Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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second section examined demographics of respondents. Inferential correlational and/orcomparative techniques were used. These techniques included analysis of variance,independent and paired t-tests, and Pearson’s product moment correlations.Results and DiscussionProfile of Respondents. Participants in the study were the 32 members of the 2005-2006 Texas4-H Council. All members of the Texas 4-H Council were between the ages of 16 and 19 withthe mean age being 17.31. Their years of 4-H participation ranged from 4-12 years with themean years in 4-H being 9.03. The majority of the Texas 4-H Council members were male(53.1%). The majority (81.3%) of the Texas 4-H Council members were white, two (6.3%)were black, one (3.1%) was American Indian or Alaskan Native, one (3.1%) was Asian, andone (3.1%) was Native Hawaiian or Pacific Islander. Following the format of questions asked onthe Texas 4-H Enrollment Form, participants were asked in a separate question if they were ofHispanic ethnicity. Two youth (6.3%) responded that they were of Hispanic ethnicity, and oneof these marked that he was also white, the other did not choose a race.Research Question 1. Emotional Quotient Inventory (EQ-i) scores may be classified as high,moderate, or low. In general, high scores identify areas of strength. Scores in the averagerange on these scales indicate typical healthy functioning and are scores that are obtained bythe majority of those in the population who have taken the EQ-i. Lower scores reflect areas fordevelopment (Bar-On, 2006).The Total EQ score obtained by the Texas 4-H Council members was about average (97).Usually a score in this range is obtained by a group that functions very well in some or mostareas of emotional intelligence. A score of 100 represents effective emotional functioning.Scores greater than 100 represent enhanced emotional functioning, and scores of less than 100indicate areas that may need improvement. This information is based on the average scoresobtained by the group members, therefore it is important to keep in mind that the group resultspresented may not, and usually will not, apply to every single individual within the group (Bar-On, 2006).There are five composite scales used to determine EQ. The composite scales break Total EQinto the five domains of EQ for the Texas 4-H Council Members:• Intrapersonal (101),• Interpersonal (100),• Stress Management (97),• Adaptability (94), and• General Mood (104).Figure 1 provides a graphical display of the group’s composite scores.
Figure 1Emotional Quotient Scores on the five Composite Scales by Texas 4-H Council Members N=32IntRApersonal EQ101IntERpersonal EQ100Stress Management EQ97Adaptability EQ94General Mood EQ10450 70 90 110 130 150Low Low Average Average High Average HighWithin each of the five composite scales there are 15 subscales that provide scores and veryfocused information about specific skills within each of the domains of Intrapersonal,Interpersonal, Stress Management, Adaptability, and General Mood (Bar-On, 2006).Intrapersonal EQ. The Intrapersonal composite score includes Emotional Self-Awareness,Assertiveness, Self Regard, Self-Actualization, and Independence. The group’s TotalIntrapersonal score (101) was about average overall, and scores on all of the subcomponentsare also comparable to the norm (Bar-On, 2006).• Self-Regard: The score on the self-regard scale (103) is slightly above average indicatinga group with adequate self-respect and self-confidence. The Texas 4-H Council membersprobably have a reasonably good sense of who they are and have positive feelingsabout their life, lifestyle, and work most of the time (Bar-On, 2006).• Emotional Self-Awareness: The score on this scale is about average (100). Theemotional self understanding of the Texas 4-H Council members is moderate. Usually,emotional self-awareness assists interactions for this group, and attitudes are conveyedadequately. Nonetheless, improvement in this facet of emotional functioning may be ofbenefit (Bar-On, 2006).• Assertiveness: Collectively, the Council members’ scores are above average (104) on theAssertiveness scale. This group should have an advanced ability to defend their beliefs,deal appropriately with others, and handle adversity. These Council members areprobably forthright and confident and can openly share thoughts, beliefs, and feelings in
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Winter 2008Volume 3 Number 3Editor
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Examining the Potential Unintended
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centered, multidisciplinary approac
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Volume 3, Number 3, Winter 2008Arti
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fostering skill learning and positi
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Table 1Participation in out-of-scho
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ResultsOur analyses were conducted
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watching TV, playing video games or
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Accordingly, this research augments
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Dotterer, A.M., McHale, S.M., & Cro
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A Descriptive View of the 4-H Club
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In this paper, the results of a cro
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section is a set of statements that
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Table 3Experience in the 4-H clubNo
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significantly higher than Caucasian
