Emotional Intelligence in Education ( PDFDrive )

16  EI and Post-Secondary Education 447 Garcia, J., & Cohen, G. L. (2012). A social psychological approach to educational intervention. In E. Shafir (Ed.), Behavioral foundations of policy (pp. 329–350). Princeton, NJ: Princeton University Press. Gardner, L., Stough, C., & Hansen, K. (2008). Managing occupational stress through the develop- ment of emotional intelligence. Swinburne, Australia: Professional development program for teachers. Gliebe, S.  K. (2012). Strategies to foster emotional intelligence in Christian higher education. Christian Higher Education, 11, 253–259. Gore, P.  A., Jr., & Metz, A.  J. (2008). Advising for career and life planning. In V.  N. Gordon, W. R. Habley, & T. J. Grites (Eds.), Academic advising: A comprehensive handbook (2nd ed., pp. 103–118). San Francisco, CA: Jossey-Bass. Habley, W.  R., Bloom, J.  L., & Robbins, S. (2012). Increasing persistence: Research-based strategies for college student success. Wiley, San Fransisco, CA. Hannah, A., Lim, B.  T., & Ayers, K.  M. (2009). Emotional intelligence and clinical interview performance of dental students. Journal of Dental Education, 73, 1107–1117. Hartley, M.  T. (2010). Increasing resilience: Strategies for reducing dropout rates for college students with psychiatric disabilities. American Journal of Psychiatric Rehabilitation, 13, 295–315. Hartley, M.  T. (2012). Assessing and promoting resilience: An additional tool to address the increasing numbers of college students with psychological problems. Journal of College Counseling, 15, 37–50. Hartley, M. T. (2013). Investigating the relationship of resilience to academic persistence in col- lege students with mental health issues. Rehabilitation Counseling Bulletin, 56, 240–250. Higbee, J. L., Arendale, D. R., & Lundell, D. B. (2005). Using theory and research to improve access and retention in developmental education. New Directions for Community Colleges, 129, 5–15. Holston, E.  C., & Taylor, J.  Y. (2016). Emotional intelligence in nursing students: Describing emotional intelligence in the last 2 years of a BSN program. International Journal of Advances in Psychology, 5, 11–22. Humphrey-Murto, S., Leddy, J.  J., Wood, T.  J., Puddester, D., & Moineau, G. (2014). Does emotional intelligence at medical school admission predict future academic performance? Academic Medicine, 89, 638–643. Jameson, J., Strudwick, K., Bond-Taylor, S., & Jones, M. (2012). Academic principles versus employability pressures: A modern power struggle or a creative opportunity? Teaching in Higher Education, 17, 25–37. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. Jepsen, C., Troske, K., & Coomes, P. (2014). The labor-market returns to community college degrees, diplomas, and certificates. Journal of Labor Economics, 32, 95–121. Jeschke, M. P., Johnson, K. E., & Williams, J. R. (2001). A comparison of intrusive and prescrip- tive advising of psychology majors at an urban comprehensive university. NACADA Journal, 21, 46–58. Keefer, K. V., Parker, J. D. A., & Saklofske, D. H. (2009). Emotional intelligence and health. In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing emotional intelligence: Theory, research and applications (pp. 191–218). New York, NY: Springer. Keefer, K. V., Parker, J. D. A., & Wood, L. M. (2012). Trait emotional intelligence and university graduation outcomes: Using latent profile analysis to identify students at-risk for degree non-­ completion. Journal of Psychoeducational Assessment, 30, 402–413. Kins, E., Soenens, B., & Beyers, W. (2013). Separation anxiety in families with emerging adults. Journal of Family Psychology, 27, 495–505. Knight, P. T., & Yorke, M. (2003). Employability and good learning in higher education. Teaching in Higher Education, 8, 3–16.

448 J. D. A. Parker et al. Kuncel, N.  R., Credé, M., & Thomas, L.  L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research, 75(1), 63–82. Laborde, S., Dosseville, F., & Allen, M. S. (2016). Emotional intelligence in sport and exercise: A systematic review. Scandinavian Journal of Medicine and Science in Sports, 26, 862–874. Lanciano, T., & Curci, A. (2014). Incremental validity of emotional intelligence ability in predict- ing academic achievement. American Journal of Psychology, 127, 447–461. Lappalainen, P. (2015). Predictors of effective leadership in industry – Should engineering educa- tion focus on traditional intelligence, personality, or emotional intelligence? European Journal of Engineering Education, 40, 222–233. Leddy, J.  J., Moineau, G., Puddester, D., Wood, T.  J., & Humphrey-Murto, S. (2011). Does an emotional intelligence test correlate with traditional measures used to determine medical school admission? Academic Medicine, 86, S40–S42. Linnenbrink, E. A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107–124). San Diego, CA: Elsevier Academic Press. Lopes, D. C., Gerolamo, M. C., Del Prette, Z., Musetti, M. A., & Del Prette, A. (2015). Social skills: A key factor for engineering students to develop interpersonal skills. International Journal of Engineering Education, 31, 405–413. Lüdtke, O., Roberts, B. W., Trautwein, U., & Nagy, G. (2011). A random walk down university avenue: Life paths, life events, and personality trait change at the transition to university life. Journal of Personality and Social Psychology, 101, 620–637. MacCann, C., Fogarty, G.  J., Zeidner, M., & Roberts, R.  D. (2011). Coping mediates the rela- tionship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36, 60–70. Mackay, S. J., Hogg, P., Cooke, G., Baker, R. D., & Dawkes, T. (2012). A UK-wide analysis of trait emotional intelligence within the radiography profession. Radiography, 18, 166–171. Martin, J. (2015). It just didn’t work out: Examining non-returning students’ stories about their freshmen experience. Journal of College Student Research: Research, Theory & Practice, 19, 1–30. https://doi.org/10.1177/1521025115611670 Maxwell, M. (2017). Using emotional intelligence to drive enrollment performance: An integrative review of the literature. Strategic Enrollment Management Quarterly, 4, 173–190. Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional stan- dards for an intelligence. Intelligence, 27, 267–298. Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3–31). New York, NY: Basic Books. Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) user’s manual. Toronto, Canada: Multi-Health Systems. McCallum, M., & Piper, W. E. (1997). Psychological mindedness: A contemporary understanding. Mahwah, NJ: Erlbaum. Meeks, B. S., Hendrick, S. S., & Hendrick, C. (1998). Communication, love and relationship sat- isfaction. Journal of Social and Personal Relationships, 15, 755–773. Meyer, B., & Fletcher, T. (2006). Emotional intelligence: A theoretical overview and implica- tions for research and professional practice in sport psychology. Journal of Applied Sport Psychology, 19, 1–15. Mintz, L. J., & Stoller, J. K. (2014). A systematic review of physician leadership and emotional intelligence. Journal of Graduate Medical Education, 6, 21–31. Mortiboys, A. (2005). Teaching with emotional intelligence. London, UK: Routledge. Moulin, S., Doray, P., Laplante, B., & Street, M. C. (2013). Work intensity and non-completion of university: Longitudinal approach and causal inference. Journal of Education and Work, 26, 333–356. Napoli, A. R., & Wortman, P. M. (1996). A meta-analysis of the impact of academic and social integration on persistence of community college students. Journal of Applied Research in the Community College, 4, 5–21.

