Emotional Intelligence and Adolescent Classroom Behaviour
Until recently, few studies concerning disruptive behaviour have been conducted in Australia (Arbuckle & Little, 2004). Disruptive behaviour involves activities that interrupt the learning process thereby causing distress for both teachers and peers. Perspectives in this area tend to concentrate on behaviours that are the most frequent and troublesome to teachers.
Differing levels of student EI may explain the variation in disruptive behaviour. Emotional intelligence (EI) involves the ability to recognise and manage one’s own emotions and read and deal effectively with other peoples’ feelings (Goleman 1995). While few studies have focused on the link between emotional intelligence and classroom behaviour, researchers have recently assessed the role of emotionality in disruptive behaviour (Cook, Greenberg & Kusche, 1994; Schultz, 2003).
Students participating in this project will complete questionnaires including demographic information, self-reports of classroom behaviour, a checklist of major life events and questions relating to dealing with emotions. Teachers will rate three students who demonstrate a range of low, medium and high levels of disruptive behaviour. Student and teacher data will be analysed together to determine whether the dimensions of EI predict student disruptive behaviour, while controlling for the influence of major life events.
There are several anticipated benefits stemming from this research. As this project is one of several in EI and education conducted at Swinburne University, together they may lay the groundwork for future EI developmental programs. Importantly, this research will provide information for educators and school communities to more effectively develop the social and emotional abilities of students. This study may also provide an empirical basis on which to build the foundations of an EI development program for students.
Secondary benefits of an EI program may include reduction in classroom disruption, improved academic performance, higher levels of school engagement and higher school retention rates. Reduced levels of classroom disruption may also lessen teacher stress and time spent on classroom management, allowing for more time for curricular activities. As students become employees in the future, enhanced skills in dealing with emotions will help them to participate as productive members in the workforce.
Investigation of Emotional Intelligence and Academic Achievement
Emotional Intelligence (EI) is an increasingly popular construct and has been thought to be responsible for success in just about every aspect of a person’s life (Goleman, 1995). However, only very few studies have conducted research attempting to substantiate this claim.
The study of academic success has generated sizable literature, mainly focusing on the impact of cognitive abilities and personality on academic success. The capacity of cognitive ability and personality to predict academic success is limited, accounting for 30% of variability in academic grades at most. Seventy per cent of the variance remains to be explained.
Recently, a number of studies have investigated the impact of adolescent EI on academic success (Newsome, Day, & Catano, 2000; Lam & Kirby, 2002; Barchard, 2003; Furnham, 2004; Petrides, Frederickson, Parker, Summerfeldt, Hogan, & Majeski, 2004;). These studies have had mixed results, possibly due to differences in the reliability and validity of the EI tests used.
The aim of this project is to develop an understanding of the role of EI in adolescents. Specifically, we will use school grades to examine the relationship between EI and academic achievement. The students’ EI level will be measured using the Adolescent Swinburne University Emotional Intelligence Test (Adolescent SUEIT), a valid and reliable self-report questionnaire developed specifically for Australian adolescents.
The study will also assess the relationship between:
· Adolescent self-rated emotional intelligence and teacher ratings of student’s perceived emotional intelligence
· Student’s and parent’s EI
The study will also be examining the role other factors such as:
· Coping skills
· Major life events
· Student perceptions of teacher interactions
Emotional Intelligence Development Programs (adolescents)
Progress in school and completing a secondary education is widely accepted as an important developmental task for adolescents, and success is important for later life (Jessor, Turbin & Costa, 1998). Teese (2002) identified low academic achievement, not getting along with teachers and not fitting in socially as contributing to low satisfaction with school, leading to early school leaving.
Emotional intelligence appears to underpin these factors.
Higher levels of emotional intelligence are related to:
· Better academic performance (Lam & Kirby, 2002)
· Better social support and satisfaction with social support (Ciarrochi et al, 2001)
Lower levels of emotional intelligence are related to:
· Unauthorised school absences (Petrides, 2004)
While intelligence (IQ) is thought to be fairly fixed and relatively impervious to the effects of education, it appears that emotional intelligence can be developed at any age. Recent research on brain development suggests that adolescence is a critical period for the development of emotional intelligence.
Our vision is to develop an evidence-based program to be conducted by educational and mental health professionals for the development of emotional intelligence in adolescents.
Development of adolescents' emotional competencies is likely to enhance:
· Peer, teacher and family relationships
· School engagement
· Academic achievement
· Pro-social behaviour.
· Psychological health
· Ongoing life-satisfaction
These programs may also provide an arena for mature discussion of issues relevant to adolescents including:
· Conflict resolution
· Relationships and sexuality
· Drug education
· Suicide prevention
· Racism
· Bullying
Emotional Intelligence Development Programs (teachers)
A recent study by PhD student Lisa Gardner involved the development, implementation and evaluation of an EI training program for teachers from various educational sectors (primary, secondary and tertiary).
Seventy-nine teachers participated in a 5-week psycho-educational EI training program. The results indicated that EI improved after the training program, that occupational stress decreased and feelings of psychological and physical health increased.
The findings supported the notion that EI can be learned and developed.
