A Mixed-Methods Study on Emotional and Social Intelligence and Grit in Graduate Students at a Private Four-Year University

Autor/in	Schnefke, Emilee S.
Titel	A Mixed-Methods Study on Emotional and Social Intelligence and Grit in Graduate Students at a Private Four-Year University
Quelle	(2018), (159 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-9224-9
Schlagwörter	Hochschulschrift; Dissertation; Graduate Students; Social Development; Emotional Development; Instructional Leadership; Private Colleges; Personality Traits; Specialists; Withdrawal (Education); Academic Persistence; Resilience (Psychology); Doctoral Programs; Scores; Graduates; Comparative Analysis; Longitudinal Studies; Measures (Individuals) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziale Entwicklung; Gefühlsbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Privathochschule; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kursabbruch; Doktorandenprogramm; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten
Abstract	The researcher observed, as an educator, administrator, and graduate student, college student's withdrawal from school due to personal reasons or lack of determination. The study of Emotional and Social Intelligence (ESI) and grit enabled the researcher to learn about the traits or characteristics one must possess to achieve a goal, more specifically earning a college degree. The researcher tested hypotheses for a difference in ESI and grit scores among the studied population and sought the perception of ESI and grit through a mixed-methods study. The researcher measured the ESI and grit among Educational Leadership Specialists and Doctoral students and graduates at a private college in the Midwest. The researcher utilized the Emotional and Social Competence Inventory-University (ESCI-U) and the 12-Item Grit Scale and conducted a t-test for a difference in means analysis. Questionnaires and interviews, authored by the researcher, provided additional insight into student and graduate perception of ESI and grit. Results from the surveys, questionnaires, and interviews proved to be consistent. The ESCI scores indicated no significant difference between EdD students and graduates. Likewise, grit scores indicated no significant difference between EdD students and graduates. The researcher discovered sub hypotheses of the competencies of ESI and concluded no significant difference between EdD students and graduates. The perceptions of the EdD students and graduates were consistent with the scores on the ESCI-U and grit survey tools. The EdS student and graduate scores were unable to be measured due to an insufficient number of participants. The growth of ESC and grit appeared throughout the literature and the recommendation of a longitude study among college students could provide knowledge on such growth into adulthood. The results of the study signified the purpose for future research at the collegiate level as a tool for professionals in higher education assisting students toward degree completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01