Emotional Intelligence and Student Achievement

Educational Research EDU 570

Lindenwood University

Emotional Intelligence and Student Achievement

Table of Contents

CHAPTER I: INTRODUCTION AND BACKGROUND INFORMATION

Introduction3
Purpose...3
Justification4
Research Question and Hypothesis4
Definitions..5
CHAPTER II: REVIEW OF LITERATURE AND RESEARCH
Introducation.7
Effects of Emotional Intelligents on Students in Reading
Effects of Emotional Intelligents on Students in Math
Effects of Emotional Intelligents on Students Test Taking
Effects of Emotional Intelligents on Students in Language Arts
Effects of Emotional Intelligents on Students with Special Needs
Summary
CHAPTER III: METHODOLOGY
Introduction
Research Design
Sample
Intrumentation
Procedural Detail
Internal Validity
Data Analysis
Summary
BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY

CHAPTER I
INTRODUCTION AND BACKGROUND INFORMATION

Intoduction
Emotional intelligence (EI) is the ability to use emotions effectively and productively
according to Websters dictionary. Since the publication of the research in 1989 by Salovey and
Mayer's conception of EI strives to define itself within the confines of the standard criteria for a
new intelligence. Following their continuing research, their initial definition of EI was revised to
"The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions
and to regulate emotions to promote personal growth." Innovative schools and educational
organizations have begun integrating emotional intelligence into their educational programs. It is
becoming increasingly clear that these skills are one of the foundations for high-performing
students and classrooms.
In education we are still concerned with how students improve both in their intellectual
ability and their academic performance. It is ironic that so much research has been done on
emotional intelligence and we still have programs based on academic success and not the growth
of the child as whole. In education we strive to create a better society, how can this be done if
we do not recognize an important part of our human growth. When a childs needs are not being
met how are they expected to learn and more over generate high scores on tests that have no
value to them.
This study intends to find the link between emotional intelligence and academic
achievement. The link between emotional intelligence and academic success has been around
for more than a century. My research will show how emotional intelligence is the missing piece

in student achievement. There is a direct relationship between emotional intelligence and student
academic success it is the missing piece in the educational concept of teach to the whole child.
Justification of the Study
In a time of budget cuts, intense societal pressures on youth, and national testing
standards, the strain on educational funds to fulfill the diverse needs of our children is becoming
increasingly apparent. This calls for innovative approaches to addressing the academic, social,
psychological, and physical health needs of developing students. Because of its wide ranging
impact, emotional intelligence education and intervention programming may be the key
investment that secures a positive future for our children.
There is a directSocial and emotional learning students have significantly better
attendance records; their classroom behavior is more constructive and less often disruptive; they
like school more; and they have better grade point averages. They are also less likely to be
suspended or otherwise disciplined. Timothy Shriver & Roger Weissberg, The New York Times

CHAPTER 2
REVIEW OF LITERATURE

Introduction
There is an plenty of research attempting to pinpoint a formula for effective student
achievement, resulting in countless school theories and models. Each new study expands the
knowledge base of what it means to have an emotional intelligents education and the effect that it
has on student achievement. Emotional intelligence has emerged as a model of effective
education across, and its connection to student achievement is currently being explored. The
emotional intelligence of students plays a role in school academics, current research is filling the
gaps in current research as to which abilities contribute to a students success in the classroom
and on standardized tests.
This literature review will discuss the evolution of emotional intelligence research,
including the three most prevalent models by Salovey and Mayer, Bar-On, and Goleman. Next,
the research on the traits and behaviors of effective students, including a specific focus on those
in the middle grades settings, will be examined. Finally, the connections between emotional
intelligence and the traits and behaviors of successful students, as well as the relationship to
standardized tests, will be presented.

Emotional Intelligence Defined

As of yet, no one theory, no set of characteristics, no list of behaviors have answered the
question of why students are effective. That is because successful students have a wide variety
of elements that create the success. There are many articles on emotional intelligence, calls these
students emotionally intelligent. QQQ Emotional intelligence (EI) is the capacity for
recognizing our own feelings and those of others, for motivating ourselves and for managing
emotions effectively in ourselves and others (Hay Group, 2005, p. 2). Justice & Espinoza
(2007) state that, . . . emotional intelligence is the single most important influencing variable
in personal achievement, career success, leadership and life satisfaction. While this claim might
sound a bit overstated, there are a number of research studies that point to a definitive
relationship between a persons EI and their personal and professional success. EI is not an
inherent trait, nor is it a behavior. Based on the same concept as the IQ model, it is an
intelligence model that encompasses a persons capacity to perceive, understand and manage
emotions (Mayer & Salovey, 1997). Emotional intelligence is much more than just
demonstrating an upbeat personality; it is the ability to understand how ones emotions can
impact the moods and performance of others around him in both positive and negative ways.

EI versus IQ
The basic premise upholding the study of EI is that general intelligence, i.e., IQ, is not the
best indicator of life and success (Goldenberg, Matheson & Mantler, 2006). The more
demanding and intellectually challenging the situation is, the more this difference comes into
play. IQ and technical skills are assumed to be entry-level capabilities, but he contends it is the
emotional intelligence factor that determines who excels (Goleman, 1995).

