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    Differences in the emotional intelligence between undergraduate therapy and business students and the population norms

    Access Status
    Fulltext not available
    Authors
    Gribble, Nigel
    Ladyshewsky, Rick
    Parsons, R.
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Gribble, N. and Ladyshewsky, R. and Parsons, R. 2017. Differences in the emotional intelligence between undergraduate therapy and business students and the population norms. Asia Pacific Journal of Cooperative Education. 18 (3): pp. 225-242.
    Source Title
    Asia Pacific Journal of Cooperative Education
    ISSN
    1175-2882
    School
    School of Occupational Therapy and Social Work
    URI
    http://hdl.handle.net/20.500.11937/58975
    Collection
    • Curtin Research Publications
    Abstract

    Students occasionally experience difficulties during work-integrated learning and clinical placements. The authors reasoned that these placement difficulties might be related to the students' emotional intelligence (EI) being underdeveloped before they commence full-time clinical placements. A cross-sectional survey design was used to measure the EI of third-year undergraduate occupational therapy, physiotherapy, speech pathology and second-year business students (n = 369). Results showed that over 40% of therapy students reported scores that are considered low or markedly low in the EI domains of independence, problem-solving and stress tolerance. The EI scores for therapy students that were significantly higher than the Australian EI norms were self-actualization, interpersonal relationships, empathy, and impulse control. The mean scores of business students were within the normal range for all EI domains. A recommendation of our study is to include strategies that develop EI throughout the therapy curriculum and when preparing students for clinical placements.

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