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The Effect of Emotional Intelligence Development Training Program (EISP) on Students' Emotional Intelligence

Year 2021, , 74 - 86, 30.12.2021
https://doi.org/10.34137/jilses.1026550

Abstract

In this research, an experimental study was designed for the development of the trait-based emotional intelligence approach. Emotional Intelligence Development Training Program (EIDP) was developed within the scope of the research. It was aimed to reveal the effectiveness of the Emotional Intelligence Development Training Program (EIDP) on the development of emotional intelligence skills of secondary school students. Within the scope of quantitative methods, the experimental design with pretest-posttest control group, which is one of the experimental design types, was used in this research. The sample of the research consists of 60 students in total, 30 students in the experimental group and 30 students in the control group studying in the 8th grade of secondary school. The Emotional Intelligence Trait Scale was used to measure the emotional intelligence of the students in the experimental and control groups. The research process consists of three stages: pre-experimental, experimental, and post-experimental. EIDP was developed in the pre-experimental period. During the experimental process, training with EIDP was applied to the experimental group in a total of 8 weeks, 40 sessions. In the experimental group, EIDP teaching activities were applied, while no application was made in the control group. After the experimental process, analyzes were made within the scope of the research. According to the findings of the study, when the pre-and post-test mean scores of the emotional intelligence sub-dimensions and total emotional intelligence scores of the experimental group were compared, it was determined that there were significant differences in favor of the post-test scores. In addition, a significant difference was found in favor of the experimental group between the post-test emotional intelligence scores and the total emotional intelligence scores of the students in the experimental and control groups.