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p
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This study focused only on the 4-H
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Theokas, C., Lerner, J.V., Phelps,
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potential for reaching audiences, d
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Putting Marketing Concepts into Pra
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2. Find out what others think about
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Diem, K.G. (1994). What do youth li
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Promoting Supportive Relationships
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focused on youth-adult relationship
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Conversely, more modern educational
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perhaps most importantly, the effic
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Organized youth programs, when stru
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likely to internalize the positive
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Ellis, J.M., & Caldwell, L.L. (2005
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Schweinle, A., Meyer, D.K., & Turne
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This study uses the “5 Cs” mode
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ResultsIn this analysis 48 codes we
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Table 3Inductive Codes Classified b
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CompetenceCompetence in organized s
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ecause of him (the coach)…. You d
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practices and competitions, the gir
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Eccles, J.S., & Gootmann, J.A. (Eds
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Smoll, F.L., & Smith, R.E. (2002).
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The present work builds upon that o
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MethodSample and Data CollectionAs
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(scores ranging from 0 to 8) and a
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Table 2Paired Sample T-tests Compar
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Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
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Story, M., Neumark-Sztainer, D., Sh
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Cronbach’s Alpha Score For Youth
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12 to 18 years old. Fourteen of the
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Therefore, there was a mixed relati
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Youth respondents identified two ob
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are developed through working in a
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Seevers, B.S., & Dormody, T.J. (199
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With the many opportunities that yo
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meaningfully reduced involving dedu
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StaffingXTime/Schedule X X XTrainin
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“Involving adults that will allow
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“They can't drive or do not have
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page in understanding why youth voi
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Parker, L. (1999). If all youth ser
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However, the literature is mixed in
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group was the quality of the progra
Page 136 and 137: Table 1Reasons for Non-Attendance:
Page 138 and 139: easons given was six. Sixty-three p
Page 140 and 141: The non-family-related activities t
Page 142 and 143: “Catch ‘Em Being Good:”An Ext
Page 144 and 145: In 2001, the WVUES received a schoo
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Page 148 and 149: 4. Most primary behavior incidents
Page 150 and 151: Recommendations for developing prog
Page 152 and 153: Cross-Cultural UnderstandingThrough
Page 154 and 155: that plague these nations such as p
Page 156 and 157: 2003). Youth leadership training in
Page 158 and 159: • enable these young people to pa
Page 160 and 161: We believe that the USPORT program
Page 162 and 163: West Virginia’s Response to theRo
Page 164 and 165: Ensuring good oral health requires
Page 166 and 167: Table 1Correlations between Planner
Page 168 and 169: problems in this rural state…This
Page 170 and 171: Volume 3, Number 3, Winter 2008Arti
Page 172 and 173: vacuum. Determination of factors, a
Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
Page 178 and 179: Purpose of StudyThe purpose of this
Page 180 and 181: Students in the High computer gamin
Page 182 and 183: Do Higher Levels of 4-H LeadershipA
Page 184 and 185: IntroductionEmotional Intelligence
Page 188 and 189: a constructive manner. The group is
Page 190 and 191: differences in the scores for the 1
Page 192 and 193: Adaptability include “Reality Tes
Page 194 and 195: ReferencesAmerican Academy of Pedia
Page 196 and 197: Healthy Kids, Healthy Families:A Co
Page 198 and 199: and a half million U.S. youth (ages
Page 200 and 201: Families. In partnering counties, p
Page 202 and 203: Healthy Families was then offered a
Page 204 and 205: Kamberelis, G., & Dimitriadis, G. (
Page 208 and 209: Change It Up!What Girls Say About R
Page 210: In addition, the study summarizes t
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