Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532951
Title: An exploration of the relationship between a young person's level of emotional intelligence, and their behaviour and social inclusion within school
Author: Kotecha, Hema
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2009
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Abstract:
This study investigated whether a relationship exists between young people's levels of Emotional Intelligence (EI) and their behaviour and Social Inclusion (SI) at school. The study explored age and gender effects as well as correlations between the scales. 60 participants from primary and secondary schools within Buckinghamshire County took part in the study. This consisted of 31 primary and 29 secondary pupils. There were 30 males and 30 females who took part. Adopting a quantitative approach pupil's experiences were obtained through three self-report questionnaires. The Bar-On Emotional Quotient Inventory: Youth Version was selected for measuring EI levels; The Goodman's Strength and Difficulties Questionnaire was the tool measuring behaviour and the Social Inclusion Survey measured the level at which pupils were socially included in school. Analysis of age and gender differences in the three measures was explored using Mann Whitney U tests. Correlations between the scales were identified by using Spearmans rho tests. Results showed that no age or gender differences existed for levels of SI. However, over all age differences and subscale gender differences were found within the scales measuring EI and behaviour difficulties. Primary school participants showing higher levels of EI whilst secondary school participants showed higher levels of behaviour difficulties, when considering age. Whereas, females scored higher on the 'intrapersonal' sub-scale of the EI measure, whilst males scored higher on the 'peer problems' sub-scale of the behaviour measure. Although some similarities were found with previous research, the age differences in EI contradict previous findings, the implications are discussed. All of the findings are discussed in relation to relevance to the literature but also in relation to implications for future research, as well as implications for Educational Psychologists.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.532951  DOI: Not available
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