Project Number

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References

  • Andrei, F., Siegling, A. B., Aloe, A. M., Baldaro, B., ve Petrides, K. V. (2016). The incremental validity of the Trait Emotional Intelligence Questionnaire (TEIQue): A systematic review and meta-analysis. Journal of personality assessment, 98(3), 261-276.
  • Arslan, M. ve Budak, Y. (2015). Duygusal zekâ eğitiminin öğrencilerin duygusal zekâ düzeylerine etkisi. Journal of International Management, Educational and Economics Perspectives, 3(1), 13–26.
  • Büyükbayram, A. ve Gürkan, A. (2014). Hemşirelerin iş doyumunda duygusal zekânın rolü. Psikiyatri Hemşireliği Dergisi, 5(1). 41-48. Chapman, M. (2004). Our future in focus. A case study of developing team emotional intelligence in the public sector. Competency and Emotional Intelligence Quarterly, 11(3), 37-42.
  • Ciarrochi, J., and J. D. Mayer. (2007). “The Key Ingredients of Emotional Intelligence Interventions: Similarities and Differences.” In Applying Emotional Intelligence: A Practitioners’Guide, edited by J. Ciarrochi and J. D. Mayer, 144–156
  • Cohen, J. (1988). Statisticalpower analysis for the behavioral sciences (2’EU.). HilIsUale, NJ: Lawrence Eribaum Associates. New York: Psychology Press.
  • Cooper, R. K. (1997). Applying emotional intelligence in the workplace. Training and Development, 51(12), 31-38.
  • Corcoran, R., and R. Tormey. 2010. “Teacher education, emotional competencies and development education.” Procedia Social and Behavioral Sciences 2: 2448–2457. doi:10.1016/j.sbspro.2010.03.352.
  • Deniz, M. E., Özer, E., ve Işık, E. (2013). Duygusal zekâ özelliği ölçeği–kısa formu: geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169).
  • Dolev, N., ve Leshem, S. (2017). Developing emotional intelligence competence among teachers. Teacher development, 21(1), 21-39.
  • Druskat, V.U. and Wolff, S.B. (2001), “Group emotional competence and its influence on group effectiveness”, in Cherniss, C. and Goleman, E. (Eds), Emotional Competence in Organizations, Jossey-Bass, San Francisco, CA, pp. 132-55.
  • Dulewicz, V. and Higgs, M. (2004), “Can emotional intelligence be developed?”, Human Resource. Management, Vol. 15 No. 1, pp. 95-111.
  • Elias, M. J., J. E. Zins, R. P. Weissberg, K. S. Frey, M. T. Greenberg, N. M. Haynes, R. Kessler, M. E. Schwab-Stone, and T. P. Shriver (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria: ASCD
  • Funder, D. C. (2012). Accurate personality judgment. Current Directions in Psychological Science, 21(3), 177-182.
  • Goleman, D. (1995). Emotional intelligence. Bantam Books, Inc.
  • Goleman, D. (2006). Social İntelligence: The New Science of Human Relationships. London, England: Arrow Books.
  • Goleman, D. (2007). “Social Intelligence: Looking for Some Help.” http://danielgoleman.info/2007/social-intelligence-for-teachers-looking-for-some-help/
  • Gowing, M., O’Leary, B. and Brienza, D. (2006), “A practitioner’s research agenda: exploring real-world applications and issues”, in Druskat, V., Sala, F. and Mount, F. (Eds), Linking Emotional Intelligence and Performance at Work: Current Research Evidence with Individuals and Groups, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 245-65.
  • Greenberg, M. T., R. P. Weissberg, M. U. O’Brien, J. E. Zins, L. Fredericks, H. Resnik, and M. J. Elias. (2003). “Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.” American Psychologist 58 (6/7): 466–474.
  • Karahan, T. F., ve Özçelik, M. (2006). Bir duygusal zeka beceri eğitimi programının diyabet hastalarının duygusal zeka düzeylerine etkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 301-320.
  • Karasar, N. (2003). Bilimsel Araştırma Yöntemi. Nobel Yayınları.
  • Kerr, R., Garvin, J., Heaton, N. and Boyle, E. (2006). “Emotional intelligence and leadership effectiveness”, Leadership and Organizational Development Journal, Vol. 27 No. 4, pp. 265-79.
  • Kocaman Gelir, İ. (2019). Karikatüre dayalı uygulamaların okul öncesi dönemdeki çocukların duygusal zekâ ve iletişim becerilerine etkisi. Siirt Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi.
  • Kotsou, I., Mikolajczak, M., Heeren, A., Grégoire, J., ve Leys, C. (2019). Improving emotional intelligence: A systematic review of existing work and future challenges. Emotion Review, 11(2), 151-165.
  • Martinez, M. N. (1997). The smarts that count. HR Magazine, 42(11), 72–78.
  • Mattingly, V., ve Kraiger, K. (2019). Can emotional intelligence be trained? A meta-analytical investigation. Human Resource Management Review, 29(2), 140-155.
  • Mumcuoğlu, Ö. (2002). Bar-On duygusal zeka testi’nin Türkçe dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması. Unpublished Master Thesis, Marmara University, Educational Science Institute, İstanbul.[in Turkish].
  • Nelis, D., Kotsou, I., Quoidbach, J., Hansenne, M., Weytens, F.,Dupuis, P., ve Mikolajczak, M. (2011). Increasing emotional competence improves psychological and physical well-being, social relationships, and employability. Emotion, 11(2), 354–366. https://doi.org/10.1037/a0021554
  • Nettelbeck, T., ve Wilson, C. (2005). Intelligence and IQ: What teachers should know. Educational Psychology, 25, 6, 609–630.
  • Orme, G., and K. Cannon. (2000). “Everything you wanted to know about implementing an emotional intelligence programme: 1 – Getting Started.” Competency and Emotional Intelligence Quarterly 8 (1): 19–24. http://www.eiworld.org/docs/Article%201%20-%20Getting%20Started%20-%20Autumn%202000.pdf
  • Pérez-González, J. C., ve Sanchez-Ruiz, M. J. (2014). Trait emotional intelligence anchored within the Big Five, Big Two and Big One frameworks. Personality and Individual Differences, 65, 53-58.
  • Petrides, K. V. (2011). Ability and trait emotional intelligence. In T. Chamorro-Premuzic, S. von Stumm, ve A. Furnham (Eds.), The Wiley-Blackwell handbook of individual differences (pp. 656_578).Oxford, UK: Blackwell.
  • Petrides, K. V. ve Furnham, A. (2000). Gender differences in measured and self-estimated trait emotional intelligence. Sex Roles, 42, 449-461
  • Petrides, K. V., Pita, R., ve Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space. British Journal of Psychology, 98(2), 273–289. doi:10.1348/000712606X120618
  • Petrides, K. V., Siegling, A. B., ve Saklofske, D. H. (2016). Theory and measurement of trait emotional intelligence. The Wiley handbook of personality assessment, 90-103. Ruini, C., Ottolini, F., Tomba, E., Belaise, C., Albieri, E., Visani, D., ... ve Fava, G. A. (2009). School intervention for promoting psychological well-being in adolescence. Journal of Behavior Therapy and Experimental Psychiatry, 40(4), 522-532
  • Salovey, P. ve Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211
  • Salovey, P., ve Grewal, D. (2005). The science of emotional intelligence. Current Directions in Psychological Science, 14, 281–285. doi:10.1111/j.0963-7214.2005.00381.x
  • Şahin, H., ve Ömeroğlu, E. (2015). Psikososyal gelişim temelli eğitim programının anasınıfına devam eden çocukların duygusal zekâlarına etkisi. Uluslararası Türk Eğitim Bilimleri Dergisi, 5, 39-56.
  • Tufan, Ş. (2011). Geliştirilen duygusal zekâ eğitim programının ortaöğretim dokuzuncu sınıf öğrencilerinin duygusal zekâ düzeylerine etkisi. Unpublished master thesis). Ankara University, Institute of Educational Sciences.
  • Turner, R., ve Lloyd‐Walker, B. (2008). Emotional intelligence (EI) capabilities training: can it develop EI in project teams?. International Journal of Managing Projects in Business
  • Tyler, W. Ralph. (1993), Basic Principles of curriculum and ınstruction. The University of Chicag o Press,
  • Wechsler, D. (2014).Wechsler Intelligence Scale for Children (5th ed.). Bloomington, MN: Pearson
  • World Economic Forum. (2020). The Future of Jobs Report 2020. Geneva: World Economic Forum.
  • Yaşarsoy, E. (2006). Duygusal zeka gelişim programının, eğitilebilir zihinsel engelli öğrencilerin davranış problemleri üzerindeki etkisinin incelenmesi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi.

