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Academic Placement; Assessing Emotional Intelligence as an Indicator for Academic Preparedness for Developmental English

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dc.contributor.author Vanderhyden, Paige M.
dc.date.accessioned 2017-08-14T13:27:30Z
dc.date.available 2017-08-14T13:27:30Z
dc.date.issued 2017-05-01
dc.identifier.uri http://hdl.handle.net/2323/6069
dc.description Thesis (Ed.D. in Community College Leadership)-- Ferris State University, Community College Leadership Program, 2017. en_US
dc.description This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Community College Leadership. en_US
dc.description Cataloged from pdf version of thesis. en_US
dc.description 150 pages. en_US
dc.description.abstract Community colleges have grown from one public institution in 1901 to over 1,000 in 2017 and are open to individuals seeking enrollment in higher education. As a result of this growth over the decades, community colleges are tasked with balancing being an open access institution with assessing college preparedness of the students who enroll. Historically, community colleges rely on a single, standardized placement exam to assess entry into a college-level course. However, research has indicated using one standardized placement exam is not a valid predictor of successful course completion and students are being over- and underplaced in developmental education. Noncognitive tests, such as emotional intelligence, are being introduced to compliment the assessment process to accurately determine college preparedness and as a valid predictor of course completion. This correlational method research study examined the COMPASS Reading scores, trait emotional intelligence, and course completion outcomes for students enrolled in a developmental English course in reading at Joliet Junior College to determine if a relationship of statistical significance existed among these variables. Students who were enrolled in the ENG 021, College Reading II, course in the spring 2016 semester were given the opportunity to participate in the study. Findings from the data indicate a positive, statistically significant relationship exists between students’ trait emotional intelligence and their ability to complete a developmental English course in reading. COMPASS Reading scores were proven to not be a valid predictor for course completion based on a weak correlation with their ability to complete a developmental English course in reading which was not statistically significant. en_US
dc.language.iso en_US en_US
dc.publisher Ferris State University en_US
dc.subject Student retention. en_US
dc.subject Academic advising. en_US
dc.subject Developmental education. en_US
dc.subject Emotional intelligence. en_US
dc.title Academic Placement; Assessing Emotional Intelligence as an Indicator for Academic Preparedness for Developmental English en_US
dc.type Thesis en_US


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