The following thesis is an attempt to ascertain the importance of the role of emotional intelligence within the formation of a second-grader s self-image. The study is based on directed lessons taught to the students concerning the various skills which make up emotional intelligence. Multiple forms of assessment were conducted in both formal and informal settings. Emotional intelligence is discussed in terms of Daniel Goleman’s (1995) theory of emotional intelligence. The lessons used to teach the children these specific skills were done through multi-sensory methods designed specifically to engage the students using Howard Gatdner’s Multiple Intelligence Theory. Two themes which emerged from the study are a positive enhancement of a second-grader’s self-image and the importance of multi-sensory teaching methods in imparting lessons on emotional intelligence. These themes are examined and illustrated by three specific case studies.
","abstract_html":"<p>The following thesis is an attempt to ascertain the importance of the role of emotional intelligence within the formation of a second-grader s self-image. The study is based on directed lessons taught to the students concerning the various skills which make up emotional intelligence. Multiple forms of assessment were conducted in both formal and informal settings. Emotional intelligence is discussed in terms of Daniel Goleman’s (1995) theory of emotional intelligence. The lessons used to teach the children these specific skills were done through multi-sensory methods designed specifically to engage the students using Howard Gatdner’s Multiple Intelligence Theory. Two themes which emerged from the study are a positive enhancement of a second-grader’s self-image and the importance of multi-sensory teaching methods in imparting lessons on emotional intelligence. These themes are examined and illustrated by three specific case studies.</p>","abstract_has_math":false,"creators":["Burnett, Amy Kristine"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2000,"date_issued":"2000-01-01T08:00:00Z","date_published":"2000-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:12Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/127","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Burnett, Amy Kristine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/127"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The following thesis is an attempt to ascertain the importance of the role of emotional intelligence within the formation of a second-grader s self-image. The study is based on directed lessons taught to the students concerning the various skills which make up emotional intelligence. Multiple forms of assessment were conducted in both formal and informal settings. Emotional intelligence is discussed in terms of Daniel Goleman’s (1995) theory of emotional intelligence. The lessons used to teach the children these specific skills were done through multi-sensory methods designed specifically to engage the students using Howard Gatdner’s Multiple Intelligence Theory. Two themes which emerged from the study are a positive enhancement of a second-grader’s self-image and the importance of multi-sensory teaching methods in imparting lessons on emotional intelligence. These themes are examined and illustrated by three specific case studies.
"]},{"key":"dc:title","label":"Title","values":["As I Effect, So Shall I Be Affeted: An Exploration of the Role of Emotional Intelligence Within a Second-Grader's Self-Image"]}]}],"canonical_facts":{"dc:creator":["Burnett, Amy Kristine"],"dc:description.abstract":["The following thesis is an attempt to ascertain the importance of the role of emotional intelligence within the formation of a second-grader s self-image. The study is based on directed lessons taught to the students concerning the various skills which make up emotional intelligence. Multiple forms of assessment were conducted in both formal and informal settings. Emotional intelligence is discussed in terms of Daniel Goleman’s (1995) theory of emotional intelligence. The lessons used to teach the children these specific skills were done through multi-sensory methods designed specifically to engage the students using Howard Gatdner’s Multiple Intelligence Theory. Two themes which emerged from the study are a positive enhancement of a second-grader’s self-image and the importance of multi-sensory teaching methods in imparting lessons on emotional intelligence. These themes are examined and illustrated by three specific case studies.
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