Mode of Program Participation
Academic Scholarship
Participation Type
Paper
Presentation #1 Title
The Impact Emotional Intelligence Instruction had in an Appalachian Kentucky High School
Presentation #1 Abstract or Summary
This research study examined the impact that Emotional Intelligence (EI) instruction had on a sample of participants from a single rural Appalachian Kentucky high school. The study consisted of a randomly selected sample of 50 students grades 9-12 that were further randomly selected into a Treatment Group and a Control Group. The Treatment Group received ten one-hour EI instructional lessons one per week for ten weeks. The Six Seconds® Social Emotional Learning-Youth Version (SEL-YV) was used as the primary instrument to determine an EI score and scores for the Six Seconds® Model that consists of three pursuits, eight competencies, and five “Life Barometers” or outcomes. This study utilized a pre/post-test design using the SEI-YV to measure the influence that EI lessons over the period of ten weeks and also a mixed-methods design administering the Social Emotional Learning General Survey (SELGS) developed by the researcher to the whole sample. The 25 Treatment Group participants participated in an individual exit interview with the researcher. The data was analyzed with a one-way dependent t-test and there were results of significance that EI instruction could increase EI. KEYWORDS: Emotional Intelligence, Instruction, Six Seconds®, SEI-YV, SELGS
At-A-Glance Bio- Presenter #1
I have worked for the Letcher County Public Schools, Whitesburg, Kentucky, for my entire 21 years as a social studies teacher, coach, athletic administrator, and bus driver. I completed this study as a part of my doctoral capstone from Morehead State University. Besides my research interest in emotional intelligence, I am also interested in leadership philosophies, and Appalachian religious beliefs and practices. I am currently working on an oral history documentary of post-depression era residents.
The Impact Emotional Intelligence Instruction had in an Appalachian Kentucky High School
This research study examined the impact that Emotional Intelligence (EI) instruction had on a sample of participants from a single rural Appalachian Kentucky high school. The study consisted of a randomly selected sample of 50 students grades 9-12 that were further randomly selected into a Treatment Group and a Control Group. The Treatment Group received ten one-hour EI instructional lessons one per week for ten weeks. The Six Seconds® Social Emotional Learning-Youth Version (SEL-YV) was used as the primary instrument to determine an EI score and scores for the Six Seconds® Model that consists of three pursuits, eight competencies, and five “Life Barometers” or outcomes. This study utilized a pre/post-test design using the SEI-YV to measure the influence that EI lessons over the period of ten weeks and also a mixed-methods design administering the Social Emotional Learning General Survey (SELGS) developed by the researcher to the whole sample. The 25 Treatment Group participants participated in an individual exit interview with the researcher. The data was analyzed with a one-way dependent t-test and there were results of significance that EI instruction could increase EI. KEYWORDS: Emotional Intelligence, Instruction, Six Seconds®, SEI-YV, SELGS
