Detail An investigation of affect and adolescent self-regulation Bibliografi Author: Kyp-Johnson, Jay E. ; Rogers, Joy (Advisor) Topik: EDUCATION; EDUCATIONAL PSYCHOLOGY|PSYCHOLOGY; COGNITIVE Bahasa: (EN )    ISBN: 0-599-16764-5     Penerbit: LOYOLA UNIVERSITY OF CHICAGO     Tahun Terbit: 1999     Jenis: Theses - Dissertation Fulltext: 9917784.pdf (0.0B; 33 download) Abstract What Daniel Goleman (1995) calls “emotional, intelligence”, the ability to effectively mediate emotional, cognitive, and social contingencies, has become an area of research considered by many to be an important variable in learning, motivation, and performance. The overall purpose of this dissertation research project was to systematically examine and empirically verify a number of the variables commonly believed to be embedded within the construct of “emotional intelligence”. Studies of self-regulation have revealed differences in how individuals cognitively mediate emotional states, in the absence of external controls, while perusing a specified goal (Kanfer, 1986). This dissertation research project was designed to be a systematic replication of a study conducted by Kirschenbaum, Tomarken, and Humphrey (1985). Some modifications were made to Kirschenbaum's et. al. original design to focus more closely upon the self-regulatory processes of adolescents and their management of emotion measured by The Positive and Negative Affect Scale (Watson, Clarke and Tellegen, 1988) and the cognitive mediation skills measured by Rosenbaum's Self-Control Schedule (1990). Sixteen and seventeen year old female high school students were pre-tested on a mathematics ability scale. They were then asked to complete Rosenbaum's Self-Control Schedule. Participants were randomly assigned to groups matched for individual differences in mathematics ability. Differential moods were induced by asking participants to read and view sets of statements crafted to manipulate affect. The subjects' self-reported mood was measured at the pre-induction and post-induction phases of the study. Participants were then asked to participate in what they were lead to believe was a separate experiment involving self-regulation of either difficult or easy mathematics problems. The results of this study provide support for the following: positive and negative feelings appear to be separate and independent emotional factors (i.e., Watson and Tellegen two-factor model was supported by the analysis of the data set, 1985); Velten's (1968) mood induction was found to be effective in creating mood changes for experimental study with adolescents; and the effects of cognitive mediation (learned resourcefulness) and affect may be negligible when considering well practiced and/or “automatic” cognitive activities. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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