A Different Perspective to Fine Art High School Students in Emotional Intelligence

Yıl 2014, , 42 - 48, 17.04.2015

Öznur Tulunay Ateş

https://doi.org/10.14486/IJSCS208

Öz

The aim of this study is to examine the emotional intelligence of different high school students. To this end; EQ-NED and personal information form developed by the researcher were used to collect information about the variable in order to determine the emotional intelligence of the participating students to the research. In this study data were collected from a total of 439, 246 female and 193 male students through these scales. The data were analyzed by using SPSS Windows 17.0 program. To evaluate the data, descriptive statistical methods (frequency, percentage, mean, standard deviation) were used. Kruskal-Wallis H-test and Mann-Whitney U analysis test were usedas non-parametric hypothesis testing procedures.According to the research results, the mean of the total score of emotional intelligence showed a significant difference in terms of school variables where the students study. In the study, EQ T, EQ 1, EQ 2 and EQ 3 scores of the students studying Fine Arts and Sports High School are found higher than the students studying in other high schools.

Anahtar Kelimeler

-

Kaynakça

• Baltaş, Z. (2006). Duygusal zeka: İnsanın dünyasını aydınlatan ve işine yansıyan ışık, Remzi Kitabevi, İstanbul.
• Cooper, R., Sawaf, A. (2003). Liderlikte duygusal zeka, (Z. B. Ayman ve B. Sancar, Çev.), Sistem Yayıncılık, 1. basım, İstanbul (xi).
• Damasio A. R. (1999). Descartes in yanılgısı: Duygu,akıl ve insan beyni, Varlık Yayınları (Çev. B. Atlamaz), İstanbul.
• Ergin, D., Özabacı, N., İşmen, E. ( 1999). EQ of gifted youths: A comparative study,The World Council for Gifted and Talented Children, 13th Biennial World Conference İstanbul, Turkey.
• Finn, J. D., Rock, D. A. (1997). Academic success among students at risk amongstudents at risk for school failure, Journalof Applied Psychology, 82, 221-234.
• Goleman, D. (1998). İşbaşında duygusal zeka, Çev: Banu Seçkin Yüksel, B.3, Varlık Ya-yınları, İstanbul.
• Goleman, D. (2000). Duygusal zeka neden IQ’ dan daha önemlidir?,Çev. Banu Seçkin, Yüksel. Varlık/Bilim Yayınları, İstanbul.
• Kasatura, İ. (1991). Okul başarısından hayat başarısına, Altın Kitapları Yayınları, İstanbul.
• Love, P. G., Guthrie V. L. (1999). Understanding and applying cognitive development theory: New directions for Students, Jassey- Bass., San Francisco,
• Mayer, J. D.; Caruso, D. R., Salovey, P. (1999). Emotional intelligence meetstraditional standards for an intelligence, Intelligence, 27,4; 267-298.
• Mayer, J. D., Salovey, P., Caruso, D. R. (2004). Emotional intelligence: theory, findings and implications, Psychological Inquiry, 15; 197-215.
• Mehrabian, A. (2000). Beyond IQ: Broad-based measurement of individual success potential or emotionalintelligence, [Monograph] Genetic, Social, and General Psychology Monographs.
• Petrides, K.V., Frederickson, N., Furnham, A. (2004). The role of trait emotional intelligence ın academic performance and deviant behavior at school, Personality and Individual Differences, 36; 277-293.
• Schilling, D. (2009). Duygusal zeka beceri eğitimi uygulamaya yönelik pratik bir model ve 50 aktivite, Çeviri: Fikret Karahan, Murat Yalçın, Müge Yılmaz, Mehmet E. Sardoğan, Maya Akademi, Ankara.
• Shapiro, L. E. (1999). Yüksek EQ’lu bir çocuk yetiştirmek, (Çev: Ü. Kartal), Varlık Yayınları, İstanbul.
• Van Der Zee, K., Thijs, M., Schakel, L. (2002). The relationship of emotional ıntelligence with academic ıntelligence and big five, European Journal of Personality,16;103-125.
• Weis, R. P. (2000). Emotion and learning, Training and development, 54,11; 44-48.
• Yavuz, K. E. (2004). 0-12 Yaş dönemi çocuklarda duygusal zeka gelişimi, Ceceli Yayınları, Ankara.
• Yeşilyaprak, B. (2001). Duygusal zeka ve eğitim açısından doğurguları, Eğitim Yönetimi Dergisi, 25; 139-146.