Developing the Emotional Intelligence of Undergraduate Music Education Majors: An Exploratory Study Using Bradberry and Greaves’ (2009) Emotional Intelligence 2.0

Abstract

Research focused on the relationship of emotional intelligence (EI) to academic and professional success in education, and whether and how it might be taught and learned, is inconclusive. The purpose of this study was to examine the degree to which undergraduate music education majors experienced a change in EI after implementing strategies from Emotional Intelligence 2.0. Participants included 10 junior-year music education majors enrolled in a semester-long music teaching foundations course. Participants predicted their EI scores, completed the Emotional Intelligence Appraisal pretest, and, following instruction, completed the Emotional Intelligence Appraisal posttest. Results indicate a significant difference between predicted and pretest scores, as well as between pretest and posttest scores. While undergraduate music education majors overestimated their EI prior to instruction, EI was improved by using the Emotional Intelligence 2.0 model in combination with classroom instruction.

An Analysis of the Impact and Efficacy of Online Emotional Intelligence Coaching as a Support Mechanism for University Students

“…However, as these traits are relatively stable, it is possible that people will come back to their "baseline" after a while if the competencies are not practised." In support of Boyatzis and Sattcioglu's (2008) original findings, more recent research has confirmed the positive impact that EI coaching can have on individual social and emotional competencies; however, due to the recency of this research the longevity of these effects is still unknow (Gilar-Corbí et al, 2018;McGinnis, 2018;Wang, 2019).…”

“…Therefore, third level colleges are increasingly focusing on providing students with rounded instruction that includes the development of social and emotional skills. Many college courses now include dedicated modules in areas such as personal development that to varying degrees incorporate emotional intelligence coaching (McGinnis, 2018;Wang, 2019). EI coaching is also increasingly being offered to students as an extracurricular support and there is a growing body of evidence attesting to the value of doing so.…”

“…A wide range of studies have established that students' social and emotional skills can be improved as a result of coaching (Reilly, 2005;Boyatzis and Saatcioglu, 2008;Nelis et al, 2009;Dacre Pool and Qualter, 2012;Gilar-Corbí et al, 2018;McGinnis, 2018;Wang, 2019). A particularly robust analysis by Boyatzis and Saatcioglu (2008), involved a 20-year review of the provision of EI coaching as part of an MBA programme, synthesizing the results from 17 separate studies that were conducted with current and past students and graduates.…”

Impact of Music Education on Mental Health of Higher Education Students: Moderating Role of Emotional Intelligence

“…Psychological health includes the capacity to maintain a sense of autonomy, self-acceptance, and personal development, as well as a sense of life purpose and self-esteem ( Smith, 2021 ). Maintaining a healthy mind involves more than just treating or preventing mental illness ( McGinnis, 2018 ). The majority of people listen to music at certain point in their lives.…”

Inteligência emocional entre estudantes de pós-graduação

“…Inteligência Emocional (IE) envolve gerenciar as próprias emoções (SMITH et al, 2018), mas também é comumente definida como a capacidade de perceber emoções em si e nos outros, entender emoções, integrar emoções para facilitar o pensamento e regular emoções para o crescimento pessoal (SALOVEY; MAYER, 1990;MCGINNIS, 2018).…”