Duygusal Zekâ Geliştirme Eğitim Programının (DZGP) Öğrencilerin Duygusal Zekâlarına Etkisi

Year 2021, , 74 - 86, 30.12.2021
https://doi.org/10.34137/jilses.1026550

Abstract

Bu araştırmada özelliklere dayalı duygusal zekâ yaklaşımının gelişimine yönelik deneysel bir çalışma tasarlanmıştır. Araştırma kapsamında Duygusal Zekâ Geliştirme Eğitim Programı (DZGP) geliştirilmiştir. Araştırmada Duygusal Zekâ Geliştirme Eğitim Programı’nın (DZGP) ortaokul öğrencilerinin duygusal zekâ becerilerinin gelişimi üzerindeki etkililiğini ortaya koymak amaçlanmıştır. Bu araştırmada, nicel yöntemler kapsamında, deneysel desen türlerinden ön test-son test kontrol gruplu deneysel desen kullanılmıştır. Araştırmanın örneklemini; ortaokul 8. sınıfta öğrenim gören, deney ve kontrol grubunun her birinde 30 öğrenci olmak üzere toplamda 60 öğrenci oluşturmaktadır. Araştırmada deney ve kontrol grubundaki öğrencilerin duygusal zekâlarını ölçmek amacıyla Duygusal Zekâ Özelliği Ölçeği kullanılmıştır. Araştırma süreci, deneysel işlem öncesi, deneysel işlem ve deneysel işlem sonrası olmak üzere üç aşamadan oluşmaktadır. Deneysel işlem öncesi dönemde DZGP geliştirilmiştir. Deneysel işlem aşamasında toplam 8 hafta, 40 oturumda deney grubuna DZGP ile eğitim uygulaması gerçekleştirilmiştir. Deney grubunda, DZGP öğretim etkinlikleri uygulanmış, kontrol grubunda ise herhangi bir uygulama yapılmamıştır. Deneysel işlem sonrasında araştırma kapsamında analizler yapılmıştır. Araştırmada deney grubunun duygusal zekâ alt boyutları ve toplam duygusal zekâ puanlarının ön ve son test puan ortalamaları karşılaştırıldığında son test puanları lehine anlamlı farklılıklar olduğu bulgusuna ulaşılmıştır. Ayrıca, araştırmada deney ve kontrol grubundaki öğrencilerin son test duygusal zekâ puanları ve toplam duygusal zeka puanları ortalamaları incelendiğinde, deney grubunun lehine anlamlı bir fark olduğu tespit edilmiştir.

