Exploring the effectiveness of an online workshop for emotional intelligence in undergraduate students

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dc.contributor.advisorPos, Alberta E.
dc.contributor.authorKian, Alan
dc.date.accessioned2021-11-15T15:56:05Z
dc.date.available2021-11-15T15:56:05Z
dc.date.copyright2021-08
dc.date.issued2021-11-15
dc.date.updated2021-11-15T15:56:05Z
dc.degree.disciplinePsychology (Functional Area: Clinical Psychology)
dc.degree.levelMaster's
dc.degree.nameMA - Master of Arts
dc.description.abstractThis study is an exploration of the effectiveness of an adapted online emotional intelligence (EI) workshop for an undergraduate sample. One hundred and eighty students participated in the workshop, the main contents of which included principles from several EI models (e.g., Mayer & Salovey, 1997), emotion-focused therapy (EFT; Pos & Greenberg, 2007), and a previous in-person, 9-week EI workshop (Pos, 2019). Six hypotheses were: 1) undergoing the workshop would result in fewer difficulties in emotion regulation for the participants, as measured by the Degree of Emotional Regulation Scale (DERS-18; Victor & Klonsky, 2016), 2) gender would moderate responses on the DERS-18, in that women would express fewer difficulties with emotion regulation and show a greater response to the intervention, 3) gender would impact qualitative responses to the workshop (pertaining to participants outcome goals for the workshop), in that women would express more needs to regulate their emotions, 4) collectivistic versus individualistic cultural background would moderate responses on the DERS-18, in that those from an individualistic cultural background would express fewer difficulties with emotion regulation and show a greater response to the intervention, 5) family expressiveness culture, as measured by the Family Expressiveness Questionnaire (FEQ; Halberstadt, 1986), would mediate the impact of normative culture on an individuals DERS-18 score, and 6) cultural background would impact qualitative responses to the workshop, in that those from a collectivistic cultural background would express more needs to regulate their emotions. Results suggest the workshop was effective in reducing difficulties with emotion regulation. Cultural background moderated the effectiveness of the workshop. Participants from a collectivistic cultural background were more likely to gain more from the workshop, and were also more likely to qualitatively endorse emotional management and global understanding of emotions/EI goals for the workshop. Family expressiveness culture seemed to show main effects with respect to outcome scores, seeming to suggest that family was a far more important indicator of later success with emotion regulation. Gender moderated responses on the DERS-18, but did not impact qualitative responses. Women responded more successfully to the workshop than men. The limitations of the study and future directions are discussed.
dc.identifier.urihttp://hdl.handle.net/10315/38797
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectClinical psychology
dc.subject.keywordsEmotion
dc.subject.keywordsEmotional intelligence
dc.subject.keywordsWorkshop
dc.subject.keywordsPsychoeducation
dc.titleExploring the effectiveness of an online workshop for emotional intelligence in undergraduate students
dc.typeElectronic Thesis or Dissertation

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