Publication Date

5-2004

Advisor(s) - Committee Chair

William Pfohl, John Bruni, Steven Haggbloom

Comments

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Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

This study examined the emotional intelligence of children with AD/HD and also examine how these children’s social skills and emotional intelligence are related. Students identified with AD/HD were asked to rate their own emotional intelligence and rate their own social skills using two self report measures: the Social Skills Rating System-Self-Report and the BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV). Each student’s teacher was asked to complete the Social Skills Rating System-Teacher Form and each student’s parent was asked to complete the Social Skills Rating System-Parent Form. Thirty-one male students between the ages of 7 and 16 participated in the study. Results indicated that the total emotional intelligence of students with AD/HD was not lower than the total emotional intelligence of students in the BarOn EQ-i:YV standardization sample. There was a significant negative correlation, r(6)=-.823, p<.05, between the Secondary Version SSRS-Teacher Form Problem Behaviors score and the BarOn EQ-i:YV Intrapersonal subscale. There was a significant positive correlation, r(21) = .703, p<.05, between the SSRS-Self-Report Form, Elementary Version and the BarOn EQ-i:YV Total EQ Standard Score. Additionally, a positive relationship was found between the Elementary SSRS-Self-Report Total Social Skills Score and the BarOn EQ-i:YV interpersonal, r(21) = .598, p<.05, Stress Management, r(21) = .624, p<.05, and Adaptability, r(21) = .594, p<.05, subscales. Significant relationships were not found among the correlations conducted between the scales and subscales of the SSRS-Parent Form and the scales of the BarOn EQ-i:YV. There were no significant relationships between the scales and subscales of the SSRS-Teacher Form and the BarOn EQ-i:YV with the exception of the relationship already mentioned (Secondary Version SSRS-Teacher Form Problem Behaviors Score and the BarOn EQ-i:YV Intrapersonal subscale). Additionally, no significant relationships were found between the Social Skills Scale of the SSRS-Self Report Form Secondary Version and the Total Emotional Intelligence scale or subscales of the BarOn EQ-i:YV. Limitations of this study and future research were discussed.

Disciplines

Child Psychology | Psychology | Social and Behavioral Sciences

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