16  EI and Post-Secondary Education 449 Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional intel- ligence: (How) is it possible? Personality and Individual Differences, 47, 36–41. Nes, L.  S., & Segerstrom, S.  C. (2006). Dispositional optimism and coping: A meta-analytic review. Personality and Social Psychology Review, 10, 235–251. O’Boyle, E.  H., Humphrey, R.  H., Pollack, J.  M., Hawver, T.  H., & Story, P.  A. (2011). The relation between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behavior, 32, 788–818. O’Connor, R.  M., & Little, I.  S. (2003). Revisiting the predictive validity of emotional intelli- gence: Self-report versus ability-based measures. Personality and Individual Differences, 35, 1893–1902. O’Leary, S. (2017). Graduates’ experiences of, and attitudes towards, the inclusion of employability-­ related support in undergraduate degree programmes; trends and variations by subject disci- pline and gender. Journal of Education and Work, 30, 84–105. Palmer, M., O’Kane, P., & Owens, M. (2009). Betwixt spaces: Student accounts of turning point experiences in the first-year transition. Studies in Higher Education, 34, 37–54. Parker, J. D. A. (2005). Relevance of emotional intelligence for clinical psychology. In R. Schulze & R.  D. Roberts (Eds.), International handbook of emotional intelligence (pp.  271–287). Berlin, Germany: Hogrefe & Huber. Parker, J. D. A., Hogan, M. J., Eastabrook, J. M., Oke, A., & Wood, L. M. (2006). Emotional intel- ligence and student retention: Predicting the successful transition from high school to univer- sity. Personality and Individual Differences, 41, 1329–1336. Parker, J. D. A., Keefer, K. V., & Wood, L. M. (2011). Towards a brief multidimensional assess- ment of emotional intelligence: Psychometric properties of the Emotional Quotient Inventory- Short Form. Psychological Assessment, 23, 762–777. Parker, J. D. A., Saklofske, D. H., & Keefer, K. V. (2016). Giftedness and academic success in college and university: Why emotional intelligence matters. Gifted Education International, 33, 183. Parker, J. D. A., Saklofske, D. H., Wood, L. M., & Collin, T. (2009). The role of emotional intel- ligence in education. In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing emo- tional intelligence: Theory, research and applications (pp. 239–255). New York, NY: Springer. Parker, J. D. A., Duffy, J., Wood, L. M., Bond, B. J., & Hogan, M. J. (2005). Academic achieve- ment and emotional intelligence: Predicting the successful transition from high school to uni- versity. Journal of the First-Year Experience & Students in Transition, 17, 67–78. Parker, J. D. A., Saklofske, D. H., Wood, L. M., Eastabrook, J. M., & Taylor, R. N. (2005). Stability and change in emotional intelligence: Exploring the transition to young adulthood. Journal of Individual Differences, 26, 100–106. Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, 163–172. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass. Patterson, F., Knight, A., Dowell, J., Nicholson, S., Cousans, F., & Cleland, J. (2016). How effec- tive are selection methods in medical education? A systematic review. Medical Education, 50, 36–60. Perera, H. N. (2014). The role of trait emotional intelligence in adaptation and achievement during the transition to university. Doctoral dissertation, University of Technology Sydney Sydney, NSW, Australia. Perera, H. N. (2016). The role of trait emotional intelligence in academic performance: Theoretical overview and empirical update. The Journal of Psychology, 150, 229–251. Perera, H.  N., & DiGiacomo, M. (2013). The relationship of trait emotional intelligence with academic performance: A meta-analytic review. Learning and Individual Differences, 28, 20–33. Perera, H. N., & DiGiacomo, M. (2015). The role of trait emotional intelligence in academic per- formance during the university transition: An integrative model of mediation via social support, coping, and adjustment. Personality and Individual Differences, 83, 208–213.

