Emotional intelligence: An admission criterion alternative to cumulative grade point averages for prelicensure students

Jones-Schenk, Jan; Harper, Mary G.

doi:10.1016/j.nedt.2013.03.018

Cited by 48 publications

(47 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Further, the application of Tinto's student integration model to this research strengthens the argument for other indicators for potential student success in college like grade-point average, which is already a heavily researched predictor, or emotional intelligence and motivation measures, which are newer areas of exploration in the college admission process (DeProspero, 2014;Jones-Schenk & Harper, 2014;Pope et al, 2012;Sparkman, et al, 2012;Sternberg, 2004). Tinto details that certain personality traits (like lack of flexibility to change, impulsiveness, and high levels of anxiety) are strong indicators of students who will struggle to socially integrate, an observation that opens the door for measures like the Developmental Assets or other emotional intelligence assessments in the college admission process (DeProspero, 2014;Scales, et al, 2006;Sparkman, et al, 2012;Tinto, 1975).…”

Section: Rationale and Significancesupporting

confidence: 67%

“…While it might be efficient, much research suggests that the very idea of a standardized test to predict student success in college is misguided (Duckworth et al, 2011;Jones-Schenk & Harper, 2014;Piaget, 1952). Education has evolved since the early 1900s and the idea of absolute truths and philosophical ideals of knowing have given way to a more agile type of problem solving; it is no longer about simply knowing content (Chisolm, 1982;Conley, 2014;Newman, 2014).…”

Section: Context and Backgroundmentioning

confidence: 99%

“…Tinto details that certain personality traits (like lack of flexibility to change, impulsiveness, and high levels of anxiety) are strong indicators of students who will struggle to socially integrate, an observation that opens the door for measures like the Developmental Assets or other emotional intelligence assessments in the college admission process (DeProspero, 2014;Scales, et al, 2006;Sparkman, et al, 2012;Tinto, 1975). Further, the propensity of a student to commit to goals is a key indicator for student persistence, according to Tinto (1975), which makes a strong case for motivation as a key indicator of potential student success in college (Cortes, 2013;Dysvik & Kuvaas, 2013;Latour & Hosmer, 2012;Jones-Schenk & Harper, 2014;Osborne & Jones, 2011;Tinto, 2006).…”

Section: Rationale and Significancementioning

confidence: 99%

“…Screening applicants based solely on standardized test scores has eliminated from consideration students that would otherwise be excellent contributors to college campuses (Jones-Schenk & Harper, 2014). The common critique is that standardized tests are flat assessments, unchanged over the years, and do not give a relevant read on qualities more directly tied to success such as resilience and motivation (Conley, 2014;Duckworth et al, 2011;Dunlop, 1996;Linnenbrink & Pintrich, 2002;Rau, 2001;Troutman, 1984).…”

Section: Non Traditional Use Of Standardized Testing In College Admismentioning

confidence: 99%

See 3 more Smart Citations

Informing student success in college : is it possible without the use of standardized test scores?

McCubbin¹

View full text Add to dashboard Cite

Since the 1920, colleges and universities have leveraged standardized testing as a way to determine worthiness of access to higher education. Nearly 100 years since its first appearance, the use of standardized testing has become commonplace despite the growing evidence of the socioeconomic and racial disparities among test takers. While some high school students are able to afford expensive test preparation and multiple attempts at standardized tests, others struggle to relate to or even access it altogether. The results for many colleges and universities are homogenized student bodies and young people who are not as prepared as their test scores may indicate. In response to the increasing disconnect between standardized testing and academic and social success for students in college, Hampshire College in Massachusetts became the first college to go completely test blind in their admission process by not considering standardized testing at any point when reviewing a student for admission. This case study provides first hand accounts of the impact that Hampshire's test blind policy is having on the academic and social integration of students on campus, particularly the students of the Class of 2019, the first cohort admitted under the new policy. A qualitative research approach provided insights into the student body through the perceptions of individuals with administrative roles on campus. These administrators interact directly with students and have been continuously employed at the college since at least 2013, meaning they have worked at Hampshire since before they banned the use of standardized testing in their admission process. The results of the case study provide a comprehensive view of the test blind policy and show how academic and social integration of students have impacted institutional retention patterns. The findings of the study highlight the fact that while the college initially experienced a dip in application numbers, the move to eliminate standardized testing has led to a perceived increase in student academic success and, 3 despite unrelated social unrest at the college in recent years, retention has remained steady.Ultimately, the researcher leverages the findings of the research to challenge other colleges and universities to examine their own use of standardized testing in admission and create an admission experience that highlights the unique qualities that make students successful on their respective campuses.

show abstract

Section: Rationale and Significancesupporting

confidence: 67%

Section: Context and Backgroundmentioning

confidence: 99%

Section: Rationale and Significancementioning

confidence: 99%

Section: Non Traditional Use Of Standardized Testing In College Admismentioning

confidence: 99%

See 2 more Smart Citations

Informing student success in college : is it possible without the use of standardized test scores?

