The Impact of a Living-Learning Community and Inquiry Guided Learning on First Year Students' Emotional Intelligence and Academic Achievement

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dc.contributor.advisor Sui-Man Raymond Ting, Committee Chair en_US
dc.contributor.advisor Thomas Conway, Committee Member en_US
dc.contributor.advisor Roger Callanan, Committee Member en_US
dc.contributor.advisor Deb Luckadoo, Committee Member en_US
dc.contributor.author Chafin, Christopher Neil en_US
dc.date.accessioned 2010-04-02T19:15:53Z
dc.date.available 2010-04-02T19:15:53Z
dc.date.issued 2006-11-16 en_US
dc.identifier.other etd-06162006-160811 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/5561
dc.description.abstract Nationally, data reveals that 33% of all first-year college students entering public colleges and universities will drop out before their sophomore year and an additional 20% are likely to drop out before completing their degree (Habley, 2002, ACT, 2002). 75% of students who drop out of college do so within the first two years and a majority of these fail to complete the first year. It is becoming critical that we seek to understand the forces behind successful academic adjustment, especially during the first-year of college (Boulter, 2002). One factor that has been shown to have a consistent relationship with retention is academic achievement (DeBerard, Spielmans, & Julka, 2002). Higher achieving students persist at a significantly greater rate than their lower achieving counterparts (Kirby & Sharpe, 2001; McGrath & Braunstein, 1997; Ryland, Riordan, & Brack, 1994). Recently, studies have shown that emotional intelligence (EI) can be predictive of academic success and greater retention rates. However, there has been no research that has studied the impact of a residential living learning community on emotional intelligence. The current study did not find significant differences between students who participated in a living-learning community and those who did not regarding emotional intelligence gains or academic achievement. However, crucial questions were raised surrounding the timing of such instruments and the types of instruments used to measure emotional intelligence. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject college students en_US
dc.subject inquiry guided learning en_US
dc.subject emotional intelligence en_US
dc.subject learning communities en_US
dc.subject academic achievement en_US
dc.title The Impact of a Living-Learning Community and Inquiry Guided Learning on First Year Students' Emotional Intelligence and Academic Achievement en_US
dc.degree.name PhD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Counselor Education en_US


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