450 J. D. A. Parker et al. Perin, D. (2004). Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges. Community College Journal of Research and Practice, 28, 559–582. Petrides, K. V. (2010). An application of belief-importance theory with reference to the Big Five and trait emotional intelligence. Social Behavior and Personality: An International Journal, 38, 697–709. Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15, 425–448. Pope, D., Roper, C., & Qualter, P. (2012). The influence of emotional intelligence on academic progress and achievement in UK university students. Assessment & Evaluation in Higher Education, 37, 907–918. Qualter, P., Whiteley, H., Morley, A., & Dudiak, H. (2009). The role of emotional intelligence in the decision to persist with academic studies in HE. Research in Post-Compulsory Education, 14, 219–231. Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2010). Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26, 182–191. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. Robbins, S. B., Allen, J., Casillas, A., Peterson, C. H., & Le, H. (2006). Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional pre- dictors of college outcomes. Journal of Educational Psychology, 98, 598. Rode, J. C., Mooney, C. H., Arthaud-Day, M. L., Near, J. P., Baldwin, T. T., Rubin, R. S., et al. (2007). Emotional intelligence and individual performance: Evidence of direct and moderated effects. Journal of Organizational Behavior, 28, 399–421. Romanelli, F., Cain, J., & Smith, K. M. (2006). Emotional intelligence as a predictor of academic and/or professional success. American Journal of Pharmaceutical Education, 70, 1–10. Ross, T., Kena, G., Rathbun, A., KewalRamani, A., Zhang, J., Kristapovich, P., & Manning, E. (2012). Higher education: Gaps in access and persistence study. (NCES 2012–046). U.S.  Department of Education, National Center for Education Statistics. Washington, DC: Government Printing Office. Rossen, E., & Kranzler, J. H. (2009). Incremental validity of the Mayer-Salovey-Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) after controlling for personality and intelligence. Journal of Research in Personality, 43, 60–65. Rowan-Kenyon, H. T., Savitz-Romer, M., Ott, M. W., Swan, A. K., & Liu, P. P. (2017). Finding conceptual coherence: Trends and alignment in the scholarship on noncognitive skills and their role in college success and career readiness. In Higher education: Handbook of theory and research (pp. 141–179). Springer International Publishing, New York, NY. Rozell, E. J., Pettijohn, C. E., & Parker, R. S. (2002). An empirical evaluation of emotional intel- ligence: The impact on management development. Journal of Management Development, 21, 272–289. Saklofske, D. H., Austin, E. J., Galloway, J., & Davidson, K. (2007). Individual difference cor- relates of health-related behaviours: Preliminary evidence for links between emotional intel- ligence and coping. Personality and Individual Differences, 42, 491–502. Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learning and Individual Differences, 22, 251–257. Saklofske, D. H., Austin, E. J., & Minski, P. S. (2003). Factor structure and validity of a trait emo- tional intelligence measure. Personality and Individual Differences, 34, 707–721. Salovey, P., & Sluyter, D. (1997). Emotional development and emotional intelligence: Implications for educators. New York, NY: Basic Books.

16  EI and Post-Secondary Education 451 Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective Well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11, 276–285. Sanchez-Ruiz, M.  J., Mavroveli, S., & Poullis, J.  (2013). Trait emotional intelligence and its links to university performance: An examination. Personality and Individual Differences, 54, 658–662. Schutte, N. S. (2014). The broaden and build process: Positive affect, ratio of positive to negative affect and general self-efficacy. The Journal of Positive Psychology, 9, 66–74. Schutte, N.  S., & Malouff, J.  M. (2002). Incorporating emotional skills in a college transition course enhances student retention. Journal of the First-Year Experience and Students in Transition, 14, 7–21. Schrimpf, L., & Trief, P. (2013). Emotional intelligence and psychiatry residents: Does the PRITE measure emotional intelligence? Academic Psychiatry, 37, 339–341. Schutte, N. S., Malouff, J. M., & Thorsteinsson, E. B. (2013). Increasing emotional intelligence through training: Current status and future directions. International Journal of Emotional Education, 5, 56–72. Schutte, N.  S., Malouff, J.  M., Thorsteinsson, E.  B., & Bhullar, N. (2007). A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences, 42, 921–933. Seal, C. R., Naumann, S. E., Scott, A., & Royce-Davis, J. (2010). Social emotional development: A new model of learning in higher education. Research in Higher Education Journal, 10, 1–13. Shaienks, D., Gluszynski, T., & Bayard, J.  (2008). Postsecondary education, participation and dropping out: Differences across university, college and other types of postsecondary institu- tions. Statistics Canada, Culture, Tourism and the Centre for Education Statistics. Sharma, S., & Arora, S. (2012). Teaching with emotional intelligence in higher education. Opinion: International Journal of Management, 2, 52–57. Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. Silver, M. A. (1999). Emotional intelligence and legal education. Psychology, Public Policy and Law, 5, 1173–1203. Steinhardt, M., & Dolbier, C. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56, 445–453. Stewart, A., Moffat, M., Travers, H., & Cummins, D. (2015). Utilizing partnerships to maximize resources in college counseling services. Journal of College Student Psychotherapy, 29, 44–52. Stough, C., Saklofske, D. H., & Parker, J. D. A. (Eds.). (2009). Assessing emotional intelligence: Theory, research, and applications. New York, NY: Springer. Summerfeldt, L. J., Kloosterman, P. H., Antony, M. M., & Parker, J. D. A. (2006). Social anxi- ety, emotional intelligence, and interpersonal adjustment. Journal of Psychopathology and Behavioral Assessment, 28, 57–68. Talarico, J. F., Metro, D. G., Patel, R. M., Carney, P., & Wetmore, A. L. (2008). Emotional intelli- gence and its correlation to performance as a resident: A preliminary study. Journal of Clinical Anesthesia, 20, 84–89. Talarico, J. F., Varon, A. J., Banks, S. E., Berger, J. S., Pivalizza, E. G., Medina-Rivera, G., … Ball, R. D. (2013). Emotional intelligence and the relationship to resident performance: A multi-­ institutional study. Journal of Clinical Anesthesia, 25, 181–187. Taylor, G. J., Bagby, R. M., & Parker, J. D. A. (1997). Disorders of affect regulation. Cambridge University Press, Cambridge, UK. Taylor, R. N., Philippi, W. A., Kristensen, H. A., & Wood, L. (2013). Students “at risk” for drop- ping out: EI and student mentoring. Paper presented at the annual meeting of the Canadian Psychological Association, Quebec City. Thelwell, R., Lane, A., Weston, N., & Greenlees, I. (2008). Examining relationships between emotional intelligence and coaching efficacy. International Journal of Sport and Exercise Psychology, 6, 224–235.

