Dissertation Title

Definitions

Leadership with an intentional focus on context, self, and others, emotionally intelligent leaders facilitate the attainment of desired outcomes. (Allen, Shankman 2012)

person's capability to cope with environmental demands and pressures (Parker 2005)

The ability to solve emotional problems is a useful ingredient to behaving in an emotionally adaptive way (Mayer, Caruso 2003)

According to Bar-ON Model, emotional-social intelligence is a cross-section of interrelated emotional and social competencies, skills, and facilitators that determine how effectively we understand and express ourselves, understand others, and relate with them, and cope with daily demands. (Bar-On 2006)

Mayer and Salovey 1997

Definition: the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth

This definition combines the ideas that emotion makes thinking more intelligent and that one thinks intelligently about emotions.

Another definition: EI involves the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thoughtsl; the ability to understand emotions and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth.

first becoming a technical expert in a particularly sought-after area, then letting people know of your expertise, then making yourself available to others. Once an engineer has developed his or her bargaining chips, it's possible to gain access to the rest of this knowledge network.

Emotional skills begin in the home with good parent-child interaction andconsidered their basic knowledge base. Some of the most important learning takes place in the informal relationships between child and teacher, teachers often serve in the role of an important and potentially wise adult model.

EI plays an important role in personal relations, social communications, emotional harmnoy and all life lines, because it is essential predisposition that triggers the individual's abilities and skills and enhances their positive aspects. (Al-Rabadi 2012)

EI is a term that is broadly applied to a number of ways of looking as those aspects of social skills that seem to account for the different between more and less successful people once IQ is held constant. EI appears to be a product of both natural aptitudes and learned competencies, and those comeptencies are best leared through an iterative process that includes experience, reflection, and mentoring. (Feldman, Aper 2011)

Texas A&M educational model of EI as the confluence of developed abiltiies to know and value self, build and maintain a variety of strong, productive, and healthy relationships, get along and work well with others in achieving positive results, and effectively deal with the pressures and demands of daily life and work. (Low, Lomax)

Models

Emotionally Intelligent Leadership for Students (Allen, Shankman 2012)

3 areas with 21 capacities

equips individuals with the knowledge, skills, abilities and other characteristics to achieve desired results

consciousness of self, context, and others

Bar-On Model (Parker 2005)

4 social and emotional competencies

intrapersonal, interpersonal, stress management, and adaptability

4 Branch Ability Model (Mayer, Salovey 2004)

perceive, facilitate, understand, and manage

Education/Students

Academically successful students had higher levels of interpersonal, adaptability, and stress management as well as overall EI (Parker 2005)

Understanding a student's score will help us to deliver specific interventions (Bar-On 2006)

To be successful students must have both cognitive and emotional intellgience. The academic achievment can be enhanced by developing the student's emotional and social skills through recognition and management of emotions in the academic context. (Al-Rabadi 2012)

Developing emotional as well as cognitive competence durign the undergraduate years is important to undergrad students because both are necessary for success and fulfillment during adulthood. (Feldman, Aper 2011)

Tests

MSCEIT (Mayer, Caruso 2003)

141 item scale

EI involves problem solving with and about emotions.

different from self-report scales

4 branches: perceiving emotions, using emotions to facilitate thought, understanding emotions, and managing emotions

EQ-I (Bar-On 2006)

self-report measure

133 items in the form of short sentences and a rating scale

appropriate for people over 17 and takes about 40 minutes to complete

Tutor Development

Beyeler and Dean

focus on giving the right answer

development of skills at presenting in a variety of ways

greatly increased mastery of subject matter

a growing awareness of the importance of the students attitudes toward learning and approach to studying

Riessman

tutors develop as leaders through this act of leading others

Lassegard

student-centered education, along with the idea that such eeducation is benefical to both the tutors themselves and the students they tutored

Dvorak

the existence of tutoring programs adds value to the college experience for both students and tutors

Emotional

Lape

Tutors feels like Cousnelors

Tutors need to learn empathy

Tutors need EI

Brown and Murphy

bad feelings lead students to tutoring

education in an experiential process of self-other regulation

Colvin

Impression managment

Socialization through everyday interactions

Colvin and Ashman

supporting students, a good support system, and connecting to campus

Goldschmid and Goldschmid

satisfy students socio-psychological needs

increase in cooperation, motivation, self confidence and self-esteem, atttitudes toward the school and learning in general become more positive

Tutors need training in asking questions, giving feedback, making contact, and estalbishing healthy relationships

Beyeler and Dean

tutors came to realize the affective factors are as important as cognitive growth in the students

McNeil Pierce, Stahlbrand, et.al.