According to some studies, IQ comes in second to EI in determining outstanding

performance in a variety of different jobs. In these studies, IQ accounted for only 4% to 25% of
success, while as much as 90% of that success could be linked to EI (Goleman, 1998b). There
are many studies on the impact of emotional intelligence and success. In part, this can be
attributed to the students actions and mood. Therefore, when comparing technical skills, IQ and
EI for highly effective students and leaders, EI was twice as important as the other factors in all
jobs and organizations studied (Goleman, 1998a).
This does not mean that IQ and EI are conflicting or opposing forces, or that IQ is not
important or necessary; in fact, they are completely separate competencies and one does not
impact the other (Goleman, 1995). A person can have high IQ and low EI, or just the opposite,
or any combination thereof. It does appear from the research that IQ should be a prerequisite for
professional employment. However, it is EI, more so than IQ, that unlocks a persons full
potential in workplace success, giving him the ability to focus on his work, to think clearly and
to perform at maximum levels of productivity (Goleman, 1995, 1998b).
Some critics state that EI is just a glorified new name for what has been known for years
in psychological research as personality psychology (Matthews, Roberts & Zeidner, 2004; Mayer
& Cobb, 2000). In one sense, this is true EI has been talked about for decades with labels such
as character, personality, soft skills, and competence (Goleman, 1998b). However, the research
on EI goes beyond mere personality traits as an indicator of life success. EI includes factors,
such as personality traits, which are an indication of a persons potential for learning and
demonstrating practical emotional skills; but, a person who is identified as emotionally
intelligent also has the ability to convert and apply that intelligence, which is what leads to high
levels of performance (Goleman, 1998b; Wakeman, 2006).

Salovey and Mayers Four-Branch Ability Model of Emotional Intelligence

The term emotional intelligence was coined by Salovey and Mayer in 1990 who
introduced it as an intelligence model framed on the work of the IQ model, only dealing with
emotions instead of cognition (Salovey & Mayer, 1990). Their initial framework was further
revised in 1997, resulting in a Four-Branch Model of Emotional Intelligence. This is an abilitybased model which focuses on how emotions contribute to intelligent thought and cognition, and
also how emotional reasoning contributes to decisions and actions in everyday life (Mayer &
Salovey, 1997).
The branches of their model are arranged from relatively basic psychological processes,
which include perception, appraisal and expression of emotion on the first branch, to more
complex psychologically integrated processes which require reflective regulation of emotions on
the fourth and last branch. Each branch is split into four abilities, for a total of 16 emotional
intelligence abilities. These abilities are then organized from early developing abilities to
abilities that take longer to develop. An outline of Salovey & Mayers Four-Branch Model of
Emotional Intelligence follows
1. Perception, Appraisal, and Expression of Emotion

Ability to identify emotion in ones physical states, feelings and thoughts

Ability to identify emotions in other people, designs, artwork, etc., through

language, sound, appearance and behavior

Ability to express emotions accurately, and to express needs related to those

feelings

Ability to discriminate between accurate and inaccurate, or honest versus

dishonest expressions of feeling

2. Emotional Facilitation of Thinking

Emotions prioritize thinking by directing attention to important information
Emotions are sufficiently vivid and available that they can be generated as aids to
judgment memory concerning feelings

Emotional mood swings change the individuals perspective from optimistic to

pessimistic, encouraging consideration of multiple points of view

Emotional states differentially encourage specific problem approaches such as

when happiness facilitates inductive reasoning and creativity

3. Understanding and Analyzing Emotions; Employing Emotional Knowledge

Ability to label emotions and recognize relations among the words and the
emotions themselves, such as the relation between liking and loving

Ability to interpret the meanings that emotions convey regarding relationships,

such as that sadness often accompanies a loss

Ability to understand complex feelings: simultaneous feelings of love and hate, or

blends such as awe and a combination of fear and surprise.

Ability to recognize likely transitions among emotions, such as the transition from
anger to satisfaction, or from anger to shame

Reflective Regulation of Emotions to Promote Emotional and Intellectual Growth

Ability to stay open to feelings, both those that are pleasant and those that are
unpleasant

Ability to reflectively engage or detach from an emotion depending upon its

judged utility

Ability to reflectively monitor emotions in relation to oneself and others, such as

recognizing how clear, typical, influential, or reasonable they are. The ability to
manage emotion in oneself and other by moderating negative emotions and
enhancing pleasant ones, without repressing or exaggerating information they
may convey

Since Salovey and Mayer introduced the concept seventeen years ago, two other widely
accepted models of emotional intelligence have emerged.

