Document Type
Theses, Masters
Disciplines
5.1 PSYCHOLOGY, 5.3 EDUCATIONAL SCIENCES
Abstract
Recently, there has been an emphasis on social-emotional learning (SEL) in educational settings and the role this may play in an individuals’ later life outcomes as well as their ability to manage stress and express and manage emotion in adaptive ways (Collaborative for Academic, Social and Emotional Learning (CASEL), 2020). Recent research also supports a positive correlation between emotional intelligence (EI) and the development of interpersonal skills, academic attainment, memory and problem-solving skills (Boyatzis & Saatcioglu, 2008). Further research emphasises the role of emotional competencies in sustaining employment and placement in higher education (Carthy et al., 2013; Murphy, 2015). As a result of the coronavirus pandemic, many college courses have pivoted to complete online delivery, meaning that educators and students alike are faced with new challenges associated with the online delivery of modules and student supports. Given the positive correlation between SEL and positive life outcomes in conjunction with the scale of the recent transition to distance learning, this small-scale study sought to explore the impact and efficacy of three five-week modules (mindfulness, EI, and workplace readiness), which were predominantly delivered online to a sample of students from Technological University (TU) Dublin. Specifically, the mindfulness module was made available to all first-year students, the EI module was available to all second-year students and the workplace readiness (WPR) module was available to all final-year students. Results demonstrated that participation in the mindfulness module led to decreased levels of perceived stress for students while increasing levels of resilience. Furthermore, students who attended the module reported that the course provided emotional support and that it aided them in finding a healthy work-life balance. Regarding the EI module, results revealed that participants' average overall level of EI increased after completion of the module. Students reported that they believed the module provided emotional support and enabled them to manage academic stress more effectively. Finally, regarding the WPR module, results revealed that there was an increase in participants’ overall level of EI as well as improved scores on the CareerEDGE Employability Development Profile after completion of the module. Furthermore, students reported that involvement in the module not only empowered them to effectively assess their strengths and weaknesses but enabled them to develop interpersonal skills to allow them to communicate with employers more confidently as they transition into the workplace. Taken collectively, results support existing research and suggest that mindfulness, EI and WPR modules can effectively enable students to benefit personally, academically and professionally. However, further confirmatory research is required.
DOI
https://doi.org/10.21427/3S6F-DS20
Recommended Citation
Chalmers, W. D. (2022). An Analysis of the Effectiveness and Impact of the Provision of Mindfulness, Emotional Intelligence and Work Readiness Modules to Irish Third Level Students. Technological University Dublin. DOI: 10.21427/3S6F-DS20
Funder
Higher Education Authority Of Ireland
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Publication Details
An Analysis of the Effectiveness and Impact of the Provision of Mindfulness, Emotional Intelligence and Work Readiness Modules to Irish Third Level Students.
Master of Arts – QQI Level 9, Technological University Dublin, Blanchardstown, School of Humanities and The Research Centre for Psychology, Education & Emotional Intelligence, August 2022.