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A Correlational Study Of Emotional Intelligence And Aggression In Adolescents., Andrew William. Johnston
A Correlational Study Of Emotional Intelligence And Aggression In Adolescents., Andrew William. Johnston
Electronic Theses and Dissertations
The relationship between adolescent emotional intelligence and adolescent aggression was investigated. Seventy one 7th and 8th grade students participated in the study. The students ranged in age from 11 to 14 years. All subjects completed the Baron Emotional Quotient Inventory: Youth Version (Baron EQ-i:YV) as a measure of emotional intelligence. They also completed an Aggression Questionnaire (Buss & Perry, 1992, Journal of Personality and Social Psychology, 63, 452--459). Pearson product-moment correlations were examined indicating an overall significant negative correlation between Emotional Intelligence and Aggression (r = -.693, p < .001). Stepwise multiple regression analysis was used to further investigate relationships between components of Aggression and Emotional Intelligence. Analysis indicated that Stress Management (beta = -.736, p < .001) and Intrapersonal (beta = -.268, p < .001) measures were significant predictors of Physical Aggression. A second stepwise multiple regression analysis indicated that Anger (beta = .591, p < .001) and Hostility (beta = .292, p < .05) were also significant predictors of Physical Aggression. A one-way analysis of variance indicated significant gender differences with males scoring higher on Physical Aggression (p < .001) and Total Aggression (p < .01) and females scoring higher on Emotional Intelligence (p < .05). Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2003 .J65. Source: Masters Abstracts International, Volume: 42-02, page: 0368. Adviser: Larry Morton. Thesis (M.Ed.)--University of Windsor (Canada), 2003.
The Relationship Between Teachers' Perceptions Of Principals' Social Influence And Their Own Empowerment., James Ross. Morton
The Relationship Between Teachers' Perceptions Of Principals' Social Influence And Their Own Empowerment., James Ross. Morton
Electronic Theses and Dissertations
Principals, as managers of education reform, have influenced the change process of schools through teacher empowerment. An explanation of principal influence is social influence theory of social psychology, which suggests expertness (perceived specialized skills and knowledge), trustworthiness (perceived willingness to serve the best interests of the school), and social attractiveness (perceived similarity to teachers), are powerful contributors to influence. This study replicated Teacher Empowerment and Principal Leadership: Understanding the Influence Process (Rinehart et al., 1998), to explore the relationship between teachers' perceptions of principals' social influence and their own feelings of empowerment. Results of this study, which examined high school …