Puffer Keith A, Pence Kris G, Ferry Abigail E
Department of Psychology, Indiana Wesleyan University, Marion, IN 46952, USA.
Department of Counselor Education and Counseling Psychology, Western Michigan University, Kalamazoo, MI 49464, USA.
J Intell. 2021 Jul 14;9(3):36. doi: 10.3390/jintelligence9030036.
In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people's EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11-56 h). Few successful investigations employed an ultra-brief (i.e., ≤1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of freshmen; their transitional challenges from high school to college mark them as an appropriate target population. Employing a quasi-experimental one-group pretest-posttest design, the recruited participants (n = 75) experienced an ultra-brief intervention highlighting the complete skill-set in the Ability Emotional Intelligence model. Findings from a one-way repeated measures MANOVA indicated improvement transpired in two of four MSCEIT scores (i.e., perception and facilitation). The merit of the present study is delineated using Orsmond and Cohn's five objectives for feasibility investigations. In addition, implications of the results and possible applications are proposed.
1990年，萨洛维和梅耶提出了情商（EI）的概念。31年后，出现了大量旨在提高人们情商的干预措施。一项针对旨在提高大学生情商的研究的文献综述揭示了一个明显的差距。当培训课程的教学材料涵盖了情商模型中的所有技能时，研究人员通常会采用较长的时长（即11 - 56小时）。很少有成功的研究采用超简短（即≤1小时）的方法。本研究以大一新生为样本，考察了在极简时间框架内进行培训的可行性；他们从高中到大学的过渡挑战使他们成为一个合适的目标群体。采用准实验单组前测后测设计，招募的参与者（n = 75）经历了一次超简短干预，该干预突出了能力情商模型中的完整技能集。单向重复测量多元方差分析的结果表明，在梅耶 - 萨洛维 - 卡鲁索情商测试（MSCEIT）的四个分数中的两个（即感知和促进）上有了改善。本研究的价值是根据奥斯蒙德和科恩对可行性调查的五个目标来描述的。此外，还提出了研究结果的意义和可能的应用。