452 J. D. A. Parker et al. Thompson, B. L., Waltz, J., Croyle, K., & Pepper, A. C. (2007). Trait meta-mood and affect as predictors of somatic symptoms and life satisfaction. Personality and Individual Differences, 43, 1786–1795. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press. Toutkoushian, R. K., & Paulsen, M. B. (2016). Economics of higher education: Background, con- cepts, and applications. New York, NY: Springer. Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspectives, 6, 129–135. VanderVoort, D. J. (2006). The importance of emotional intelligence in higher education. Current Psychology: Developmental, Learning, Personality, Social, 25, 4–7. Vesely, A.  K., Saklofske, D.  H., & Leschied, A.  D. (2013). Teachers—The vital resource: The contribution of emotional intelligence to teacher efficacy and Well-being. Canadian Journal of School Psychology, 28, 71–89. Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81–85. Victoroff, K. Z., & Boyatzis, R. E. (2013). What is the relationship between emotional intelligence and dental student clinical performance? Journal of Dental Education, 77, 416–426. Wachs, K., & Cordova, J. V. (2007). Mindful relating: Exploring mindfulness and emotion reper- toires in intimate relationships. Journal of Marital and Family Therapy, 33, 464–481. Walton, G. M. (2014). The new science of wise psychological interventions. Current Directions in Psychological Science, 23, 73–82. Wang, L., MacCann, C., Zhuang, X., Liu, O. L., & Roberts, R. D. (2009). Assessing teamwork and collaboration in high school students: A multimethod approach. Canadian Journal of School Psychology, 24, 108–124. Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: The role of social support in the first-year experience of higher education. Studies in Higher Education, 30, 707–722. Witkow, M. R., Huynh, V., & Fuligni, A. J. (2015). Understanding differences in college persis- tence: A longitudinal examination of financial circumstances, family obligations, and discrimi- nation in an ethnically diverse sample. Applied Developmental Science, 19, 4–18. Wood, L. M., Parker, J. D. A., & Taylor, R. N. (2005, June). College Achievement Inventory: A new EI measure for student success. Paper presented at the annual meeting of the Canadian Psychological Association, Montreal, Quebec. Wurtz, K.  A. (2015). Impact of learning assistance center utilization on success. Journal of Developmental Education, 38, 2–10. Xu, D., & Trimble, M. (2016). What about certificates? Evidence on the labor market returns to nondegree community college awards in two states. Educational Evaluation and Policy Analysis, 38, 272–292. Yeager, D., Walton, G., & Cohen, G. L. (2013). Addressing achievement gaps with psychological interventions. Phi Delta Kappan, 94, 62–65. Zeidner, M., Matthews, G., & Roberts, R. D. (2012). The emotional intelligence, health, and Well-­ being nexus: What have we learned and what have we missed? Applied Psychology: Health and Well-Being, 4, 1–30. Zeidner, M., Roberts, R.  D., & Matthews, G. (2002). Can emotional intelligence be schooled? A critical review. Educational Psychologist, 37, 215–231. Zeidner, M., Roberts, R.  D., & Matthews, G. (2008). The science of emotional intelligence: Current consensus and controversies. European Psychologist, 13, 64–78. Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal competence: Self-­ regulated learning and practices. In A. J. Elliott & C. S. Dweck (Eds.), Handbook of compe- tence and motivation (pp. 509–526). New York, NY: Guilford.

Index A predictive validity, 31–34 Abecedarian (ABC) program, 326 psychological factors, 24 Ability emotional intelligence (ability EI) scoring, 11, 34–36 vs. self, 36–37 adaptiveness, 12 social intelligence, 23 cognition and emotional processes, 23 spontaneous and unintentional behavior, 41 cognitive abilities, 5, 24 tripartite model, 24 components, 40 unconscious processes, 41 conceptual differences, 6 Academic achievement conscious vs. automatic processes, 37–38 TASWP, 431 constructive appraisals, 14 trait EI, 429, 434–436 crystallized intelligence, 38 Action research, 339, 342 emotion perception, 30–31 Affect Knowledge Test-Short Version emotion recognition/emotion (AKT-S), 159 management, 248 Alexithymia, 9, 24 emotion understanding and management, American Psychiatric Association (APA), 255 Amygdala, 201 29–30 Asperger’s syndrome (AS), 255 emotional stimuli, 39 Assessing Emotions Scale (AES) emotions, 39 expert scoring method, 247 availability, 55 four-branch model, 25–27, 38 description, 53, 54 health and social effectiveness, 38 norms, 55 hypothesized effects, 41 reliability, 55 integrative models, 6 validity, 55 intelligence, 247 Athletes intrapersonal/ interpersonal intelligence, 24 EI maximal performance tests, 292 measurement, 27–31 and neurophysiological factors, 296 meta-analytic, 9–10 and performance, 295, 296 MSCEIT, 8, 28–29, 39 and psychological skills, 296 MSCEIT-YV, 248, 249 individual vs. team sports, 297 multi-level developmental investment Attention-deficit/hyperactivity disorder model, 24 (ADHD) performance-based tests, 5 challenges, 257 personality traits/self-efficacy beliefs, 24 children, 256–258 personality, 247 individuals, 257, 258 © Springer International Publishing AG, part of Springer Nature 2018 453 K. V. Keefer et al. (eds.), Emotional Intelligence in Education, The Springer Series on Human Exceptionality, https://doi.org/10.1007/978-3-319-90633-1

