Differences in the Emotional Intelligence between Undergraduate Therapy and Business Students and the Population Norms

Autor/inn/en	Gribble, Nigel; Ladyshewsky, Richard K.; Parsons, Richard
Titel	Differences in the Emotional Intelligence between Undergraduate Therapy and Business Students and the Population Norms
Quelle	In: Asia-Pacific Journal of Cooperative Education, 18 (2017) 3, S.225-242 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Emotional Intelligence; Undergraduate Students; Business Administration Education; Intellectual Disciplines; Experiential Learning; Student Surveys; Occupational Therapy; Physical Therapy; Speech Language Pathology; Allied Health Occupations Education; Problem Solving; Stress Management; Comparative Analysis; Self Actualization; Interpersonal Relationship; Self Control; Empathy; Foreign Countries; Statistical Analysis; Decision Making; Self Concept; Self Expression; Australia + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Geisteswissenschaften; Experiental learning; Erfahrungsorientiertes Lernen; Schülerbefragung; Beschäftigungstherapie; Physiotherapie; Problemlösen; Stressmanagement; Stressbewältigung; Self actualisation; Selbstverwirklichung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstbeherrschung; Empathie; Ausland; Statistische Analyse; Decision-making; Entscheidungsfindung; Selbstkonzept; Ausdruck; Australien
Abstract	Students occasionally experience difficulties during work-integrated learning and clinical placements. The authors reasoned that these placement difficulties might be related to the students' emotional intelligence (EI) being underdeveloped before they commence full-time clinical placements. A cross-sectional survey design was used to measure the EI of third-year undergraduate occupational therapy, physiotherapy, speech pathology and second-year business students (n = 369). Results showed that over 40% of therapy students reported scores that are considered low or markedly low in the EI domains of independence, problem-solving and stress tolerance. The EI scores for therapy students that were significantly higher than the Australian EI norms were self-actualization, interpersonal relationships, empathy, and impulse control. The mean scores of business students were within the normal range for all EI domains. A recommendation of our study is to include strategies that develop EI throughout the therapy curriculum and when preparing students for clinical placements. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01