Table of Contents:

Results

Table 12.1 reports the pre-test comparisons between the treatment and control groups indicating that there were no significant group differences on El factors prior to the treatment. Pre-post test comparisons for the control group

Emotional intelligence in Poland 233

F

Sig

t

df

Sig (2-tailed)

Total MSCEIT

.072

.789

-.993

78

.324

Experiential area

.447

.506

.195

80

.846

Strategic area

6.639

.012

-1.042

80

.300

Perception ability

6.556

.012

.947

81

.346

Facilitation ability

.170

.681

-1.519

81

.133

Knowledge ability

6.693

.011

.800

82

.426

Regulation ability

1.395

.241

-1.822

80

.072

Source: Authors' own compilation.

Table 12.2 Paired sample t-tests for pre-post analyses of control group

Mean

Std.

Deviation

Std. Error Mean

t

df

Sig.

(2-tailed)

Total El

1.20

7.63

1.59

.754

22

.459

Experiential area

2.29

11.89

2.43

.943

23

.355

Strategic area

.25

5.56

1.16

.218

22

.829

Perception ability

1.93

10.50

2.14

.901

23

.377

Facilitation ability

.34

11.26

2.30

.146

23

.885

Knowledge ability

.79

6.27

1.28

.618

23

.543

Regulation ability

-1.10

3.59

.75

-1.472

22

.155

Source: Authors' own compilation.

as reported in Table 12.2, indicate that no significant changes in El abilities were noted during the course of the study.

The pre-post test comparisons for the treatment group indicate significant increases in several El ability areas as reported in Table 12.3. The results indicate significant increases in the El Strategic Area (t = -3.68; df = 57; p< .01) and three of the four ability areas: Facilitation (t = -2.37; df = 57; p < .021); Knowledge (t = -3.08; df = 59; p < .003); and Regulation (t = -2.72; df = 57; p < .009). Table 12.4 reports the post-test comparisons between the treatment and control group, indicating that three of the four post-test increases in the treatment group were also significantly higher than the control group. Only emotional knowledge did not attain significance at post-test comparison. In addition, overall El, as measured by the total MSCEIT score, was higher for the treatment group at post-test.

Discussion

The results suggest that the short-term three-month El intervention for preschool educators was effective at increasing several El abilities as well as

Table 12.3 Paired sample t-tests for pre-post analyses of treatment group

Mean

Sid Sid. Error l Deviation Mean

df

Sig-

(2-tailed)

Total El

-2.47

9.91

1.35

-1.835

53

.072

Experiential area

-.61

14.75

1.98

-.311

55

.757

Strategic area

-4.00

8.28

1.09

-3.682

57

.001

Perception Ability

2.89

17.86

2.35

1.234

57

.222

Facilitation Ability

-4.54

14.58

1.91

-2.374

57

.021

Knowledge Ability

-4.05

10.19

1.31

-3.088

59

.003

Regulation Ability

-3.89

10.87

1.43

-2.720

57

.009

Note: Bold figures indicate significance p < .05. Source: Authors’ own compilation.

Table 12.4 Independent sample t-tests for treatment and control group post-test comparisons

F

%

t

Df

Sig (2-tailed)

Total El

1.750

.190

-2.647

78

.010

Strategic area

2.536

.11

-2.731

80

.008

Experiential area

.530

.469

-.926

80

.357

Perception Ability

3.884

.052

1.171

81

.245

Facilitation Ability

1.443

.233

-2.974

81

.004

Knowledge Ability

3.435

.067

-1.098

82

.276

Regulation Ability

.138

.711

-2.534

80

.013

Note: Bold figures indicate significance p < .05. Source: Authors’ own compilation.

overall El. The increase in three of the four major ability areas - facilitation abilities, emotional knowledge, and emotional regulation, was likely due to learning and practicing the strategies of the training interventions. The facilitation ability is a type of emotional planning strategy, emotional knowledge includes the conceptual understanding of emotions and emotional regulation as a set of skills for managing emotions. These abilities would be influenced by the attention to emotions and the behavioral and cognitive skill development provided by the training. The strategic area of the MSCEIT comprises the regulation and knowledge components and was likely improved due to changes in these areas. The perception ability and its corresponding experiential area were not impacted by the training since these abilities appear to develop distinctly from the more cognitively based abilities (Pellitteri & Lei, 2016) and may be less sensitive to the training intervention or may require longer treatment conditions to indicate significant changes.

Limitations in the study include possible carry-over effects between the pre-post administrations of the MSCEIT and the small sample size as well as all-female participants that would restrict generalizability. Despite these limitations the results overall are promising in that they support the effectiveness of the IRE teacher-training intervention and identify the El components that are most directly impacted. One particularly unique aspect of the teacher-training program is the continual reinforcement of El concepts and skills with daily e-mail reminders for the treatment group participants. This aspect of the program likely influenced the El learning that was reflected in the post-test increases. Future studies would need to examine the degree to which this aspect of the IRE teacher-training program contributed to the overall effectiveness.

 
Source
< Prev   CONTENTS   Source   Next >