454 Index Atypical learners, 276 public health, 218, 236 Atypical populations school-based prevention programs, 218 social-emotional factors, 235 ADHD, 256–258 social-emotional traits, 219 ASD, 255–256 victimization, 218, 224 behavioral challenges youth violence, 225 Bullying Prevention in Positive Behavior adulthood, 264 children, 263–264 Supports (BP-PBS), 234 individuals, 264 child maltreatment, 262–263 C classroom EI interventions, 270–271 Campbell Collaboration Systematic Review, 224 EIT program, 268 Canadian educational systems, 246 ID, 261 Career counseling IG, 259–261 individual EI interventions, 271–272 training programs, 367 mindfulness (see Mindfulness-based Career decision-making process interventions) and career readiness, 356 RULER (see RULER program) difficulties, 356–358 schools programming, 265–275 individuals, 356 school-wide interventions, 267–270 self-efficacy, 358–359 SLD, 258–259 styles, 359–360 social-emotional difficulties Career readiness and educators, 367–368 challenges, 265 experimental literature, 364 children, 264–265 training, 365–367 individuals, 265 Career readiness, youth, 354, 355 Autism spectrum disorder (ASD), 248, 252 CareerEDGE model, 362 challenges, 255 Causality, 13 children, 255–256 Character education, 4 individuals, 255, 256 Child maltreatment adaptive development, 262 B challenges, 262 Bar-On Emotional Quotient Inventory: Youth cognitive and emotional development, 262 maladaptive family functioning, 263 Version (EQ-i:YV), 249, 250, 293 prevalence rate, 262 Biculturalism, 115 psychological disorders and emotional Big Five, 8, 10, 93, 95, 99, 102 Boyatzis’ model, 413 regulation skills, 262–263 BREATHE, 274 SEL, 263 Bullying social-cognitive capacities, 263 Childhood exceptionalities, 254 aggression, 218 Children and adolescents, 53–60 definition, 218 AES (see Assessing Emotions Scale (AES)) educational programming, 219 EQ-i:YV (see Emotional Quotient EHS, 225, 226 etiology Inventory: Youth Version (EQ-i:YV)) communication skills, 221 TEIQue–AF (see Trait Emotional emotion regulation, 221 Intelligence Questionnaire– empathy, 220 Adolescent Form (TEIQue–AF)) family context, 223 TEIQue–CF (see Trait Emotional individual context, 219–221 Intelligence Questionnaire–Child peer context, 222 Form (TEIQue–CF)) school environment/climate, 223–224 Coaches, 297 SIP, 220 Cognitive ability, 61 K-12 (see K-12 programs) Cognitive intelligence (CI) competencies, 404 K-8 (see K-8 programs) perpetration, 224

Index 455 Collaborative for Academic, Social, and problem-focus/active engagement, 90 Emotional Learning (CASEL), 174, process factors, 92 199, 245 process-based models, 89 school stress, 102 child development, 323 self-efficacy, 99, 100 CSI, 337 social context, 89 relationship skills, 323 social environment, 92 responsible decision-making, 323 social support, 100, 103 SEL Financial Sustainability Toolkit, 336 stress and anxiety, 89 SEL program, 329 stress response, 98, 99 self-awareness, 323 student retention, citizenship and self-management, 323 skills areas, 325 engagement, 104 social awareness, 323 student’s efforts, 88 Common Core State Standards (CCSS), 332 student’s personal resources, 88 Competency development, 412–422 students’ grades, 103 EI, SI and CI, 422 traditional vs. achievement-oriented intentional change, 408–412 MBA program (see MBA program) societies, 89 Competency improvement universally adaptive/maladaptive, 101 cohort – informant assessment, 418 youth samples, 95, 97 cohort – self-assessment, 419 Criterion validity, 6, 12, 14 Conceptual heterogeneity, 5–7 Cross-Age Mentoring Program (CAMP), Consensus scoring, 35 Construct validity, 12 228, 229 Coping Crystallized intelligence, 38–41 academic and adjustment outcomes, 97, 98 Cultural belief systems, 119 academic contexts, 87 Cultural context, 119 adaptations, situation-specific, 101, 102 Cultural differences adaptive outcomes, 88, 89, 93, 94, 104 adult samples, 94, 95 ability EI, 113–114, 124 categories ability-based and trait-based EI, 112 cross-cultural relationships, 112 avoidance, 88, 90 cultural contexts, 127 emotion-focused, 88, 90 dispositional tendencies and self-concepts, problem-focused, 88, 90 conjectured mediating mechanisms, 94 112–113 context, 92 EI, 112 dispositional/situational strategies, 94 emotional appraisals, 124 educational settings, 103 emotional competence, 126 EI, 93 emotions, 112 EI competencies, 101 four-branch structure, 113 emotionally intelligent students, 93 interdependent vs. independent, 125 emotion-focused, 102 organizational contexts, 125 environmental stressors, 88 performance-based measures, 124 evaluative academic contexts, 102 reappraisal, 124 health-related behaviors, 89 SEL, 126 implications, 104 social awareness, 125 IQ tests, 105 stereotypes, 126 methods, 93 three-branch model, 113 MSCEIT, 96, 100 workplaces and educational institutions, 124 person‑academic environment transaction, 88 Cultural transferability, 207–208 personal and social resources, 99 personal qualities and social connections, 99 D personality, 104 Devereux Student Strengths Assessment personality assessments, 102 (DESSA), 335 Diagnostic Analysis of Nonverbal Accuracy (DANVA), 30