Peers thrive on the personal social aspects of their partnership, becoming an educational support system, and gaining confidence

tutors benefit in self-esteem, social skills, and the healping relationship

Piper

sense of belonging, the ability to work with diverse populations, work with different age groups, resourcefulness, and creatvity in problem solving. The biggest one was self-confidence

Gosser, Kampmeier, et.al.

tutors must develop new communication skills, effective team-building tactics, an understanding of the ways in which people learn

Miller and MacGilchrist

psychosocial peer led programs draw on social learning theory and social innoculation theory

personal development of the participants who learned the skills to pass ifno out to individuals and groups, could not have taken place without the development of their own self-esteem

Dvorak (2001)

tutors become better communicators, more empathetic, see themselves as teachers and leaders, gained experience faciliating small groups of students, life-fulfilling, altruistic motives, giving back to the community

Definition

Colvin

those of the same societal group or social standing education one another when one peer has more expertise or knowledge

McNeil Pierce, Stahlbrand, et.al.

Collaborative learning mode focuses on learning as a cooperative undertaking and addresses the processes as well as the outcome.

Dvorak

tutoring is an active learning process with tutors acting as role models and facilitators of the learning process.

Hock

University level tutors can be taught to assess the students approach, gain the students commitment, describe learning strategies, model strategies, check the students understanding, and set the expectations for independent practice

Cohen

a learning and teaching experience that together form a social process

Future Research

detailed contextualized examination of the itneractions the tutor experiences and the impact on their academic socialization

Peer Culture/ Peer Group

Renn and Arnold

influence of peer culture: encompasses the forces, and praicesses that shape individual and collective life on campus in terms of identity, group membershipl acceptable discourse, and desirable behaviors

Antonio

peer group as a reference group or a social group

MacKenzie

a students colleagues are the most powerful and most important resource

Cognitive

Hodgson, Bearman, et.al.

active component of peer learning is most valuable

use higher order thinking tasks to retain information

Terenzini, Pascarella, et. al.

Student involvement in the learning process and enhances content mastery and conceptual content

Students out of class experiences are influential on academic and intellectual

Astin

Time spent in academic endeavors is positively correlated to achievement

Colvin and Ashman

tutors report better academic achievment and reapplying concepts in their own lives and developing connections

McNeil Pierce, Stahlbrand, et.al.

tutors benefit in educational/subject areas

Riessman

Children develop intellectually not be being challenged by someone ahead of them, but by helping somebody behind him, by being put into the tutor-helper role

Benware and Deci

students who learned with the purpose of teaching others were more actively engaged with the information

Piper

benefit of tutoring for the tutors includes cognitive ability

Bargh and Schul

increase in mastery and the speed and mastery of related knowledge

Gosser, Kampmeier, et.al.

a more nuanced undesrstanding of course content and a variety of methods to help students learn about content and problem solving skills

Roscoe and Chi

help tutors metacognitively reflect upon their own expertise and comprehension, and constructively build upon their prior knowledge by generating inferences, integrating ideas across topics and domains, adn repairing errors

Outstanding Leader Performance (Boyatzis, Stubbs 2002)

3 clusters

cognitive or intellectual ability, self-managment or intrapersonal abilities, and relationship management of interpersonal abilities

We need to adopt the challenga of developing the whole person so that it is fundamental to our objectives

Non-Cognitive and Co-Curricular

There is a long history of theory and research that have identified non-cognitive outcomes that are desirable and prepare students for careers and life beyond college. This underscores the importance of a college curriculum that supports emotional intelligence concepts. (Feldman, Aper 2011)

The emotional intelligence field provides a new approach to better understand insitutional developmental goasl associated with co-curricular programs as complements of more traditional academic programs. (Feldman, Aper 2011)

Mission Statements

Colelge mission statmeents often emphasize the development of both cognitive and emotional competencies. Such statements commonly include assertaions about personal development and preparation for life beyond the classroom. (Feldman, Aper 2011)