the two cultures suggested culturally specific interpretations.  However, it was concluded that EI provides an underlying contribution to leadership effectiveness independent of cultural influences. In order to lead effectively, increasing EI seems to be required to leverage a sense of self-awareness, to manage one’s own emotions, to manage the emotions of others, and to lead in accordance with the cultural expectations of respective organizations. Defense Presentation

Liang, Yao-Hui (2007). The Relationship between Personality Type and Emotional Intelligence in a Sample of College and University Faculty in Taiwan. Using a sample of 100 college and university faculty members in Taiwan, a series of one-way ANOVA were incorporated to evaluate 18 hypotheses comparing personality type, emotional intelligence (EI), gender, and age. The two inventories utilized in the study were the Emotional Skills Assessment Process (ESAP) (Nelson & Low, 1998) and the Myers-Briggs Type Indicator (MBTI). While the relationship between gender and EI skills could not be supported, the study did find evidence supporting the relationship between EI and personality type. Defense Presentation

Smith, Marky (2004). A Mixed Paradigm: Study of a Transformational Learning Program for At-Risk High School Students. A mixed-methods design to study the effects of an EI Intervention program on at-risk high school students. Seven of nine null hypotheses are rejected based on MANOVA analyses of multiple dependent variables including the Snyder Hope Scale, CTI, Personal Responsibility Map (Nelson & Low, 2003), grades, conduct, attendance, discipline referrals, and suspensions. Dissertation

Williams, Magdalena (2004). Achievement and Retention Patterns in a Predominantly Hispanic Serving Institution of Higher Education. An examination of the problem of retaining first-year students at TAMUK. Williams finds that both academic factors (ACT/SAT scores, high schools class standing) and the EI Skills of drive strength, time management, and commitment ethic are significantly correlated and predictive of retention and academic achievement. Dissertation

Chao, Chaun-Ta (2003). Foreign Language Anxiety and Emotional Intelligence: A Study of EFL Students in Taiwan. An examination of the association between language anxiety and emotional intelligence skills among private college students who learn English as a second language in Taipei, Taiwan . Dissertation

Vela, Robert (2003). The Role of Emotional Intelligence in the Academic Achievement of First Year College Students. Although progressive efforts have been made on improving student performance and retention, students' success in higher education continues to decline. The inability to connect cognitive and affective domains in student development has resulted in poorly prepared students in society. Dissertation

Stottlemyer, Barbara (2002). An Examination of Emotional Intelligence: Its Relationship to Achievement and Implications for Education.  Pearson correlations and standard multiple regression analyses were used to examine the relationship between emotional intelligence skills and academic achievement. Dissertation