456 Index Diagnostic and Statistical Manual of macro-level Mental Disorders, Fifth Edition emotion origins, 118, 119 (DSM-5), 255 emotions and relationships, 119 mixed emotions, 119, 120 Didactic learning, 387 Disruptive behavior disorders, 263 micro-level Dundee Stress State Questionnaire, 99 ideal affects, 120, 121 reporting emotions and emotional E experiences, 120 Early childhood programs Emotion/theoretical scoring, 35 preschool children, 225, 226 Emotional and social competencies preschool programs, 226 Early HeartSmarts (EHS), 225, 226 MBA program, 403–405, 407–408 Education policy, 322, 336 workplace, 405–407 EI construct Emotional and Social Competency Inventory – adaptive outcomes, 84–85 cognitive ability, 84–85 University Edition (ESCI-U) coping, 84 competencies, 415 emotional states, 84 informant assessment, 416 learning settings, 84 self-assessment, 417 noncognitive trait/personality Emotional competence, 8, 86–87 Emotional development, 90–91 disposition, 84 Emotional expression, 116 personality, 84 Emotional expressiveness EI training, 299 and ability, 136 Emotion facilitation, 113 and experiences, 135 Emotion information processing, 39–41 emotional competence, 138–146 Emotion knowledge, 39–41 measurement, 158 behavioral evidence, 144 peer- and teacher-rated social children, 143 developmental progressions, 143 competence, 145 measurement, 159 person-centered analyses, 145 negative emotions, 143 Emotional Faces in Motion, 302 peoples’ emotions, 143 Emotional intelligence (EI) preschool, 144 ability theory, 176–177 preschool PATHS, 155 academic achievement, 434–436 preschoolers, 143 adaptiveness, 13 spontaneous conversations, 143 adolescents and young adults, 360 young children’s, 144, 148 assessment tools, 7 Emotion perception, 30–31 behavioral application, 392 emotional expression, 116 broad and interrelated abilities, 2 emotional stimuli, 116, 117 career decision variables, 368 subcultural differences, 117, 118 career decision-making (see Career Emotion recognition tests, 30, 31 Emotion regulation, 113, 122, 221, 252, 253 decision-making process) child and social partners, 141 causality, 13 measurement, 159 cognitive and social-emotional preschool environment, 142 preschool period, 141 development, 378 preschool teachers, 153 cognitive factors, 435 preschoolers’ expressiveness, 148 competencies, 404 social and school success, 142 conceptual heterogeneity, 5–7 Emotion stimuli, 116, 117 coping with stress, 434 Emotion understanding, 118–121 critical response, 3 and management, 29–30 criticisms, 9 cross-sectional and correlational nature, 361 development, 382–383 education, 14 education system, 394–395 emotional and social competencies, 4

Index 457 and employability (see Employability) trait vs. ability, 361 evidence, 9–11 Trent Mentoring Project, 441–443 full-time and part-time students, 444 and youth career readiness, Genos model, 387, 392 habitual emotion-related dispositions, 361 354, 355 individual-focused models, 13 Emotional Literacy in the Middle School individuals, 393 integrative models, 6 (ELMS) interpersonal and intrapersonal academic and real-world associations, 271 class discussions, 271 intelligences, 379 creative writing assignments, 271 interpersonal factors, 435–436 designs and personified explanations, 270 ISC, 369 feeling words, 270 literature, 443 personal family association, 271 mean-level changes, 391 Emotional quotient (EQ) score, 249 measurement challenges, 7–8 Emotional Quotient Inventory – Youth Version mental and physical health, 393 motivational factors, 435 (EQi-YV), 7, 335, 354 operationalizations, 369 availability, 57 participants’ trait levels, 390 description, 56 persistence programs, 441–443 norms, 56 personal and professional support, 380 reliability, 56 personal-social development, 380 validity, 57 phases, data collection, 388 Emotional Self-Efficacy Scale, 8 positive impact, 382 Emotionally Intelligent Teacher (EIT), 268 Positive Lifelong Self-Management, 369 Emotion-based prevention (EBP) program, 156 and post-secondary education, 428–434 Emotions post-secondary subgroups, 433, 434 body language, 308 preservice teachers, 386–394 categories, 86 prevention-intervention programs, 369 cognitive abilities, 85 professional development, teachers, cognitive, motivational and performance 383–384 factors, 85 professor, 440–441 coping, 86 program outcomes, 389–390 facial expressions, 303 psychological health and well-being, 377 and feelings, 86 reverse causality/reciprocal influences, 12 Greek philosophical and traditional school-based mental health, 378 SEL, 12, 14 Judeo-Christian thought, 85 self-reported teacher efficacy, 392 on-line indicators, 86 social behavior and emotion, 2 and school life, 85 social environment, 13 student’s mood, 85 sociocultural and contextual influences, 13 students’ affective development and socioemotional competencies, 12 student outcomes, 379 health, 86 student retention, 441–443 students’ individual achievement and student support services (see Student social well-being, 85–86 support services) typology, 86 students’ personal, social, and emotional valence and focus dimensions, 86 Empathy, 252 growth, 380 Employability TASWP, 431–432 career-based decisions and employability and teacher stress, 381 teaching, 439–440 skills, 364 training, 369 individual-difference characteristic, 362 training programs, 379, 384–386 psychological health and well-being, 364 trait, 5 studies on EI, 363–364 understanding, 362 English Language Arts (ELA), 232 European context, see Social and emotional learning (SEL)

458 Index Every Student Succeeds Act (ESSA), 336, J 337, 342 Japanese and Caucasian Brief Affect Expert scoring, 35 Recognition Test (JACBART), 30 F K Family context, 223 K-8 programs Fluid EI, 39–41 Formative assessment, 73 4Rs program, 230 adolescent mentors, 228, 229 G Kids Making Healthy Choices, 229, 230 Geneva Emotion Recognition Test (GERT), 31 open circle, 226–228 Genos Emotional Intelligence Inventory, 293 PA, 230–232 Genos model PATHS, 229 K-12 programs and WLEIS, 390 Facing History and Ourselves, 233 trait EI framework, 387 KiVa, 233 Grade point average (GPA), 61, 429, 430, 432, OBPP, 232, 233 PBS, 234 433, 442 SS-SSTP, 234–235 Grade-centered educational system, 73 RULER approach, 232 KiVa National Anti-bullying Program, H High functioning ASD (HFASD), 255 Finland, 233 Hypersensitivity, 38 L I Leadership Assessment and Development Independence vs. interdependence, 115 Individualism vs. collectivism, 115 (LEAD) course, 412–414, 417, Individualized Educational Plans (IEPs), 330 420, 422 Inoculation metaphor, 200 Learning disabilities, 258 InspirED teams, 187 Linguistic abilities, 91 Intellectual disability (ID), 261 Local education agencies (LEAs), 338 Intellectual giftedness Longitudinal study competency development, 412–422 challenges, 260 Long-term vs. short-term orientation, 115 children, 259–261 individuals, 260–261 M Intentional change theory (ICT), 414 Masculinity vs. femininity, 115 desirable, sustainable change, 408 Mayer-Salovey-Caruso Emotional Intelligence discoveries/phases, 409 emotional self-awareness, 408 Test (MSCEIT), 8, 28–29, 95, 113, experimentation and practice, 354, 386, 430, 434 Mayer-Salovey-Caruso Emotional Intelligence 410, 411 Test—Youth Version Ideal Self, 409 (MSCEIT-YV), 248, 249 learning agenda, 410 MBA program MBA program (see MBA program) competencies, 417, 420–422 neuroscience, 411–412 competency assessment, 414–415 self-directed learning theory, 408 EI and SI competencies, 413 supportive relationships, 411 emotional and social competencies, the Real Self, 409, 410 407–408 International Research and Intervention emotional, social and cognitive competencies, 403–405 Laboratories, 355 LEAD course, 413–414 Intervention, EI, 364–369 Personal Balance Sheet, 422

