Promoting social and academic attainment through emotional and social skills development. Malta (February 2014) Aiden Carthy

Defining intelligence Traditionally, intelligence (IQ), has been defined, measured and understood as: ‘…the measurement of one’s ability to learn, recall, apply, think, reason and abstract.’ (Bar-on 2002) More recently however, a number of theorists have examined non-cognitive aspects of learning and intelligence and argue that such traditional definitions are somewhat limiting.

Emotional intelligence ’Broadly speaking emotional intelligence addresses the emotional, personal, social and survival dimensions of intelligence, what are often more important for daily functioning than the more traditional cognitive aspects of intelligence.’ ‘In a way, to measure EI, is to measure one’s “Common Sense” and ability to get along in the world.’ (Bar-on 2002)

Emotional intelligence and education A wealth of studies have confirmed a strong positive correlation between increased levels of emotional intelligence and academic attainment (e.g. Low & Nelson, 2004; Duckworth and Seligman, 2005) Previous research has also shown that students with higher levels of emotional intelligence are less likely to drop out of Third Level Education (Parker, Hogan, Eastabrook, Oke and Wood, 2006; Kingston, 2008).

Can emotional intelligence be improved? Research findings suggest that; 1. emotional intelligence can be improved through the provision of coaching or classroom-based activities and 2. that the promotion of emotional competencies can lead to enhanced academic attainment at all levels of education (e.g. Durlak and Weissberg 2005; Boyatzis and Saatcioglu 2008).

The European Qualifications Framework (EQF) Although each individual member country of the European Union has developed its own national framework of educational qualifications, there is also an overarching framework that has been developed for use throughout the EU. The EQF lists the principal learning outcomes that should be achieved by graduates at each stage of their educational attainment. Notably, no explicit reference is made in these descriptors to the development of emotional competencies.

Non-participation Although social skills development has been demonstrated to positively impact academic attainment, coaching and mentoring programmes are only of benefit to students who choose to avail of them. Until recently, no research had been conducted to ascertain the reasons why students may opt not to avail of social skills coaching.

Summary of previous research findings… Increased levels of emotional and social skills are positively correlated with educational attainment. Emotional skills can be improved through coaching and classroom based activities. However No explicit reference is made in the EQF to the development of social and emotional skills. Until recently, it was not known why some Third Level students may choose not to avail of social skills coaching.

My research - overview Research conducted with a sample of first year entrants (n=304) to an Irish technical college based in Dublin. A mixed methods research design involving both quantitative and qualitative elements. Test employed was the Bar-On EQ-i.

Quantitative element The quantitative element of this research aimed to assess the impact of emotional competency coaching on students academic attainment. Specifically, the variables that were measured were: Grade point averages. Attrition rates.

Principal quantitative findings Emotional competency coaching led to statistically higher EI scores for students. Emotional competency coaching did not impact on GPA. Emotional competency did impact attrition rates – students that attended for coaching were statistically less likely to drop out than students that did not (the drop out rate was in fact one third lower for participants than non-participants).

Issues Statistical analysis was hampered by: Low participation rates in non-humanities based subject areas. Drop out – many students failed to present for coaching. The study began with 304 students and ended with 80.

Qualitative element The qualitative element of this research had two principle aims: To explore students understanding of the term ‘emotional intelligence’. To investigate the reasons non-participating students chose not to engage with the opportunity to avail of coaching.

Methodology (Qualitative) Twenty semi-structured interviews were conducted with non-participating first year students, as follows: n = 6 Business n = 6 Engineering n = 7 Humanities n = 1 Computing

Five themes were explored with interviewees Theme one: Students understanding of the term ‘Emotional Intelligence’. Theme two: The perceived value of developing emotional intelligence with respect to educational and career development. Theme three: Reasons for non-engagement with the quantitative element of this research. Theme four: Encouraging engagement – thoughts concerning the best means of introducing emotional intelligence into the third level academic curriculum. Theme five: The factors which participants believe impact their ability to learn.

Theme one: Students understanding of EI Non-participation was not due to a failure to understand what emotional intelligence is, or why it is important in an educational context. Humanities students were more likely to mention interpersonal aspects of EI and helping others, than students from all other disciplines.

