Khudaverdyan Dana (8 results)

Condition: New. pp. 104.

Taschenbuch. Condition: Neu. Emotional-Social Intelligence: Academic Outcomes of At-Risk Students | The Impact of Emotional-Social Competencies on Academic Outcomes of At-Risk Youth | Dana Khudaverdyan | Taschenbuch | 104 S. | Englisch | 2014 | LAP LAMBERT Academic Publishing | EAN 9783659309526 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.…

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -An estimated one-third of students fail to graduate after four years of high school. Reasons for leaving school often suggest underlying emotional and social causes. The current study explored the relationship between emotional-social intelligence (ESI) and academic outcomes of at-risk students, and investigated the impact of an intervention on ESI. Participants included 130 at-risk secondary students administered the Emotional Quotient Inventory: Youth Version (EQi:YV). Persistence in school and academic progress were tracked to analyze links between ESI and academic outcomes. Additionally, students were randomly assigned to a social-emotional learning (SEL) intervention or control group. No difference was found in ESI between the two groups. A significant relationship was found between ESI and passage of the California High School Exit Exam (CAHSEE). No significant effect of ESI was found on persistence or progress. The at-risk students demonstrated consistently lower Interpersonal skills, lower Intrapersonal skills, and higher Stress Management scores prior to enrollment compared to peers. 104 pp. Englisch.…

Condition: New. Print on Demand pp. 104 2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - An estimated one-third of students fail to graduate after four years of high school. Reasons for leaving school often suggest underlying emotional and social causes. The current study explored the relationship between emotional-social intelligence (ESI) and academic outcomes of at-risk students, and investigated the impact of an intervention on ESI. Participants included 130 at-risk secondary students administered the Emotional Quotient Inventory: Youth Version (EQi:YV). Persistence in school and academic progress were tracked to analyze links between ESI and academic outcomes. Additionally, students were randomly assigned to a social-emotional learning (SEL) intervention or control group. No difference was found in ESI between the two groups. A significant relationship was found between ESI and passage of the California High School Exit Exam (CAHSEE). No significant effect of ESI was found on persistence or progress. The at-risk students demonstrated consistently lower Interpersonal skills, lower Intrapersonal skills, and higher Stress Management scores prior to enrollment compared to peers.…

Condition: New. PRINT ON DEMAND pp. 104.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Khudaverdyan DanaDana Khudaverdyan holds a Doctorate in Educational Leadership, and Masters Degrees in Linguistics and School Psychology. She works as a school psychologist and Supervisor of Special Education for schools serving at-r.…

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -An estimated one-third of students fail to graduate after four years of high school. Reasons for leaving school often suggest underlying emotional and social causes. The current study explored the relationship between emotional-social intelligence (ESI) and academic outcomes of at-risk students, and investigated the impact of an intervention on ESI. Participants included 130 at-risk secondary students administered the Emotional Quotient Inventory: Youth Version (EQi:YV). Persistence in school and academic progress were tracked to analyze links between ESI and academic outcomes. Additionally, students were randomly assigned to a social-emotional learning (SEL) intervention or control group. No difference was found in ESI between the two groups. A significant relationship was found between ESI and passage of the California High School Exit Exam (CAHSEE). No significant effect of ESI was found on persistence or progress. The at-risk students demonstrated consistently lower Interpersonal skills, lower Intrapersonal skills, and higher Stress Management scores prior to enrollment compared to peers.OmniScriptum SRL, Str. Armeneasca 28/1, office 1, 2012 Chisinau 104 pp. Englisch.…