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|a BF575.W8 N36 2005_NanceJeryl |2 BU-Local |
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|a Evaluation of the adolescent Teen Challenge Program's impact on emotional intelligence |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2005. |
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|a xiv, 80 leaves : |b ill. ; |c 28 cm. |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2005. |
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|a Includes bibliographical references (leaves 68-75) |
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|a Copyright Jeryl Lynn Nance. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose: The purpose of this study was to examine the development of emotional intelligence (EQ) in adolescents who participated in a Teen Challenge program. The study was designed to determine if Emotional Intelligence is improved as a result of participation in the program, and to identify the point at which the greatest improvement occurs.
Method: The methodology used was a Program Evaluation using t-tests to assess group mean differences between baseline scores (pretest) and mean gain scores, both at the mid-point and at the end of the program (posttest). The research design was causal-comparative, using an ex-post-facto analysis of data to determine if the Teen Challenge program improves the Emotional Intelligence test scores of the participants. Three research questions were developed to guide the study: (a) Does the Teen Challenge program increase the adolescent participants’ level of Emotional Intelligence?, (b) At what point in the Teen Challenge program will participants show measurable improvements in EQ test scores?, and (c) Will there be demographic differences by age or gender in EQ test score gains resulting from participation in the Teen Challenge program?
Ninety two (92) participants provided the data for the study. The Schutte et al. (1998) Emotional Intelligence Scale was used to assess EQ levels of the participants. T-tests were used to compare group means at the critical points in the program.
Major Findings: The t-test results showed statistically significant improvements in Emotional Development test scores between the beginning and the end of the 15-month program. The mean gain was 11.46 points, which was statistically significant at the .05 level (t (57) = -2.209, p<.05). Measures taken following the first seven months of the program and those taken between the mid-point and the end of the program were not statistically significant; however, collective gains from the beginning to the end were significant. It was concluded that participants score higher on emotional intelligence (EQ) scales as a result of time spent in the Teen Challenge program.
The t-test data showed no significant differences between EQ scores of male and female participants. However, the data did show significant differences when analyzed by age. The 12 to 15 years old age group was compared to the 16 to 18 years old group, and a mean difference of 9.45 points was noted. The difference was statistically significant, t(90) =-2.641, p<.05. These findings are consistent with other studies demonstrating a correlation between age and EQ development. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Emotional intelligence. |
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|a Peer-group church work with youth. |
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|a Emotional problems of teenagers. |
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|a Drug abuse |x Treatment. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001045/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/10/45/00001/BF575_W8 N36 2005_NanceJeryl_2thm.jpg |
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|a Theses and Dissertations |
