Browsing by Author "Saklofske, Donald H."
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- ItemOpen AccessAn examination of the relationship between trait-based emotional intelligence and psychological resilience in youth with Asperger's disorder(2007) Burt, Jo-Anne; Schwean, Vicki L.; Saklofske, Donald H.
- ItemOpen AccessAttachment and resilience in children with attention-deficit/hyperactivity disorder(2011) Stinson, Colleen Elizabeth; Saklofske, Donald H.
- ItemOpen AccessBereavement stories of female adolescents: perception of present and future self as impacted by the life and death of a father(2007) Kresowaty, Jodi Lynn; Saklofske, Donald H.; Sanderson, A.
- ItemOpen AccessCross-cultural validation of emotional intelligence measures for Japanese and Canadian university students(2011) Fukuda, Eriko; Saklofske, Donald H.
- ItemOpen AccessDifferential effects of perfectionism and anxiety on trait and ability emotional intelligence(2011) Vesely, Ashley Katherine; Saklofske, Donald H.The purpose of the present study was to examine the relationships between anxiety and perfectionism with each of ability emotional intelligence (El) and trait EI, and their respective factors. An undergraduate student sample from a Canadian university was utilized to investigate associations between each of these variables. Further, anxiety and perfectionism were combined into a model to predict ability EI, trait EI, and each of their four factors. Results indicated that anxiety and perfectionism were both more strongly associated with all trait EI variables than with ability EI variables, although anxiety was not related to Perceiving or Managing of the ability EI factors and perfectionism was not associated with any of the ability EI variables. The combination of anxiety and perfectionism predicted total trait EI, ability EI, all trait EI factors, and the ability EI factor Understanding emotions. However, perfectionism was only predictive of total trait EI and its factors Well-Being and Self-Control above and beyond anxiety. As this is one of the first studies to look at EI and perfectionism and to compare anxiety between EI conceptualizations, results provide an indication of associations between these variables and lay a foundation for further research directions. Implications of results are discussed.
- ItemOpen AccessEmotional intelligence and resiliency in youth with Asperger's disorder: preliminary findings(2007) Kohut, Candace S.; Schwean, Vicki L.; Saklofske, Donald H.
- ItemOpen AccessEmotional intelligence and social skills abilities in children with attention-deficit/hyperactivity disorder(2012) Climie, Emma; Saklofske, Donald H.Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at risk for a number of negative outcomes, especially those within the social domain. They often struggle to interact appropriately with their peers, resulting in social rejection or isolation. Previous research surrounding the concept of emotional intelligence (El), or the ability to understand one's own and others' emotions, has highlighted the relationship between social competence and EI, whereby those who are more emotionally "intelligent" are typically more socially-able. However, this relationship has not yet been examined in a population known to be at-risk for poor social outcomes, such as those with ADHD. Additionally, little is known about the EI abilities of children with ADHD. The current project explores the EI profile of children with ADHD-Combined type and incorporates both ability- and trait-based EI measures. Further exploration of the predictive relationship between EI and social outcomes is reported. Overall, children with ADHD demonstrate comparable El abilities to the standardization sample in a number of areas. There is a positive, although weak, relationship between EI abilities and social skills ratings. Implications for practice and future research directions are discussed.
- ItemOpen AccessExecutive Functions and Emotional Intelligence in Asperger’s Syndrome: A Neuropsychological Framework(2011) Brady, Danielle I.; Schwean, Vicki L.; Saklofske, Donald H.
- ItemOpen AccessExecutive functions in Asperger's disorder: an empirical investigation of verbal and nonverbal skills(2010) McCrimmon, Adam W.; Schwean, Vicki L.; Saklofske, Donald H.
