1. Book Smarts are Never Enough: Emotional Intelligence and Academic Success Amy Sannes & Deb Seaburg Minnesota State University Moorhead NACADA International Conference: Melbourne, Australia June 24-26, 2015 Special thanks to Frank Oakgrove

2. Why do smart students fail?

3. O “More students leave college because of disillusionment, discouragement, or reduced motivation than because of lack of ability or dismissal by school administration.” O UCLA Administrator Chip Anderson

4. Specific Issues for Student Success O Adapting to the college environment O Experiencing stress and feeling overwhelmed O Establishing new relationships O Engaging in destructive behaviors O Identifying personal and career goals O Poor decision making O Time and money management O Mental health management

5. Emotionally Reactive vs. Intelligent Students (Nelson & Low, 2015) Emotionally Reactive Emotionally Intelligent O Overwhelmed too often O Reactive to stress O Emotionally driven behavior O Self-doubting O Deficit and weakness focused O Resilient O Proactive, planned responses to stress O Intentional reflective behavior O Self-confident O Strength-focused

6. Reactive vs. Emotionally Intelligent Students continued Reactive Intelligent O Resistant to change O Aggressive, nonassertive communicator O Performance decreases under stress O Pessimistic, sarcastic, negative focus O Continually makes the same mistakes O Flexible, open to change O Assertive communicator O Performance increases under stress O Optimistic, positive, hopeful focus O Learns from experience

7. Emotional Intelligence Defined O An array of non-cognitive skills that influence one’s ability to succeed in coping with environmental demands and pressures O Reuven BarOn O A person’s ability to understand his or her own emotions and the emotions of others and to act appropriately based on this understanding O Mayer & Salovey (1990)

8. Emotional Intelligence Skills O Accurately know yourself in terms of personal strengths and weaknesses O Establish and maintain effective and healthy relationships O Get along and work productively with others O Deal effectively and healthily with the demands and pressures of daily living A continuous and life long process of developing and applying specific skills. (Nelson & Low, 2003)

9. Transformative Emotional Intelligence O Interpersonal Skills O Assertion O Leadership Skills O Comfort O Empathy O Decision Making O Leadership O Self-Management O Drive Strength O Time-Management O Commitment Ethic O Intrapersonal Skills O Self Esteem O Stress Management O Potential Problem Areas O Aggression O Deference O Change Orientation (Nelson & Low, 2011)

10. BarOn Model of Emotional Competencies O SELF-PERCEPTION O Self-awareness O Self-regard O Self-actualization O SELF-EXPRESSION O Emotional Expression O Independence O Assertiveness O INTERPERSONAL O Empathy O Social responsibility O Interpersonal relationship O DECISION-MAKING O Reality testing O Problem solving O Impulse Control O STRESS MANAGEMENT O Stress tolerance O Flexibility O Optimism O GENERAL WELL-BEING O Happiness

11. EI and GPA O Significant relationship between GPA and EI abilities (emotional management, social management, emotional reasoning) (Woodbury University, 2008) O Students enrolled in EQ-enhanced FYS sections had higher FYS course grades and overall GPAs and were less likely to be on academic probation after first semester (Galluadet University, 2006) O EI best predictor (vs. hs gpa, age, course load) of successful first year students (GPA 80% or better) and unsuccessful students (GPA 59% or less). Higher achieving students demonstrated higher Total EQ, Intrapersonal Skills, Stress Tolerance and Adaptability (Trent University, 2006)

12. Low vs High GPA ESAP

13. EI and Retention O Higher optimism and higher impulse control predicted first to second semester retention better than any academic measure (Peace College, 2009) O Coaching for EI in first year students produced 85.2% retention to second year compared to 53.7% control group (Seneca College, 2008) O EI most correctly predicted 1 st to 2 nd year persistence or dropping out (Trent University, 2006)

14. ESAP Retention Retained and Not Retained

15. What can advisors do to help students improve their EI?

16. Self-Perception and Expression Applications O Self-confidence O Focus on Strengths O Teach Positive Affirmations O Practice Optimism O Life Dreams and Goal Setting O Career Planning O Asking for help

17. Interpersonal Applications O Making friends O Talking to professors, asking for help O Developing new relationship with family O Practice assertiveness O Appreciation of diversity O Group work skills O Community involvement

18. Decision-Making Applications O Setting Priorities O Drug/Alcohol use O Sexual Decision Making O Gray or Rose-colored glasses? O Expectations about study time and performance O Facing change: adapting and problem solving O Coping with roommates O New study habits

19. Stress Management Applications O Distress Tolerance O Test Anxiety O Impulse Control/Gratification Delays O Time Management O Money Management O Anger Management

20. Self Awareness Exercise: Emotional Lifeline ϧ On blank sheet of paper draw a line representing your life from birth to now (or into future). ϧ What events, people, activities, etc. contributed to your emotional highs and lows? ϧ What did you learn about yourself? ϧ How can you use this information?

21. Increasing Drive Strength O Setting Goals—for school, for work, for life! O Results vs. Activity orientation (destination vs. journey) O SMART goals O Dreams/Values/Goals O How would you spend your time if you didn’t have to work? O What do you want to achieve in college? In life?

22. Self-Actualization Activity: Your Best Possible Self O Take 20-30 minutes to think about how you expect your life to be 1, 5 or 10 years from now. O Visualize a future in which everything has turned out the way you wanted. You’ve worked hard, tried your best and achieved all your goals. O Now write down what you imagine that life to be like. Source: The How of Happiness by Sonja Lyubomirsky (2008). Penguin Press

23. Advisors Must Address Own Emotional Intelligence O Provide a safe and sustaining environment O Model EI O Communicate genuine caring to students and focus on their potential to grow and change

24. Why Emotional Intelligence Matters in Higher Education Infusing emotional intelligence into university settings can: O Enhance personal development O Address learning outcomes O Foster leadership skills O Improve interpersonal relationships O Address civility O Enhance ability to work with groups O And…..ultimately improve student success and persistence.

25. Resources O Nelson, D. & Low G. (2011). Emotional Intelligence: Achieving academic and career excellence in college and life (2 nd ed.). Upper Saddle River, NJ: Pearson Higher Education. O Nelson, D., Low, G., Nelson, K. & Hammett, R. (2015). Teaching and Learning Excellence: Engaging self and others with emotional intelligence. Corpus Christi, TX: Emotional Intelligence Learning Systems, Inc. O Stein, S., Book, H. & Kanoy, K (2013). The Student EQ Edge: Emotional Intelligence and your academic & personal success. San Francisco, CA: Jossey-Bass.