Theme two: The perceived value of developing EI A majority of participants believe that introducing EI coaching into the third level curriculum is of value not only educationally but also with respect to work practise and personal development.

Theme three: Reasons for non-engagement Time/workload pressures. Failing initially to appreciate the value EI. Fear that engagement would highlight emotional weaknesses.

Theme four: The best means of introducing EI into the third-level curriculum EI should be prioritised and should be a mandatory component of the curriculum. EI should be introduced in first year, however there was disagreement as to when.

Theme five: The factors which participants believe impact their ability to learn Students were asked to name the three factors which they believe most impact their ability to learn. 15/20 students named aspects of EI as follows: Thirteen students specifically mentioned a key component of EI e.g. motivation, stress management. A further two students referred to ‘goal setting’, which can be considered a related aspect.

In summary….. Students have a good understanding of EI. Students see the relevance of focusing on EI. EI should be included in the curriculum. EI should be mandatory. Detractors from engagement are: 1. Perceived high workload. 2. Failing to appreciate the value of EI. 3. Fear that engagement will highlight weaknesses.

The European Qualifications Framework The EQF currently consists of three categories; knowledge, skills and competence. Learning outcomes are detailed for each of the three categores across eight levels of attainment, covering the complete range of academic achievement from level one, which pertains to primary education to level eight which pertains to doctoral level education.

KNOWLEDGESKILLSCOMPETENCE Level One Basic general knowledge. Basic skills required to carry out simple tasks. Work or study under direct supervision in a structured context. Level Two Basic factual knowledge of a field of work or study. Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools. Work or study under supervision with some autonomy. Level Three Knowledge of facts, principles, processes, and general concepts in a field of work or study. A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information. Take responsibility for completion of tasks in work or study. Adapt own behaviour to circumstances in solving problems. Level Four Factual and theoretical knowledge in broad contexts within a field of work or study. A range of cognitive and practica skills required to generate solutions to specific problems in a field of work or study. Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study. The European Qualifications Framework

KNOWLEDGESKILLSCOMPETENCE Level Five Comprehensive, specialised, factual and theoretical knowledge within a field of study and an awareness of the boundaries of that knowledge. A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems. Exercise management and supervision in contexts of work or study activities where there is unpredictable change. Review and develop performance of self and others. Level Six Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles. Advanced skills demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of study. Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts. Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams. Level Seven Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research. Critical awareness of knowledge issues in a field of study and at the interface between different fields. Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields. Manage or transform work or study contexts that are complex, unpredictable and require new strategic approaches. Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams. Level Eight Knowledge at the most advanced frontier of a field of work or study and at the interface between fields. The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend or redefine existing knowledge or professional practice. Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research.

KNOWLEDGESKILLSCOMPETENCE INSIGHT Level One Basic general knowledge. Basic skills required to carry out simple tasks. Work or study under direct supervision in a structured context. … Level Eight Knowledge at the most advanced frontier of a field of work or study and at the interface between fields. The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend or redefine existing knowledge or professional practice. Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research. … Insight!

Proposed additional category for inclusion in the EQF Insight Level OneBegin to exercise emotional self-awareness of self and others. Level Two Demonstrate consistency of self-understanding and emotional behaviour. Assume responsibility for the exercising of impulse control. Level Three Demonstrate the capacity to develop and maintain healthy interpersonal relationships. Effectively communicate ones emotional state to peers or colleagues. Level FourExpress an internalised personal worldview. Work cooperatively, considerately and constructively in social groups.

Proposed additional category for inclusion in the EQF Insight Level Five Display the capacity to adjust emotional responses to changing situations and conditions. Level SixRecognise and respond appropriately to symptoms of mental stress. Level Seven Display emotional resiliency and the ability to take preventative measures to minimise potential future stress. Level EightLead action to promote healthy intrapersonal development in professional contexts. Scrutinise and reflect on social norms and lead action to change them.

Potential benefits Stimulating debate regarding the promotion of social skills development. Providing a foundation for further large-scale research to examine the practicalities of implementing social skills development on an international basis. Positively impacting learning and attrition rates for students at all levels of academic attainment.

Questions?