Supporting Institution

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Project Number

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Thanks

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References

  • Andrei, F., Siegling, A. B., Aloe, A. M., Baldaro, B., ve Petrides, K. V. (2016). The incremental validity of the Trait Emotional Intelligence Questionnaire (TEIQue): A systematic review and meta-analysis. Journal of personality assessment, 98(3), 261-276.
  • Arslan, M. ve Budak, Y. (2015). Duygusal zekâ eğitiminin öğrencilerin duygusal zekâ düzeylerine etkisi. Journal of International Management, Educational and Economics Perspectives, 3(1), 13–26.
  • Büyükbayram, A. ve Gürkan, A. (2014). Hemşirelerin iş doyumunda duygusal zekânın rolü. Psikiyatri Hemşireliği Dergisi, 5(1). 41-48. Chapman, M. (2004). Our future in focus. A case study of developing team emotional intelligence in the public sector. Competency and Emotional Intelligence Quarterly, 11(3), 37-42.
  • Ciarrochi, J., and J. D. Mayer. (2007). “The Key Ingredients of Emotional Intelligence Interventions: Similarities and Differences.” In Applying Emotional Intelligence: A Practitioners’Guide, edited by J. Ciarrochi and J. D. Mayer, 144–156
  • Cohen, J. (1988). Statisticalpower analysis for the behavioral sciences (2’EU.). HilIsUale, NJ: Lawrence Eribaum Associates. New York: Psychology Press.
  • Cooper, R. K. (1997). Applying emotional intelligence in the workplace. Training and Development, 51(12), 31-38.
  • Corcoran, R., and R. Tormey. 2010. “Teacher education, emotional competencies and development education.” Procedia Social and Behavioral Sciences 2: 2448–2457. doi:10.1016/j.sbspro.2010.03.352.
  • Deniz, M. E., Özer, E., ve Işık, E. (2013). Duygusal zekâ özelliği ölçeği–kısa formu: geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169).
  • Dolev, N., ve Leshem, S. (2017). Developing emotional intelligence competence among teachers. Teacher development, 21(1), 21-39.
  • Druskat, V.U. and Wolff, S.B. (2001), “Group emotional competence and its influence on group effectiveness”, in Cherniss, C. and Goleman, E. (Eds), Emotional Competence in Organizations, Jossey-Bass, San Francisco, CA, pp. 132-55.
  • Dulewicz, V. and Higgs, M. (2004), “Can emotional intelligence be developed?”, Human Resource. Management, Vol. 15 No. 1, pp. 95-111.
  • Elias, M. J., J. E. Zins, R. P. Weissberg, K. S. Frey, M. T. Greenberg, N. M. Haynes, R. Kessler, M. E. Schwab-Stone, and T. P. Shriver (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria: ASCD
  • Funder, D. C. (2012). Accurate personality judgment. Current Directions in Psychological Science, 21(3), 177-182.
  • Goleman, D. (1995). Emotional intelligence. Bantam Books, Inc.
  • Goleman, D. (2006). Social İntelligence: The New Science of Human Relationships. London, England: Arrow Books.
  • Goleman, D. (2007). “Social Intelligence: Looking for Some Help.” http://danielgoleman.info/2007/social-intelligence-for-teachers-looking-for-some-help/
  • Gowing, M., O’Leary, B. and Brienza, D. (2006), “A practitioner’s research agenda: exploring real-world applications and issues”, in Druskat, V., Sala, F. and Mount, F. (Eds), Linking Emotional Intelligence and Performance at Work: Current Research Evidence with Individuals and Groups, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 245-65.
  • Greenberg, M. T., R. P. Weissberg, M. U. O’Brien, J. E. Zins, L. Fredericks, H. Resnik, and M. J. Elias. (2003). “Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.” American Psychologist 58 (6/7): 466–474.
  • Karahan, T. F., ve Özçelik, M. (2006). Bir duygusal zeka beceri eğitimi programının diyabet hastalarının duygusal zeka düzeylerine etkisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 301-320.
  • Karasar, N. (2003). Bilimsel Araştırma Yöntemi. Nobel Yayınları.
  • Kerr, R., Garvin, J., Heaton, N. and Boyle, E. (2006). “Emotional intelligence and leadership effectiveness”, Leadership and Organizational Development Journal, Vol. 27 No. 4, pp. 265-79.
  • Kocaman Gelir, İ. (2019). Karikatüre dayalı uygulamaların okul öncesi dönemdeki çocukların duygusal zekâ ve iletişim becerilerine etkisi. Siirt Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi.
  • Kotsou, I., Mikolajczak, M., Heeren, A., Grégoire, J., ve Leys, C. (2019). Improving emotional intelligence: A systematic review of existing work and future challenges. Emotion Review, 11(2), 151-165.