Index 459 self-report and informant ratings, 415 emotional faces in motion, 301, 302 students’ competency, 412 expression, 300 well-rounded development, 413 fire, water and lightning, 302–304 WSOM, 412 identification, 300 Melbourne Decision Making Questionnaire impulse control, 311, 312 music, emotions, 315, 316 (MDMQ), 359 one-shot training, 314, 315 Mental health, 253–254 positive body feedback, 316 Metacognitive skills, 91 power poses, 312, 313 Middle school program, 234–235 regulation, 300 (see also Sport Mindful schools, 275 Mindfulness, 305 performance) Mindfulness in Schools Project (MiSP), 273 sporting mindfulness, 305, 306 Mindfulness-based cognitive therapy sports participation, 299 sports psychologist, 300 (MBCT), 274 understanding, 300 Mindfulness-based interventions usage, 300 Positive action (PA), 230–232 classroom management, 273 Positive Behavioral Supports learning to BREATHE, 274 mindful schools, 275 (PBS), 234 MindUP, 274, 275 Positive Psychology and Prevention social and emotional health, 272 STQ, 275 (PosPsyc&P), 355 training, 272 Post-secondary education Multicultural society, 115 Multilevel investment model, 91 emotional intelligence, 428–434 Multimedia Emotion Management Assessment Preschool programs (MEMA), 30 Head Start CARES project, 154 Multimodal Emotion Recognition Test in emotional competence, 154 Incredible Years curriculum, (MERT), 31 155, 156 N PATHS curriculum, 155 National Registry of Evidence-based Programs proximal and distal, 154 quality of, 154 and Practices (NREPP), 225, 236 Preschool Promoting Alternative Thinking Neuroticism, 93 Strategies (PATHS), 226 O Preschoolers’ emotional competence Officials, 297–298 Olweus Bully Prevention Program (OBPP), assessment, 157–160 battery usage, 159–160 232, 233 components, 145–146 Organization for Economic Co-operation and early childhood educational system, Development (OECD), 324 146–147 educational system of practice, 160 P emotion knowledge, 143–145, 159 Peer context, 222 emotion regulation, 141–143, 159 Perry Preschool program, 326 emotional expressiveness, 138–141, 158 Personality, 10, 83–84, 93, 95, 98, 102, 104 emotion-based prevention, 156 Physical activity incredible years, 155–156 parental socialization, 148–149 body scan, 306, 307 Preschool PATHS curriculum, 155 communication exercise, 304, 305 programming, 154–156 debriefing sheet, 313, 314 school success, 138 emotion memory, 309, 310 social competence, 138 emotion odyssey, 307, 309 socialization, 147–154 teacher socialization, 149–154 teachers’ own emotional competence, 151–154

460 Index Preservice teachers Schutte Self-Report Inventory (SSRI), 261 EI program, 379 Second Step: Student Success Through Genos model, 387 preservice teachers, 388 Prevention (SS-SSTP), 234–235 psychoeducation, 387 Self-concept, 6 theoretical model, 386–387 Self-distraction, 91 theory- and evidence-based clinical Self-efficacy, 6 psychology, 388 Situational judgment tests (SJTs), 28 Situational Test of Emotion Management Profile of Emotional Competence (PEC), 293, 294 (STEM), 29 Situational Test of Emotional Understanding Profile of Nonverbal Sensitivity (PONS), 30 Program evaluation, 386 (STEU), 29 Program implementation, 327 Slowly But Steadily (SBS), 206–207 Promoting Alternative Thinking Strategies Social and Emotional Aspects of Learning (PATHS), 175, 190, 202, 229, 384 (SEAL), 202 Psychology for Vocational Guidance and Social and emotional learning (SEL) Career Counseling ability-based model, 200 (LabOProCCareer), 355 behavioral epigenetics, 201 characterization, 202 R competence, 199 Reading, Writing, Respect, and Resolution components, 203 cultural context, 202 (4Rs) program, 230 cultural transferability, 207–208 Reappraisal, 123 developer involvement, 211 Recognizing, understanding, labeling, developmental psychology, 200 differential responsiveness, 209–210 expressing and regulating emotions ecological systems theory, 200 (RULER) program, 386 EI theory, 200 Regulatory Emotional Self-Efficacy Scale, 8 elements, 202 Response to intervention (RTI), 267 emotional intelligence (see Emotional Retention programs, 436, 440, 441 RULER approach, 14, 32, 175, 232 intelligence (EI)) Anchor Tools, 179–182 emotionally intelligent high school Blueprint, 182 expressing and regulating emotions, 179 adolescence, 185 goal, 179 goals, 186 Meta-Moment, 182 grade-wide/school-wide activities, Mood Meter, 180, 181 students and teachers, 179 186–188 RULER program guidance, 186 Blueprint, 270 substantial challenges, 186 emotional literacy, 269 emotionally intelligent preschools Meta-Moment, 269 benefits, 190–191 Mood Meter, 269 children, 189 skills, 269 early childhood education programs, 188 socioemotional health, 269 elementary school, 189 teacher/administrator training component, 268 high-quality implementation, 189–190 Rumination, 91, 123 emotionally intelligent school “all stakeholders”, 183 S EI abilities, 182 School environment/climate, 223–224 full integration, 183–184 School-based theory, 85 research evidence, 184–185 School-Wide Positive Behavioral Interventions students’ ability, 183 emotionally intelligent, families, 191–194 and Supports (SWPBIS), 234 emotions matter, 174 Schutte Emotional Intelligence Scale, 293 Europe cultural transferability, 204 homegrown models, 204, 205 implementation, 204

