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dc.contributor.advisorSwanepoel, Z.
dc.contributor.advisorEsterhuyse, K. G. F.
dc.contributor.authorCilliers, Julia B.
dc.date.accessioned2018-07-20T08:01:41Z
dc.date.available2018-07-20T08:01:41Z
dc.date.issued2004-05
dc.identifier.urihttp://hdl.handle.net/11660/8842
dc.description.abstractEnglish: In article 1, intelligence in general was considered, followed by a discussion of traditional as well as more recent views on intelligence. Particular emphasis was placed on the issue of whether intelligence is a single general factor, or whether it should be regarded as a mumpie concept. The best-known theory on muHipie intelligence, namely that of Gardner, was also examined. Gardner divided intelligence into the following facets: logical-mathematical, spatial, bodilykinaesthetic, linguistic, musical, interpersonal and intrapersonal intelligence; and these facets are discussed in this article. Moreover, the prediction value of intelligence, as well as the measuring of intelligence, were considered. On the basis hereof, it is already evident that the conception of intelligence, as previously known and used by psychologists, will have to be revised and renewed. Article 2 was dedicated to a discussion of emotional intelligence. The definitions of emotional intelligence were considered, according to the models of Bar-On (1997), Salovey & Mayer (1995) and Goleman (1995). The development of the concept of emotional intelligence was also discussed. According to certain authors, some persons - such as Wechsler and Thurstone - had already referred to the concept, albeit vaguely, as early as the 1930s. During the past decade, society in general has become more conscious of the importance of emotions, and it became possible for a term such as "emotional intelligence" to come into its own. Current views on emotional intelligence are positive, for the most part, particularly in respect of the prediction value of this form of intelligence. Facets of a person's life that are affected by emotional intelligence were subsequently discussed. Specific facets of children's lives that are influenced by emotional intelligence include, inter alia: emotional problems, school readiness and academic success. The lives of aduns are affected by emotional intelligence in the following areas, inter alia: job success, marital relations and crime. In article 3, factors that playa role in the development of children's emotional intelligence are discussed. The normal, or natural, emotional development of children is taken into account, while certain factors that influence the development of children's emotional intelligence are also discussed. These factors are: neurological factors, linguistic development, the person's ability to acquire skills, and genetic factors. These factors corroborate the fact that emotional intelligence can be acquired. Role-players who can have a beneficial or detrimental effect on the development of children's emotional intelligence are also discussed. Among the most important role-players in this regard are the child's parents. The media also playa role in the development of children's emotional intelligence - a role which, unfortunately, is mostly negative. Article 4 deals with the manifestation and development of children's emotional intelligence. The aspects of emotional intelligence are firstly discussed in detail. These aspects are optimism, impulse control, the recognition and control of one's own emotions, empathy and interpersonal skills. Each of these aspects is defined before the various components thereof are discussed and brought into relation with the lives of people. Thereafter, each of the aspects is brought into relation with children's development. In this regard, reference is made, inter alia, to children's mental health, their abimy to control their emotions, their ability to cope with homework, their various emotions and the wide range of their emotional experiences, their aggressive outbursts and their ability to make friends. Article 5 deals with the standardisation of a test that measures emotional intelligence in young children between the ages of four and eight. The standardisation of the test was divided into four phases, which entailed the following: Phase 1: The identification of provisional items; Phase 2: Item analysis and selection; Phase 3: The determination of norms; and Phase 4: Reliability tests. In each phase, reference was made to the procedures that were followed, as well as the results that were obtained. During phase 1, emphasis was placed on the rationale behind each of the five aspects of the test. The use of pictures is also discussed. Item analysis (phase 2) was carried out on the basis of the discrimination values and difficulty level of the items. During phase 3, the determination of norms for the respective aqe groups was measured in respect of each individual aspect, as well as the total test. In phase 4, the statistical characteristics of the test were calculated and reported in respect of each subtest and the total test. The averages and standard deviations of the subtest scores were considered, as well as the reliability coefficients, standard error of measurement, skewness and kurtosis.en_ZA