- ItemOpen AccessFirst year university: exploring the role of emotional intelligence and resiliency on student subjective well-being(2011) Nugent, Sarah Michelle; Saklofske, Donald H.Students entering university or college from high school face a variety of stressors. Furthermore, the highest rate of post-secondary dropout is within first year university (Shaienks et al., 2008). Past studies have concluded that while cognitive factors play a role in academic success, they do not have great predictive validity of student adjustment and retention in post-secondary education. Thus, this study examined the role of noncognitive factors in first year university students. First year university students enrolled in first and second semesters completed questionnaires measuring emotional intelligence (EI), aspects ofresiliency (i.e., sense of mastery), and subjective well-being. Using a cross-sectional design, it was found that EI was significantly different between students in first semester and second semester while resiliency and subjective well-being revealed no significant differences. In addition, multiple regression analyses suggest that sense of mastery may be a stronger predictor than EI in predicting first year student subjective well-being.
- ItemOpen AccessIncreasing teacher efficacy: an emotionally intelligent approach(2009) Poole, Jennifer M.; Saklofske, Donald H.
- ItemOpen AccessInvestigation of Berlyne's theory of aesthetics and psychobiology(1973) Saklofske, Donald H.; Vernon, Philip E.Berlyne has extended his general theory of exploratory behaviour to include visual-aesthetic stimuli. Exploratory behaviour, including both specific and epistemic exploration, occurs when an individual is confronted with stimuli that produce conflict and a rise in arousal. The collative properties of stimulus material appear to have: a direct influence on arousal and exploratory behaviour. Such behaviour serves to supply the required information and increase the individual' knowledge of his stimulus field. Epistemic behaviour includes epistemic observation, consultation and directed thinking. Berlyne has also suggested that when curiosity is minimal or non-existent, diversive exploration comes to the fore and is directed toward stimu1i possessing appealing collative variables._x000D_ The purpose of this thesis is to observe the effects of the complexity of paintings on measure of specific and epistemic exploration and ratings of attractiveness. The subjects were ninety student nurses enrolled either at the University of Calgary or at the Calgary General Hospital. _x000D_ Three groups of five paintings each formed the levels simple, medium and complex based on ratings of complexity obtained from thirty subjects. It was found that looking time increased significantly with rated complexity. Total number of questions were found to be greatest at the complex level but did not differ significantly between the simple and intermediate levels. When questions were divided on the basis of yes-no questions and specific interrogations, similar result was obtained for the latter type of question as for total number of questions. Yes-no questions did not vary over the three levels of complexity. _x000D_ An inverted U-shaped relationship was found between ratings of pleasingness and preference, and complexity. Rated interest increased over the first two levels of complexity, but exhibited some negative acceleration between the medium and complex levels. _x000D_ After each subject had completed her required task and was therefore relatively familiar with the paintings, she was asked to indicate which painting she would most prefer to spend more time viewing and the one she would least like to view again. The majority of subjects chose paintings of medium complexity for further viewing while least often rejecting them, but simple paintings were least preferred and most often rejected. _x000D_ The results tended to support Berlyne's hypothesis that complexity influences specific and epistemic activity as well as ratings of interest and attractiveness. Diversive exploration appeared to relate more to paintings rated highly attractive and moderately complex and interesting. It was concluded that this study demonstrates the relevance of Berlyne’s theory of Aesthetics and Psychobiology in this investigr1tion of visual-aesthetic stimuli.
- ItemOpen AccessLiving between two worlds: the experience of urban aboriginal people in developing their cultural identity while being raised within the majority culture(2008) Olsen, Julie; Saklofske, Donald H.
- ItemOpen AccessMeasurement of the direction of aggression via state and trait techniques(1970) Saklofske, Donald H.; Frost, Barry P.
- ItemOpen AccessMeasuring emotional intelligence of Chinese university students: a validation study(2010) Li, Tongwei; Saklofske, Donald H.
- ItemOpen AccessRelations of emotional intelligence with gender-linked personality and the big five(2011) Siegling, Alexander B.; Saklofske, Donald H.
- ItemOpen AccessRelationship of theory of mind and resiliency in youth with Asperger's disorder: preliminary findings(2007) Hindes, Yvonne; Schwean, Vicki L.; Saklofske, Donald H.