Index 461 principles, 204 schools, 322–325 SBS, 206–207 state and federal leadership, 336–337 SET, 206 structural and process features, 328 US-based interventions, 204 systematic efforts, 325–327 evaluation stage, 208 universal programs, 329–330 evidence-based, 194 Social-emotional learning (SEL) framework, 174–176 academic environment, 244 implementation variability, 208–209 adaptive coping skills, 244 inoculation metaphor, 200 atypical learners, 276 intelligent schools, 173–174 childhood, 245 intervention characteristics, 210–211 children and adolescents interventions change, 201 ability EI, 248, 249 implemented, 201 trait EI, 249–251 purposive, 201 coping skills, 276 strategic, 201 differentiated instruction, 244 learning environments, 199 educators, 276 neuroscience, 201 EI models nurturing environment, 201 ability EI, 247 PATHS and SEAL, 203 trait EI, 247, 248 physical resources and artifacts, 203 emotion regulation, 252, 253 principles, 200 emotions, 246 proponents, 200 empathy, 252 public health crisis, 200 mental health, 253–254 RULER approach (see RULER approach) mental health issues, 244, 245 RULER skills, 194 North American Context, 245–246 school violence and substance abuse, 200 populations (see Atypical populations) single-component program, 202 SDM/SPS, 345–346 socialisation and social development, 202 SEL-Ted project, 333 spiral curriculum model, 203 social interactions, 246 youth work, 202 social skills, 251, 252 Social and emotional training (SET), 206 ToM, 252 Social competence, 86–87 Socialization Social Competence Program (SCP), 227 emotional competence, 137, 147–154 Social information processing (SIP), 220 parental Social intelligence, 3, 4 children’s emotional competence, 148 Social intelligence (SI) competencies, 404 modeling, 148 Social skills, 251, 252 reactions, 148, 149 Social-cognitive theory, 8 teaching about emotions, 149 Social-ecology framework, 219 teacher Social-emotional and character development about emotions, 153 early childhood teachers, 149, 150 (SECD) emotional competence, 149 action research, 342 modeling, 151, 152 assessment, 342–343 own emotional competence, 151 best practice, recognition and sharing, 341 reactions, 152, 153 evidence-based programs, 328–329 young children’s development, 150 extended school day, 341 Specific learning disorders (SLD) federal and state levels, 343 challenges, 258, 259 funding, 343 children, 258–259 implementation science, 327–328 individuals, 259 interpersonal relationships, 343 Sport performance professional community and networks, assessment, 292–294 athletes (see Athletes) 338–339 categories, 290 professional development, 339–340 coaches, 297 scaling, 327

462 Index Sport performance (cont.) integrative models, 6 EI, 290, 295 longitudinal multivariate designs, 74 interventions, 298–299 measurement system, 248 officials, 297–298 meta-analytic, 10 physical activity, 298 neurodevelopmental disorders, 248 tripartite model, 291–292 personality, 10, 52–53 postsecondary settings, 68–70 State education agency (SEA), 331 primary and secondary education State standards, SEL, 332 Statistical predictive models, 11 academic achievement, 61–62 Still Quiet Place (STQ), 275 adjustment outcomes, 60–61 Stress sampling domain, 51–52 scientifically based intervention programs, 248 See also Coping Self-Report Questionnaires, 293–294 Structural equation models, 62 self-reports, 7 Student support services socioemotional skills and self-perceptions, 74 TEIQue-CF, 250, 251 career counseling, 437 Trait Emotional Intelligence Questionnaire – health services, 437–438 learning assistance programs, 436–437 Child Form (TEIQue–CF) sports programs, 438 availability, 60 trait EI levels, 436 description, 59 Subcultural differences, 117, 118 norms, 59 Suppression, 123 reliability, 59 validity, 59, 60 T Trait Emotional Intelligence Questionnaire Task-positive network (TPN), 411 Teacher burnout, 386 (TEIQue), 8, 293, 294, 354 Teacher efficacy, 381, 382, 386, 389, 390, Trait Emotional Intelligence Questionnaire– 392–394 Adolescent Form (TEIQue–AF) Teacher well-being, 381, 386, 393 availability, 59 The Creative Curriculum Assessment description, 57 norms, 58 (TCCA), 226 reliability, 58 The Smith family, 301 validity, 58, 59 Theory of mind (ToM), 252 Trait Emotional Intelligence Questionnaire– Tightness vs. looseness, 115 Tipartite model, 291–292 Child Form (TEIQue-CF), 250, 251 Trait emotional intelligence (trait EI), 60–71 Trait Emotional Intelligence Questionnaire– ability EI, 50 Short Form (TEIQue-SF), 389, 390 academic achievement, 73 Trait emotional self-efficacy, 50 academic performance, 72–73 Trait Meta-Mood Scale (TMSS), 95, 293 adaptiveness, 12 Trent Academic Success and Wellness Project assessment, 8 children, 52 (see also Children and (TASWP), 430–432, 441 Tripartite model, 291 adolescents) cognitive ability, 74 W conceptual differences, 6 Weatherhead School of Management constructive appraisals, 14 educational settings, 73–74 (WSOM), 412, 414, 416, 422 emotional dispositions, 50, 247 World Health Organization Health Behavior in emotional perceptions, 50 EQ-i:YV, 249, 250 School-Aged Children (WHO-­ higher education HBSC), 223 WSOM longitudinal project, 414, 416 academic achievement, 67–71 academic subjects, 67, 71 Y adjustment outcomes, 62–67 Youth mediating pathways, 71 career readiness, 354, 355