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Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Votre centre de documentation fermera de 12h30 à 13h ce vendredi 28 juin et fermera à 14h30.
Dès ce lundi 1er juillet jusqu'au mercredi 10 juillet l'horaire du centre de documentation sera adapté :
Lundi 1er juillet : de 8h à 12h et de 12h30 à 16h
Mardi 2 juillet : de 8h à 12h15
Mercredi 3 juillet : de 9h à 12h et de 12h30 à 15h15
Jeudi 4 juillet : de 8h à 12h30 et de 13h à 18h30
Lundi 8 juillet : de 8h à 12h et de 12h30 à 16h
Mardi 9 juillet : de 8h à 12h15
Réouverture dès ce lundi 19 août.
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Détail de l'auteur
Auteur Janet P. Falk-Kessler |
Documents disponibles écrits par cet auteur
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Reliability and convergent validity of the Emotional Intelligence Admission Essay Scale, revised / Sharon A. Gutman in The British Journal of Occupational Therapy, Vol.81 Issue 9 (Septembre 2018)
[article]
Titre : Reliability and convergent validity of the Emotional Intelligence Admission Essay Scale, revised Type de document : texte imprimé Auteurs : Sharon A. Gutman ; Janet P. Falk-Kessler Année de publication : 2018 Article en page(s) : p. 543-550 Langues : Anglais (eng) Mots-clés : Occupational therapy health care education academic admission processes Résumé : Introduction
The purpose of this study was to reassess the reliability and convergent validity of the revised Emotional Intelligence Admission Essay Scale, and determine whether the scale could identify students demonstrating professional behavior problems in the classroom and fieldwork environments.
Method
Thirty-six student participants completed the revised Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale. Interrater reliability, internal consistency, and convergent validity were established.
Results
Interrater reliability and internal consistency were found to be high (intraclass correlation coefficient = .82, p < .001; Cronbach’s alpha = .96, p < .001, respectively). When participants were separated by age, convergent validity between the Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale of participants aged ≥ 26 years was high (rs = .83, p < .002) compared to those ≤ 25 years (rs = .58, p < .002). Six participants (16.6%) received Emotional Intelligence Admission Essay Scale scores of 0 and were identified as potentially exhibiting professional behavioral problems; three of these students demonstrated professional behavior problems in the academic and/or fieldwork settings.
Conclusion
The Emotional Intelligence Admission Essay Scale can be used as a screen to identify whether students may exhibit professional behavior problems; however, caution should be used as some identified students may be able to prevent professional behavior problems once aware of program expectations.Permalink : ./index.php?lvl=notice_display&id=80204
in The British Journal of Occupational Therapy > Vol.81 Issue 9 (Septembre 2018) . - p. 543-550[article] Reliability and convergent validity of the Emotional Intelligence Admission Essay Scale, revised [texte imprimé] / Sharon A. Gutman ; Janet P. Falk-Kessler . - 2018 . - p. 543-550.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.81 Issue 9 (Septembre 2018) . - p. 543-550
Mots-clés : Occupational therapy health care education academic admission processes Résumé : Introduction
The purpose of this study was to reassess the reliability and convergent validity of the revised Emotional Intelligence Admission Essay Scale, and determine whether the scale could identify students demonstrating professional behavior problems in the classroom and fieldwork environments.
Method
Thirty-six student participants completed the revised Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale. Interrater reliability, internal consistency, and convergent validity were established.
Results
Interrater reliability and internal consistency were found to be high (intraclass correlation coefficient = .82, p < .001; Cronbach’s alpha = .96, p < .001, respectively). When participants were separated by age, convergent validity between the Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale of participants aged ≥ 26 years was high (rs = .83, p < .002) compared to those ≤ 25 years (rs = .58, p < .002). Six participants (16.6%) received Emotional Intelligence Admission Essay Scale scores of 0 and were identified as potentially exhibiting professional behavioral problems; three of these students demonstrated professional behavior problems in the academic and/or fieldwork settings.
Conclusion
The Emotional Intelligence Admission Essay Scale can be used as a screen to identify whether students may exhibit professional behavior problems; however, caution should be used as some identified students may be able to prevent professional behavior problems once aware of program expectations.Permalink : ./index.php?lvl=notice_display&id=80204 Exemplaires (1)
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