國立虎尾科技大學 |

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience./
Author:	Chen, Shitao.
Description:	1 online resource (132 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Subject:	School counseling. -
Online resource:	click for full text (PQDT)
ISBN:	9780355161861

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience.
Chen, Shitao.

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience. - 1 online resource (132 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

Includes bibliographical references

The constructs of emotional intelligence, perceived social support and resilience have been primarily developed in a Western, individual-oriented societal context. The application of these constructs in Eastern cultures requires further investigation. The aim of the study was to examine the relationships among trait emotional intelligence, perceived social support, and resilience for 493 Chinese adolescents. The sample was composed middle school students; 238 day school and 255 boarding school students. As a preliminary step, the factor structure of the Multidimensional Scale of Perceived Social Support (MSPSS) was analyzed. A two-factor solution for the MSPSS was supported where the first factor was support from family and second factor was support by friends. Using a moderator analysis with emotional intelligence as the predictor variable, and resilience as the outcome variable, social support from family was non-significant. However, with support from friends as the moderator variable, it emerged as a significant predictor. Further analysis indicated that the magnitude of the moderation by social support from friends depended on school type. For students who have lower perceived friend support, school type made a difference, with boarding school experiences providing a stronger positive relationship between trait EI and resilience than day school experience. The highest level of resilience occurred in individuals who reported high trait EI and high perceived social support from friends. In a separate analysis with gender as the moderator, the influence was non-significant. The clinical and practical implications of the study are discussed along the limitations and recommendations for future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355161861Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience.
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100 1 $a Chen, Shitao. $3 1184986
245 1 0 $a Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience.
264 0 $c 2017
300 $a 1 online resource (132 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Jack A. Cummings.
502 $a Thesis (Ph.D.)--Indiana University, 2017.
504 $a Includes bibliographical references
520 $a The constructs of emotional intelligence, perceived social support and resilience have been primarily developed in a Western, individual-oriented societal context. The application of these constructs in Eastern cultures requires further investigation. The aim of the study was to examine the relationships among trait emotional intelligence, perceived social support, and resilience for 493 Chinese adolescents. The sample was composed middle school students; 238 day school and 255 boarding school students. As a preliminary step, the factor structure of the Multidimensional Scale of Perceived Social Support (MSPSS) was analyzed. A two-factor solution for the MSPSS was supported where the first factor was support from family and second factor was support by friends. Using a moderator analysis with emotional intelligence as the predictor variable, and resilience as the outcome variable, social support from family was non-significant. However, with support from friends as the moderator variable, it emerged as a significant predictor. Further analysis indicated that the magnitude of the moderation by social support from friends depended on school type. For students who have lower perceived friend support, school type made a difference, with boarding school experiences providing a stronger positive relationship between trait EI and resilience than day school experience. The highest level of resilience occurred in individuals who reported high trait EI and high perceived social support from friends. In a separate analysis with gender as the moderator, the influence was non-significant. The clinical and practical implications of the study are discussed along the limitations and recommendations for future research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a School counseling. $3 1181607
650 4 $a Counseling Psychology. $3 1179619
655 7 $a Electronic books. $2 local $3 554714
690 $a 0519
690 $a 0603
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Indiana University. $b Education. $3 1179446
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10616117 $z click for full text (PQDT)