Encouraging engagement with the provision of emotional competency coaching for first year

undergraduate students.

Athlone (March 2011)

Aiden Carthy

Defining Intelligence

Traditionally, intelligence (IQ), has been defined, measured and understood as:

‘…the measurement of one’s ability to learn, recall, apply, think, reason and abstract.’ (Bar-on 2002)

More recently however, a number of theorists have examined non-cognitive aspects of learning and intelligence and argue that such traditional definitions are somewhat limiting.

Emotional Intelligence

‘Broadly speaking emotional intelligence addresses the emotional, personal, social and survival dimensions of intelligence, what are often more important for daily functioning than the more traditional cognitive aspects of intelligence.’

‘In a way, to measure EI, is to measure one’s “Common Sense” and ability to get along in the world.’(Bar-on 2002)

Overview

Research conducted with a sample of first year

entrants to ITB in the academic year 2009 – 2010.

A mixed methods research design involving both quantitative and qualitative elements.

Test employed was the Bar-On EQ-i.

Composite scale Sub-scale

InterpersonalEmpathySocial ResponsibilitySocial Relationships

Intrapersonal

Self-RegardEmotional Self AwarenessAssertivenessSelf ActualisationIndependence

Stress ManagementStress ToleranceImpulse Control

AdaptabilityReality TestingFlexibilityProblem Solving

General MoodOptimismHappiness

The Bar-On EQ-i

Quantitative element

The quantitative element of this research aimed to assess the impact of emotional competency coaching on

students academic attainment.

Specifically, the variables that were measured were:

• Grade point averages.

• Attrition rates.

Principle quantitative findings•Emotional competency coaching led to

statistically higher EI scores for four of the five composite scale scores and twelve of the fifteen sub-scale scores.

•Emotional competency coaching did not impact on GPA.

•Emotional competency did impact attrition rates – students that attended for coaching were statistically less likely to drop out than students that did not.

Issues

Statistical analysis was hampered by:

•Low participation rates in subject areas other than social care.

•Drop out – many students failed to present for coaching. The study began with 304 students and ended with 80.

Qualitative element

The qualitative element of this research had two principle aims:

•To explore students understanding of the term ‘emotional competency’.

•To investigate the reasons non-participating students chose not to engage with the opportunity to avail of emotional competency coaching.

Methodology (Qualitative)

Twenty semi-structured interviews were conducted with non-participating first year students, as follows:

n = 6 Businessn = 6 Engineeringn = 7 Social care n = 1 Computing

Five themes were explored with interviewees.

•Theme one: Students understanding of the term ‘Emotional Intelligence’.

•Theme two: The perceived value of developing emotional intelligence with respect to educational and career development.

•Theme three: Reasons for non-engagement with the quantitative element of this research.

•Theme four: Encouraging engagement – thoughts concerning the best means of introducing emotional intelligence into the third level academic curriculum.

•Theme five: The factors which participants believe impact their ability to learn.

Theme one: Students understanding of EI.•Non-participation was not due to a failure

to understand what EI is, or why it is important in an educational context.

•Social care students were more likely to mention interpersonal aspects of EI and helping others, than students from all other disciplines.

Student quotes – theme one.

Maybe like to help the needs of other people’

(Social care student two)

I suppose the first word would be empathy and

seeing things from another person’s perspective.

Imagining how it would feel for them if you were in

that situation and the event happened to you.’ (Social care student six)

‘Ethical issues, social issues’ (Social care student three).

If I was to sum it up, I would guess

it would be personal

emotions or form of body

language.’ (Engineering student six).

Theme two: The perceived value of developing EI.

A majority of participants believe that introducing

EI coaching into the third level curriculum is of

value not only educationally but also with respect

to work practise and personal development.

Student quotes – The value of developing EI.

‘If you’re trying to get new

contracts. If you’re trying to

close a deal’ (Business student

four).

‘…EI I believe would have something to do with you being happy with yourself and then

being happy makes you work better

because there’s less stress and less

pressure…’ (Engineering student

five).