- ItemOpen AccessA Strength Based Investigation into the Role of Parent and Child Intelligence Theories and Achievement Goals on Sense of Mastery in Children with Attention-Deficit/Hyperactivity Disorder(2019-05-31) Crumpler, Tara D.; Drefs, Michelle A.; Saklofske, Donald H.; Zwiers, Michael L.; Schroeder, MeadowChildren with Attention-Deficit/Hyperactivity Disorder (AD/HD) are at risk for negative outcomes in many domains. While past research has focused on deficits faced by these children, a recent branch of research focuses on their strengths and resilience, wherein positive parenting influences are commonly viewed as protective factors that help children to experience positive well-being. Some evidence suggests that parents can influence a child’s beliefs about their intelligence and their goals for learning by exhibiting views of their own intelligence as either fixed or malleable and whether they approach tasks with the goal of learning something new or demonstrating competence. The relationship between parent and child intelligence beliefs and achievement goals has been demonstrated in typical populations but had not yet been investigated in an AD/HD population, thus, this study aimed to explore these relationships between children with AD/HD and their parents. A second area of focus examined how both parent and child intelligence beliefs and achievement goals may predict a child’s sense of mastery (i.e. one’s sense of optimism and control in managing one’s environment). As a malleable view of intelligence and a learning approach to tasks have previously been identified as important indicators of an individual’s ability to adapt and cope with setbacks it was hypothesized that these beliefs would predict a higher sense of mastery. Participants were 25 children between the ages of 8 and 11 years with a diagnosis of AD/HD and their parents. The proposed correlations and the model predicting child sense of mastery were not found to be statistically significant, suggesting that the relationship between parent and child intelligence beliefs and achievement goals may be different for children with AD/HD and a different predictive model for sense of mastery may be warranted. However, small sample size was a notable limitation and may have been a factor in the lack of significant results. A revised model for the relationship between parent and child intelligence beliefs and achievement goals, potential implications (including parent-focused, strength-based interventions) for promoting resilience in children with AD/HD, and considerations for continued investigations of resilience in AD/HD are discussed.
- ItemOpen AccessThe Role of Social Support in Children with Attention-Deficit/Hyperactivity Disorder: Promoting Resilience in an At-Risk Population(2013-04-25) Mastoras, Sarah Michelle; Schwean, Vicki L.; Saklofske, Donald H.Children with Attention-Deficit/Hyperactivity Disorder (ADHD) face significantly increased risk for poor outcomes across domains; however, not all children with ADHD experience poor outcomes (Lee et al., 2008; Owens et al., 2009). Resilience perspectives can provide a valuable avenue through which to explore the factors and processes contributing to more positive trajectories among children with ADHD. The current study took a resilience approach to investigate the role of a potential protective factor, perceived social support, in promoting emotional well-being among children with ADHD. Social support has long been recognized as an important factor in promoting well-being among both typically-developing and at-risk populations (e.g., Cohen & Wills, 1985; Demaray et al., 2005), but has yet to be explored in this capacity within the ADHD population. This study specifically examined how school-age children with ADHD perceive support from key individuals in their lives (e.g., parents, teachers, peers, other adults) and the relationships between perceived social support and various indicators of emotional well-being (internalizing problems, self-concept). Additionally, main versus buffering models of social support were explored by evaluating the relationships of social support and emotional adjustment in the context of lower or higher social preference status. A total of 55 children ages 8 to 11 with ADHD-C or ADHD-HI and their parents participated in this study. Overall, results indicate positive and moderate associations between perceived social support and several aspects of self-concept, with parent and classmate support most consistently associated with these outcomes. Results further support a main effect model of perceived social support, with no interaction detected between social support and social preference status. Results of this study are discussed within the context of applying a resilience lens to the study of ADHD, and implications for both research and practice are discussed.
- ItemOpen AccessThe wisc-iv general ability and cognitive proficiency indexes in intellectually above average children(2010) Hilles, Breanne; Saklofske, Donald H.