The Bar-On Conceptual Model of Emotional-Social Intelligence

Bar-On extended the work of Salovey and Mayer, framing the idea of EI in terms of well-being
and behavior (Bar-On, 1997; Goleman, 1995). Bar-Ons model offers a broader perspective on
emotional intelligence than Salovey and Mayer. His model encompasses both social and
emotional factors when developing and measuring EI. He asserts that emotional and social
competencies are interrelated and the combination of these determine how well we can manage
ourselves, interact and relate with others, and manage the daily challenges of life. The Bar-On
model is based on the idea that highlevels of social and emotional functioning will lead to high
levels of psychological wellbeing (Bar-On, 2007).
The Bar-On model (1997) identifies five overall meta-factors that theorize emotionalsocial intelligence. Each of the meta-factors is broken down into sub factors of related
competencies, skills and facilitators. Overall, there are 15 emotional intelligence sub factors
described and measured by Bar-Ons model. An outline of the Bar-On model follows.
1. Intrapersonal Self-awareness and self-expression

Self-regard

Emotional self-awareness

Assertiveness

Independence

Self-actualization

2. Interpersonal Social awareness and interaction

Empathy

Social responsibility

Interpersonal relationship
1. Stress Management Emotional management and control

Stress tolerance

Impulse control

2. Adaptability Change management

Reality

Flexibility

Problem solving

3. General Mood Self-motivation

Optimism

Happiness

Bar-On (1997), like other EI researchers, upholds the idea that when we can make our emotions
work for us and not against us, we will be happier, better-adjusted and more effective in many
aspects of our lives.

Golemans Model of Emotional Competencies

Goleman extended Bar-Ons concept of life effectiveness by focusing on the role of EI in life
success, work performance and leadership (Goleman, 1995, 1998a, 1998b, 2000; Goleman,
Boyatzis & McKee, 2001). Unlike the other models, which provide assessment of an
individuals EI and how that contributes to personal well-being and life satisfaction, Golemans
model measures EI and how that contributes to an individuals impact on the .

Self-awareness is the ability to recognize and understand personal moods and

emotions and drives, as well as their effect on others. Hallmarks* of selfawareness include self-confidence, realistic self-assessment, and a selfdeprecating sense of humor. Self-awareness depend on one's ability to monitor

one's own emotion state and to correctly identify and name ones emotions
Self-regulation is the ability to control or redirect disruptive impulses and moods,
and the propensity to suspend judgment and to think before acting. Hallmarks
include trustworthiness and integrity; comfort with ambiguity; and openness to

change.
Interanal Motivation is a passion to work for internal reasons that go beyond
money and status -which are external rewards - such as an inner vision of what is
important in life, a joy in doing something, curiosity in learning, a flow that
comes with being immerse with ones activities. A propensity to pursue goals with
energy and persistence. Hallmarks include a strong drive to

achieve, optimism even in the face of failure, and organizational commitment.

Empathy is the ability to understand the emotional makeup of other people. A skill
in treating people according to their emotional reactions. Hallmarks include
expertise in building and retaining talent, cross-cultural sensitivity, and service to
clients and customers. (In an educational context, empathy is often thought to

include, or lead to, sympathy, which implies concern, or care or a wish to soften
negative emotions or experiences in others.) It is important to note that empathy
does not necessarily imply compassion. Empathy can be 'used' for compassionate
or cruel behavior. Serial killers who marry and kill many partners in a row tend to

have great emphatic skills!

Social Skill is a proficiency in managing relationships and building networks, and
an ability to find common ground and build relationships. Hallmarks of social
skills include effectiveness in leading change, persuasiveness, and expertise
building and leading teams.

In summary, these three conceptual frameworks have led to three different models guiding
emotional intelligence research.

1. Mayer-Salovey Model An ability to perceive, understands, manage and use

emotions to facilitate thinking.
2. Bar-On Model -- A cross section of interrelated emotional and social
competencies, skills and facilities that impact intelligent behavior.
3. Goleman Model -- An array of emotional and social competencies that contribute
to managerial performance.
CHAPTER III
METHODOLOGY
Introduction
The purpose of this research is to determine if incorporating emotional intelligence
education into an elementary 6th grade classroom will increase the academic scores of
standardize testing and improve their performance in regular classroom testing. The focus will
be on two 6th grade classrooms taught by the same teacher in a Midwestern Urban elementary
school. The classes that are taught have the same curriculum objectives and lesson plans. One
class will receive emotional intelligence lessons once a day for the entire school year and the
other class will receive no additional emotional intelligence education. I will gather quantitative
data in the form of end of the year testing scores and data. The data acquired will be compared
against each other. The research will investigate and correlation between the emotional
intelligence education and academic scores.
Research Design

The research will compare the findings of the two classrooms. Group I is the
independent variable. They will receive emotional intelligence education once daily for an entire
year. Group II is not an independent variable. They will be taught in the traditional way without
any emotional intelligence education. The dependent variable will be the summative standard
testing scores and the formative testing score from their regular class. If there is a relationship
between emotional education and student achievement then Group I will have a measurable
increase in their scores while Group II will not have any significant increase.
The group that I will be working with are the 6th grade classrooms an urban school district
in a Midwestern elementary school. The group of students to be used is two elementary 6th grade
class that are taught by the same teacher. The classroom ages range from ten to thirteen. The
sample groups makeup is reflective of the school, 65 percent African American and 35 percent
White non-hispanic
Instrumentation