‘If you don’t understand a lecturer or a lecturer doesn’t understand you, you could improve that and get along with the lecturer.’ (Engineering student three).

Theme three – Reasons for non-engagement.

•Time/workload pressures.

•Failing initially to appreciate the value EI.

•Fear that engagement would highlight emotional weaknesses.

Student quotes – Theme three.I’m not ready to find out what my

EI is. I’d be scared if I’m like,

too low or too high or…’.

(Social care student one).

I didn’t have the time. I would have engaged with it. At the top of my list of

priorities at the time was exams, dealing

with the exams’ (Computing student

one). ‘‘I’m kind of

afraid.’ (Business student four).

‘It’s like at that time I didn’t have much

knowledge, but now I know I need to do

these things because it’s important to know

myself before I go involve myself with

other people.’ (Social Care student two).

Theme four – The best means of introducing EI into the third-level curriculum.

•EI should be prioritised and should be a mandatory component of the curriculum.

•EI should be introduced in first year, however there was disagreement as to when.

Theme four – Student quotes.‘I think it would be very good if

it was mandatory.’

(Business student one).

‘I think if it was explained more and we got an idea of what it should have been and how important it was, I think people would have taken it more seriously…’ (Engineering student four).

‘Really, if you haven’t got EI in first year,

you’re going to really drop

out.’ (Business student three).

Theme five: The factors which participants believe impact their ability to learn.

Students were asked to name the three factors which they believe most impact their ability to learn.

15/20 students named aspects of EI as follows:

•Thirteen students specifically mentioned a key component of EI e.g. motivation, stress management.•A further two students referred to ‘goal setting’, which can be considered a related aspect.

In summary…..•Students have a good understanding of EI.•Students see the relevance of focusing on EI.•EI should be included in the curriculum.•EI should be mandatory.•Detractors from engagement are: 1. Perceived high workload. 2. Failing to appreciate the value of EI. 3. Fear that engagement will highlight

weaknesses.

Category Sub-strand

Knowledge Breadth

Kind

Know-how and skill Range

Selectivity

Competence Context

Role

Learning to learn

Insight

The National Framework of Qualifications (NFQ)

Category Sub-strand

Knowledge Breadth

Kind

Know-how and skill Range

Selectivity

Procedural competence Context

Role

Learning to learn

Social competence Interpersonal skills

Intrapersonal skills

Proposed changes to the NFQ

  Level 1 Level 2 Level 3 Level 4 Level 5

Social Competence – Interpersonal skills

Begin to demonstrate awareness of the emotions of others

Demonstrate awareness of the emotions of others

Effectively communicate one’s emotional state to peers or colleagues

Begin to develop and maintain healthy interpersonal relationships

Demonstrate the capacity to develop and maintain healthy interpersonal relationships

Level 6 Level 7 Level 8 Level 9 Level 10

Social Competence – Interpersonal skills

Begin to work cooperatively, considerately and constructively in social groups

Work cooperatively, considerately and constructively in social groups

Display the capacity to adjust emotional responses to changing situations and conditions

Scrutinise and reflect on social norms and relationships and act to change them

Scrutinise and reflect on social norms and relationships and lead action to change them

Proposed changes – Interpersonal skills

  Level 1 Level 2 Level 3 Level 4 Level 5

Social Competence – Intrapersonal skills

Begin to exercise emotional self awareness and formulate independent role for self

Exercise emotional self awareness and formulate independent role for self

Assume limited responsibility for consistency of self-understanding and behaviour and the exercising of impulse control

Assume partial responsibility for consistency of self-understanding and behaviour and the exercising of impulse control

Assume full responsibility for consistency of self-understanding and behaviour and the exercising of impulse control

Level 6 Level 7 Level 8 Level 9 Level 10

Social Competence – Intrapersonal skills

Express an internalised personal world view

Express a comprehensive internalised personal world view

Recognise and respond appropriately to symptoms of mental stress

Display emotional resiliency and the ability to take preventative measures to minimise potential future stress

Lead action to promote healthy intrapersonal development in professional contexts

Proposed changes – Intrapersonal skills

Questions?

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