1.
Oldal: 1. Kontextus: "According to Kiss, Kotsis, and Kun (2014), emotional intelligence is related to an
adult learner’s academic accomplishments through the promotion of essential social
skills." (1. o.)
2.
Oldal: 4. Kontextus: "Emotional intelligence studies have typically focused on adult learners instead of
the practices of faculty (Carnicom, 2013; Corso & Devine, 2013; Kiss et al., 2014;
Stamatopoulou et al., 2015)." (4. o.)
3.
Oldal: 5. Kontextus: "Therefore, faculty can help improve student success by assisting them to maneuver
through their levels of emotional intelligence (Carnicom, 2013; Kiss et al., 2014)."
(5. o.)
4.
Oldal: 5. Kontextus: "There are links between higher emotional intelligence and better job performance
(Kiss et al., 2014)." (5. o.)
5.
Oldal: 6. Kontextus: "As different life factors become barriers for some adult learners, faculty can help
improve student success through faculty’ levels of emotional intelligence as they
interact with their students (Carnicom, 2013; Kiss et al., 2014)." (6. o.)
6.
Oldal: 7. Kontextus: "The objective of this study was to gain an understanding of the use of trait emotional
intelligence strategies by higher education faculty as they assist adult learners
achieve success at a higher education institution (Kiss et al., 2014)." (7. o.)
7.
Oldal: 8. Kontextus: "While there are assumptions that leadership of faculty provides a strong support
system for adult learners, there needs to be more evidence linking successful completion
of courses of study to the teaching professional’s involvement in the process (Kiss
et al., 2014)." (8. o.)
8.
Oldal: 9. Kontextus: "While these relationships, great or small, involve emotional intelligence on the
part of both parties, it is hard to determine how emotional intelligence influences
the success of adult learners (Aqeel Ahmad, Muhammad, Muhammad Azam, & Nadeem, 2012;
Kiss et al., 2014)." (8-9. o.)
9.
Oldal: 22. Kontextus: "As some formal education is usually necessary for the workplace, education, making
decisions and emotional intelligence can then be tied to success (Kiss et al., 2014)."
(22. o.)
10.
Oldal: 27. Kontextus: "Thus, to expand on Kiss et al., (2014), success will be defined as the completion
of courses for adult learner’s satisfaction, or graduation for the same individuals."
(27. o.)
11.
Oldal: 31. Kontextus: "Research conducted on emotional intelligence/trait emotional intelligence used quantitative
techniques to find out a numeric value to the respective questions (Kiss et al., 2014)."
(31. o.)
12.
Oldal: 57. Kontextus: "While emotional intelligence is advanced by using trait emotional intelligence theories
and practices, emotional intelligence is mandated in higher education classrooms which
will enhance the adult learner’s life overall (Goroshit & Hen, 2012; Kiss et al.,
2014)." (57. o.)
13.
Oldal: 60. Kontextus: "Therefore, faculty can help improve student success by assisting them to maneuver
through their levels of emotional intelligence (Carnicom, 2013; Kiss et al., 2014)."
(60. o.)
14.
Oldal: 61. Kontextus: "There are links between higher emotional intelligence and better job performance
(Kiss et al., 2014)." (61. o.)
15.
Oldal: 62. Kontextus: "However, incorporating emotional intelligence strategies into courses is difficult
(Aqeel Ahmad et al., 2012; Kiss et al., 2014)." (62. o.)
16.
Oldal: 64. Kontextus: "A quantitative method was considered for this study since prior research on the topic
of emotional intelligence in the education setting was quantitative in nature (Kiss
et al., 2014)." (64. o.)