Social & Emotional Intelligence
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[edit] Definitions and Overview
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[edit] Well-Cited or New Studies with Accompanying Summaries
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Bloodworth, M.R., Walberg, H.J.., Weissberg, R. P. & Zins, J. E (2004). The Foundations of Social and Emotional Learning. New York: Teachers College, Columbia University.
Bryant, R., Cooper, N.J., Gordon, E., Hermens, G., & Williams, L.M. (2005). Toward an Integrated Profile of Emotional Intelligence: Introducing a Brief Measure. Journal of Integrative Neuroscience, 4(1), 41-61.
Over the last decade, an increasing number of research studies have focused on the construct of Emotional Intelligence (EI), which may be broadly defined as the capacity to perceive and regulate emotions in oneself as well as those of others. Researchers have generally adopted an organizational or management focus to the study of EI, however studies which adopt a more integrated perspective by combining psychological with biological measures, may help in further elucidating this relatively abstract construct. The first objective of this paper was to report on the psychometric properties of a brief, self-report measure of EI (Brain Resource Inventory for Emotional intelligence Factors or BRIEF), comprising internal emotional capacity (IEC), external emotional capacity (EEC) and self concept (SELF). Second, we further explored the validity of the measure by assessing the relationships between the BRIEF and variables considered relevant to the understanding of EI (including gender, age, personality, cognitive intelligence and resting state electroencephalography, EEG). The BRIEF possessed sound psychometric properties (internal consistency, r = 0.68 - 0.81; test-retest reliability, r = 0.92; construct validity with the Self Report Emotional Intelligence Test, r = 0.70). As hypothesized, females were found to score higher than males on EI. EI was associated more with personality than with cognitive ability, and EEG was found to explain a significant portion of the variance in EI scores. The finding that low EI is related to underarousal of the left-frontal cortex (increased theta EEG) is consistent with research on patients with depression, as well as attention deficit hyperactivity disorder. Although EI did not display age-related increases, this might relate to the exclusion of adolescents from our sample. In conclusion, examination of the way in which EI measures relate to a complementary range of psychological and biological measures may help to further elucidate this construct.
Elliott, S.N. & Malecki, C.K.(2002). Children’s social behaviors as predictors of academic achievement: A longititudinal analysis. Social Psychology Quarterly 17, 1–23.
This study was an investigation of the relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. The primary research question addressed the relationship between social behaviors and academic achievement. All data were collected and examined at two time-points within a school year, which allowed for a replication of the relationships among the variables and an investigation of the predictive relationships over time. The participants in this study were 139 third- and fourth-grade students, and their teachers, from two schools in a large urban community in western Massachusetts. The results of this study indicated that (a) social skills are positively predictive of concurrent levels of academic achievement and (b) problem behaviors are negatively predictive of concurrent academic achievement. Only social skills, however, emerged as a significant predictor of future academic functioning. The linkage between problem behaviors and future academic performance may vary as a function of ethnic or cultural membership status.
Hennessey, B.A. (2006). Promoting social competence in school-aged children: The effects of the open circle program. Journal of School Psychology, 45(3), 349-360.
One hundred fifty-four fourth graders took part in an investigation of the Open Circle Program (OCP), an intervention model that encourages students, teachers and administrators to learn and practice communication, self-control and social problem-solving skills. Eight classrooms, two in each of four schools, were sampled. Two of these schools were located in middle to upper-middle class suburban areas and two served more diverse populations. Half the classrooms were headed by teachers well versed in OCP curriculum. The other half was not implementing a social competence program. Participants completed the student version of the Social Skills Rating System (SSRS) once in the fall and again in the spring. Teachers also rated the social competence of students at these same two points in the school year. Doubly-repeated measures mixed-design MANOVA analyses revealed that across the school year, OCP participants showed significantly greater teacher-reported improvements in both social skills and problem behaviors than did control group members. Although the largest gains were made by OCP children in urban areas, significant positive effects of program participation were shown by all students, regardless of school setting.
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