McCubbin¹

View full text Add to dashboard Cite

show abstract

“…Studies of EI among nursing students were limited to undergraduate students and in relation to GPA, self-concept, self-compassion, caring, clinical performance, academic success and retention (Roso-Bas, Padez-Jimenez & Garcia-Buades, 2016;Snowden, Stenhourse, Young, Carver, & Brown, 2015;Codier & Odell, 2014;Jones-Schenk & Harper, 2014;Senyuva, Kaya, Isik & Bodur, 2014;Rankin, 2013;Fernandez, Salamonson & Griffiths, 2012;Beauvais, Brady, O'Shea & Griffin, 2011;Por, Barriball, Fitzpatrick & Roberts, 2011;Benson, Ploeg & Brown, 2010;Landa, Lopez-Zafra, Aguilar-Luzon, 2009). …”

Section: Review Of the Literaturementioning

confidence: 99%

Emotional Intelligence Scores of Diverse First Year Advanced Practice Nursing Students

Caboral‐Stevens¹,

Sedhom²,

Rosario-Sim³

2016

IJN

View full text Add to dashboard Cite

There is a growing interest among schools and universities to look beyond traditional cognitive measures in screening and predicting academic success. Guided by the Four Branches of Emotional Intelligence (EI) by Mayer and Salovey, a prospective and descriptive survey study design is conducted on all first year students enrolled in the advanced practice nursing (APN) programs. Students were to complete the SSEIT in their first year and again at the last semester of their programs. This paper will describe the results of Phase One data on the EI scores of first year APN students. Preliminary findings showed that the mean baseline EI scores of the first year APN students was 134.2±12, indicating high EI. Students in the nurse anesthesia program have then highest EI scores among all the programs. There was no correlation noted between EI scores, and prerequisite and cumulative grade point averages of first year APN students

show abstract

Emotional intelligence evaluation tools used in allied health students: A scoping review

Lee,

Burrows,

James

et al. 2024

J of Medical Radiation Sci

View full text Add to dashboard Cite

IntroductionEmotional intelligence (EI) is described as the ability to recognise and understand one's own emotions and the emotions of others, and empathically manage emotional responses. While historically not emphasised in undergraduate allied health sciences training, it is increasingly considered an essential graduate trait. This scoping review synthesises existing research on EI outcomes, specifically in undergraduate allied health professions students.MethodFour databases were searched in February 2024 using keywords relating to EI and empathy to identify studies published in English from 1990. Eligible studies needed to include assessment and reported outcomes using validated EI tools in health professions students.ResultsA total of 163 papers met the inclusion criteria. Many studies employed a cross‐sectional design (n = 115). Most studies (n = 135) focused on undergraduate students studying medicine (n = 62), nursing (n = 80) and dentistry (n = 13), with some studies (n = 21) evaluating more than one discipline. Many studies investigated one discipline only (n = 64 for nursing, n = 50 for medicine) using no comparator undergraduate degree. The most common EI models evaluated from this review were ability‐based (n = 77), followed by trait‐based models (n = 36) and mixed social–emotional competence (n = 35). Ability model evaluations of EI most commonly utilised the Schutte Self‐Report Emotional Intelligence Test (SSEIT) (n = 44) and the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) (n = 24).ConclusionResearch on EI among undergraduate allied health fields is limited. Existing literature reveals there is some consensus on the importance of EI in healthcare education, but there is considerable variability in how EI is measured. Studies suggest higher levels of EI may correlate with improved student professional skill development in clinical reasoning, empathy and stress management.

show abstract

Emotional intelligence: An admission criterion alternative to cumulative grade point averages for prelicensure students

Cited by 48 publications

References 11 publications

Informing student success in college : is it possible without the use of standardized test scores?

Informing student success in college : is it possible without the use of standardized test scores?

Emotional Intelligence Scores of Diverse First Year Advanced Practice Nursing Students

Emotional intelligence evaluation tools used in allied health students: A scoping review

Contact Info

Product

Resources

About