dc.description.abstractAfrikaans: In artikel 1 is intelligensie in die algemeen bespreek. Daar volg 'n bespreking van tradisionele, sowel as meer resente sieninge oor intelligensie. Die klem het veral geval op die kwessie van intelligensie as een algemene faktor teenoor intelligensie as 'n meervoudige konsep. Die bekendste teorie oor meervoudige intelligensie, naamlik' dié van Gardner, word dan ook bespreek. Gardner het intelligensie in die verskillende fasette ingedeel en elk van hierdie is bespreek, te wete logies-wiskundige, ruimtelike, liggaamkinestetiese, linguistiese, musikale, interpersoonlike, en intrapersoonlike intelligensie. Verder word die voorspellingswaarde van intelligensie, sowel as die meting van intelligensie, onder die soeklig geplaas. Reeds hieruit blyk dit duidelik dat intelligensie, soos sielkundiges dit vroeër geken en gebruik het, sal moet vemuwe. Artikel 2 is gewy aan die bespreking van "emosionele intelligensie". Daar is na die definisies van emosionele intelligensie gekyk volgens die modelle van Bar-On (1997), Saloveyen Mayer (1995) en Goleman (1995). Die ontwikkeling van die konsep emosionele intelligensie word bespreek. Volgens sekere skrywers het mense soos Wechsler en ThurSlone reeds so vroeg as in die 1930's vaag na dié konsep verwys. In die laaste dekade het die samelewing meer bewus geword van die belangrikheid van emosies en kon 'n term soos emosionele intelligensie "staanplek" vind. Huidige sieninge oor emosionele intelligensie is merendeels positief veraloor die voorspellingswaarde van dié vorm van intelligensie. Fasette van die mens se lewe wat deur emosionele intelligensie geraak word, is vervolgens bespreek. Spesifieke fasette van kinders se lewens wat deur emosionele intelligensie beïnvloed word, is onder andere: emosionele probleme, skoolgereedheid en akademiese sukses. Volwassenes se lewens word onder andere op die volgende terreine deur emosionele intelligensie beïnvloed: werksukses, huweliksverhoudings en misdaad. In artikel 3 word faktore wat 'n rol speel by die ontwikkeling van kinders se emosionele intelligensie bespeek. Die normale of dan natuur1ikeemosionele ontwikkeling van kinders word in ag geneem, terwyl sekere faktore wat die ontwikkeling van kinders se emosionele intelligensie beïnvloed, bespreek word. Die faktore is neurologiese faktore, taalontwikkeling, die mens se vermoë om vaardighede aan te leer en genetiese faktore. Hierdie faktore ondersteun die feit dat emosionele intelligensie aangeleer kan word. Rolspelers wat die ontwikkeling van kinders se emosionele intelligensie kan bevoordeel of benadeel word ook bespreek. Van die belangrikste rolspelers is die kind se ouers. Ook die media speel, hoewelongelukkig meestal negatief, 'n rol in die ontwikkeling van kinders se emosionele intelligensie. Artikel 4 handel oor die manifestering en ontwikkeling van kinders se emosionele intelligensie. Eerstens word die aspekte van emosionele intelligensie breedvoerig bespreek. Die aspekte is optimisme, impulsbeheer, die herkenning en beheer van eie emosies, empatie en interpersoonlike vaardighede. Elk van die aspekte word gedefinieer alvorens die verskeie komponente daarvan bespreekword en in verband met mense se lewens gebring word. Elk van dié aspekte is spesifiek in verband gebring met kinders se ontwikkeling. Daar word onder andere gekyk na kinders se geestesgesondheid, hulle vermoë om hul emosies te kan beheer, hulle vermoë om hul huiswerk baas te raak, hul verskeie of dan wye reeks emosionele belewinge, hul aggressiewe uitbarstings en hul vermoë om maats te maak. Artikel 5 handeloor die standaardisering van 'n toets wat emosionele intelligensie by jong kinders, tussen die ouderdom van vier en agt jaar, meet. Die standaardisering van die toets het 'n vertoop van vier fases gehad: Fase 1: Identifisering van voortopige items; Fase 2: Itemontleding en -seleksie; Fase 3: Normbepaling en Fase 4: Betroubaarheidsondersoeke. Daar is by elke fase verwys na die prosedures wat gevolg is, sowel as na die resultate wat verkry is. Tydens fase 1 is klem gelê op die rasionaal aqter elk van die vyf aspekte van die toets. Die gebruik van prente is ook bespreek. Itemontleding (fase 2) het op grond van die diskriminasiewaardes en moeilikheidswaardes van die items plaasgevind. Tydens fase 3 is die normbepaling vir die onderskeie ouderdomsgroepe ten opsigte van elke individuele aspek en die totale toets gedoen. In fase 4 is die statistiese eienskappe van die toets bereken en gerapporteer ten opsigte van elke subtoets en die totale toets. Hier is na die gemiddeldes en standaardafwykings van die subloetstellings gekyk, sowel as na die betroubaarheidskoëffisiënte, standaardmetingsfoute,die skeefheid en kurtose.en_ZA
dc.language.isoafen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectAmygdalaen_ZA
dc.subjectEmotional intelligenceen_ZA
dc.subjectEmpathyen_ZA
dc.subjectImpulse controlen_ZA
dc.subjectIntelligenceen_ZA
dc.subjectInterpersonal skillsen_ZA
dc.subjectLimbic systemen_ZA
dc.subjectNeocortexen_ZA
dc.subjectOptimismen_ZA
dc.subjectSelf-awarenessen_ZA
dc.subjectThalamusen_ZA
dc.subjectVisual cortexen_ZA
dc.subjectEmotional intelligence tests -- Evaluationen_ZA
dc.subjectEmotional evaluationen_ZA
dc.subjectThesis (Ph.D. (Educational Psychology))--University of the Free State, 2004en_ZA
dc.titleDie standaardisering van 'n emosionele intelligensiemeetinstrument by kindersen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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