A Tri-State Needs Assessment of Emotional Intelligence in Agricultural Education

Abstract

This study explored the importance and inclusion of emotional intelligence in the existing curriculum by agricultural education instructors. Although much research has been conducted about the importance of emotional intelligence in the realm of education, research in the area of emotional intelligence in agricultural education programs is limited. The concept of incorporating emotional intelligence into the agriscience curriculum is not a new idea. The very philosophy of agricultural education lends itself to the development of emotional intelligence. Agricultural education instructors identified eight out of twenty emotional intelligence competency areas identified through the review of literature as high-level success abilities. This means agricultural education instructors believe these competency areas are important and they are actually including them in their current curriculum. Eleven of the twenty emotional intelligence competency areas were identified as low-level needs. This indicates that agricultural education instructors do not believe these competency areas are important, and therefore they do not believe that the competency areas need to be included in their programs. One competency area, conflict resolution, was identified as being a critical need. This indicates that teachers believe conflict resolution is important, but they are not including it in their program curriculum.

The Relationship between Iranian EFL Learners’ Emotional Intelligence and Their Performance on TOEFL/PBT

“…"Children reared under conditions of little human contact can show huge improvements (30-50 IQ points) after being placed in normal environments" (ibid, p.4). Akers, Miller, Fraze, and Haygood (2004) believe emotional intelligence is a psychological construct not easily defined. However, Goleman (1995), cited in Akers et al (2004) defined emotional intelligence as simply "a different way of being smart" (p.84).…”

Identification of Relationships between Emotional Intelligence Skill & Critical Thinking Disposition in Undergraduate Leadership Students

“…Jensen (1998) went on to further explain that too often social and emotional education goes missing, leaving an opportunity to develop students in these areas. Leadership programs provide a natural fit to reinforce these skills (Akers, 2002). If we are challenged as a profession to prepare individuals for the working world and addressing the needs of employers, then it seems imperative that a strong emphasis be placed on emotional intelligence and critical thinking.…”

A Multidimensional Needs Assessment of Social Emotional Learning Skill Areas

“…The core of experiential learning is to engage in self-evaluation, which, therefore, connects social emotional learning (SEL). Further, Akers, Miller, Fraze, and Haygood (2004) studied the importance and inclusion of emotional intelligence competencies in the existing agricultural education curriculum. Akers et al (2004) reported teachers believed emotional intelligence competencies were important and teachers believed they were incorporating the competencies in their curriculum.…”

“…Further, Akers, Miller, Fraze, and Haygood (2004) studied the importance and inclusion of emotional intelligence competencies in the existing agricultural education curriculum. Akers et al (2004) reported teachers believed emotional intelligence competencies were important and teachers believed they were incorporating the competencies in their curriculum. However, empirical evidence was not readily apparent to assess whether agriculture teachers actually possessed the ability to teach SEL competencies.…”