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|Other Titles: ||The Relationships among Emotional Intelligence, Social Support, and Well-being of Junior High School Students in Central Taiwan|
Hsin-Yi Kung, Ph. D.
emotional intelligence;social support;well-being;structural equation modeling
|Issue Date: ||2010-12-03
The purpose of this study was to investigate the relationships among emotional intelligence, social support, and well-being. The collected data were analyzed and structural equation modeling was used to validate the model fit of hypothesized model. Gender differences were examined in junior high school students’ emotional intelligence, social support, and well-being. The results indicated that junior high school students perceived an intermediate level on emotional intelligence, social support, and well-being. Second, students’ emotional intelligence and social support had a positive effect on well-being, and the effect of emotional intelligence was greater than social support while influencing well-being. Third, there was a significant positive correlation between students’ emotional intelligence and social support. Fourth, the structural model in the present study was cross-validated. Fifth, there were no differences on students’ emotional intelligence and well-being in genders, but girls had more social support than boys. Based on the results, the implications of these findings were discussed and suggestions were provided for schooling and future research.
|Appears in Collections:||[教育研究所] 博碩士論文|
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