  • Martinez, M. N. (1997). The smarts that count. HR Magazine, 42(11), 72–78.
  • Mattingly, V., ve Kraiger, K. (2019). Can emotional intelligence be trained? A meta-analytical investigation. Human Resource Management Review, 29(2), 140-155.
  • Mumcuoğlu, Ö. (2002). Bar-On duygusal zeka testi’nin Türkçe dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması. Unpublished Master Thesis, Marmara University, Educational Science Institute, İstanbul.[in Turkish].
  • Nelis, D., Kotsou, I., Quoidbach, J., Hansenne, M., Weytens, F.,Dupuis, P., ve Mikolajczak, M. (2011). Increasing emotional competence improves psychological and physical well-being, social relationships, and employability. Emotion, 11(2), 354–366. https://doi.org/10.1037/a0021554
  • Nettelbeck, T., ve Wilson, C. (2005). Intelligence and IQ: What teachers should know. Educational Psychology, 25, 6, 609–630.
  • Orme, G., and K. Cannon. (2000). “Everything you wanted to know about implementing an emotional intelligence programme: 1 – Getting Started.” Competency and Emotional Intelligence Quarterly 8 (1): 19–24. http://www.eiworld.org/docs/Article%201%20-%20Getting%20Started%20-%20Autumn%202000.pdf
  • Pérez-González, J. C., ve Sanchez-Ruiz, M. J. (2014). Trait emotional intelligence anchored within the Big Five, Big Two and Big One frameworks. Personality and Individual Differences, 65, 53-58.
  • Petrides, K. V. (2011). Ability and trait emotional intelligence. In T. Chamorro-Premuzic, S. von Stumm, ve A. Furnham (Eds.), The Wiley-Blackwell handbook of individual differences (pp. 656_578).Oxford, UK: Blackwell.
  • Petrides, K. V. ve Furnham, A. (2000). Gender differences in measured and self-estimated trait emotional intelligence. Sex Roles, 42, 449-461
  • Petrides, K. V., Pita, R., ve Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space. British Journal of Psychology, 98(2), 273–289. doi:10.1348/000712606X120618
  • Petrides, K. V., Siegling, A. B., ve Saklofske, D. H. (2016). Theory and measurement of trait emotional intelligence. The Wiley handbook of personality assessment, 90-103. Ruini, C., Ottolini, F., Tomba, E., Belaise, C., Albieri, E., Visani, D., ... ve Fava, G. A. (2009). School intervention for promoting psychological well-being in adolescence. Journal of Behavior Therapy and Experimental Psychiatry, 40(4), 522-532
  • Salovey, P. ve Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211
  • Salovey, P., ve Grewal, D. (2005). The science of emotional intelligence. Current Directions in Psychological Science, 14, 281–285. doi:10.1111/j.0963-7214.2005.00381.x
  • Şahin, H., ve Ömeroğlu, E. (2015). Psikososyal gelişim temelli eğitim programının anasınıfına devam eden çocukların duygusal zekâlarına etkisi. Uluslararası Türk Eğitim Bilimleri Dergisi, 5, 39-56.
  • Tufan, Ş. (2011). Geliştirilen duygusal zekâ eğitim programının ortaöğretim dokuzuncu sınıf öğrencilerinin duygusal zekâ düzeylerine etkisi. Unpublished master thesis). Ankara University, Institute of Educational Sciences.
  • Turner, R., ve Lloyd‐Walker, B. (2008). Emotional intelligence (EI) capabilities training: can it develop EI in project teams?. International Journal of Managing Projects in Business
  • Tyler, W. Ralph. (1993), Basic Principles of curriculum and ınstruction. The University of Chicag o Press,
  • Wechsler, D. (2014).Wechsler Intelligence Scale for Children (5th ed.). Bloomington, MN: Pearson
  • World Economic Forum. (2020). The Future of Jobs Report 2020. Geneva: World Economic Forum.
  • Yaşarsoy, E. (2006). Duygusal zeka gelişim programının, eğitilebilir zihinsel engelli öğrencilerin davranış problemleri üzerindeki etkisinin incelenmesi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi.
There are 43 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Ercan Yılmaz 0000-0003-4702-1688

Project Number yok
Publication Date December 30, 2021
Submission Date November 21, 2021
Acceptance Date December 26, 2021
Published in Issue Year 2021

Cite

APA Yılmaz, E. (2021). Duygusal Zekâ Geliştirme Eğitim Programının (DZGP) Öğrencilerin Duygusal Zekâlarına Etkisi. The Journal of International Lingual Social and Educational Sciences, 7(2), 74-86. https://doi.org/10.34137/jilses.1026550
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