Current Search:  Success -- Psychological aspects (x)

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development of emotional intelligence in at-risk female adolescents
Title
The development of emotional intelligence in at-risk female adolescents.
Creator
Nicoll, Monica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in...
Show moreThe purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in at-risk youth, and the outcome research related to the effectiveness of emotional interventions for enhancing positive social-emotional development of at-risk adolescents. ...T his study investigated whether a group therapy process that encompasses programmatic components fostering self-regulation, self-awareness, empathy, and positive social skills, could effectively increase the EI and social adjustment of a target group of at-risk female adolescents.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362581
Subject Headings
Emotional intelligence, Emotions in adolescence, Social intelligence, Emotional maturity, Interpersonal communication, Success, Psychological aspects
Format
Document (PDF)
Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs
Title
Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.
Creator
Casey, Deborah A., Florida Atlantic University, Floyd, Deborah L.
Abstract/Description
The purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences....
Show moreThe purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences. Utilizing mixed methodologies, the researcher collected and analyzed data during the Fall 2005 academic quarter from 177 climate assessments and facilitated 33 interviews, five student focus groups, and five follow-up interviews with students with psychological disabilities. The study revealed allied health sciences faculty and staff who implement universal design principles, take time to meet with students, build trusting relationships, and work as allies may dramatically influence a student's perception of their academic potential therefore, influencing academic success. The research also indicated allied health sciences programs require additional professional development opportunities for faculty and staff to enhance the climate for students with psychological disabilities. Positive attitudinal indicators, increased support provisions, and frequent student interactions between faculty, staff, and students were found to be key indicators for student academic success. Recommendations are provided for faculty and staff to support the success of students with psychological disabilities.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12208
Subject Headings
Academic achievement--Psychological aspects, Resilience (Personality trait), Prediction of scholastic success, Curriculum-based assessment, Community colleges--Curricula--Evaluation
Format
Document (PDF)
Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls
Title
Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
Creator
Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
Subject Headings
Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
Format
Document (PDF)