EHRL Links

Linkworthy

The Peterborough Family Project (PFP)
Trent Academic Success and Wellness Project (TASWP)
Peterborough Sleep Assessment Project
The Gambling and Academic Achievement Project

The Peterborough Family Project (PFP)

Overview:

The PFP is a series of individual studies that examine the development of emotional and social competencies (or abilities) in children and adolescents. One area of interest is the link between these abilities and academic achievement. Several studies also examine the relationship between emotional and social competency and the development of various psychological and behavioural problems (e.g., depression, social anxiety, impulsivity, hyperactivity, and sleep) in community based and clinical samples of children and adolescents.

Preliminary Findings:

Parker, J. D. A., Duffy, J., Wood, L. M., & Hogan, M. J. Promoting emotional intelligence in at-risk youth: Examination of a military-style intervention program. Manuscript submitted for publication.

Hogan, M. J., Parker, J. D. A., Wiener, J., Oke, A., & Wood, L. M. (2005, August). Resource effective assessment strategy to identify academically at-risk students. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Parker, J. D. A., Saklofske, D. H., Shaughnessy, P., Huang, S. H. S., Wood, L. M., & Eastabrook, J. M., (2005). Generalizability of the emotional intelligence construct: A cross-cultural study of North American aboriginal youth. Personality and Individual Differences, 39, 215-227.

Eastabrook, J. M., Duncan, A., & Eldridge, B. (2005, June). Academic Success in Elementary School: Does EI Matter? Paper presented at the annual meeting of the Canadian Psychological Association, Montreal, Quebec.

Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J., Majeski, S. A., Wood, L. M., Bond, B. J., & Hogan, M. J. (2004). Academic achievement in high school: Does emotional intelligence matter? Personality and Individual Differences, 37, 1321-1330.

Shaughnessy, P. A., Saklofske, D. H., Huang, S. H. S., Richardson, S. W., & Eastabrook, J. M. (2004, June). Generalizability of the emotional intelligence construct in aboriginal youth. Paper presented at the annual meeting of the Canadian Psychological Association, St. John’s, Newfoundland.

Wood, L. M., Duffy, J., Parker, J. D. A., & Hogan, M. J. (2004, June). Emotional intelligence and academic achievement in at-risk youth. Paper presented at the annual meeting of the Canadian Psychological Association, St. John’s, Newfoundland.

Bond, B. J., Hogan, M. J., & Parker, J. D. A. (2003, June). Emotional intelligence in children: Convergent and discriminant validity. Paper presented in a symposium on "Recent developments in the measurement of emotional intelligence" at the annual meeting of the Canadian Psychological Association, Hamilton, Ontario.

Parker, J. D. A., & Bond, B. (2001, June). Emotional intelligence and behavioral problems in children and adolescents. Presentation at the annual meeting of the Canadian Psychological Association, Quebec City, Quebec.

Reker, D., & Parker, J. D. A. (2000, June). Relationships between externalizing and internalizing problem behaviours in children and adolescence. Presentation at the annual meeting of the Canadian Psychological Association, Ottawa, Ontario.

Top of Page

Trent Academic Success and Wellness Project (TASWP)

Overview:

Academic success in post-secondary education has proven to be a complex phenomenon to study. Much of the previous research has focused on academic variables (like high-school GPA) or standardized measures of cognitive abilities (i.e., IQ). Although these variables predict small amounts of variability, researchers have become increasingly aware that we need to study a broader range of possible predictors. The TASWP uses the transition from high school to university as the background for examining the relationship between various psychosocial variables (i.e., emotional and social competency) and academic achievement and retention. The results, to date, have been compelling. The research indicates that individual levels of social and emotional competency predict academic success.

Preliminary Findings:

Parker, J. D. A., Hogan, M. J., Eastabrook, J. M., Oke, A., & Wood, L. M. Emotional intelligence and student retention: Predicting the successful transition from high school to university. Manuscript submitted for publication.

Parker, J. D. A., Austin, E. J., Hogan, M. J., Wood, L. M., & Bond, B. J. (2005). Alexithymia and academic success: Examining the transition from high school to university. Personality and Individual Differences, 38, 1257-1267.

Parker, J. D. A., Duffy, J., Wood, L. M., Bond, B. J., & Hogan, M. J. (2005). Academic achievement and emotional intelligence: Predicting the successful transition from high school to university. Journal of the First-Year Experience& Students in Transition, 17, 67-78.

Parker, J. D. A., Saklofske, D. H., Wood, L. M., Eastabrook, J. M., & Taylor, R. N. (2005). Stability and change in emotional intelligence: Exploring the transition to young adulthood. Journal of Individual Differences, 26, 100-106.

Sitarenios, G., Wood, L. M., Randazzo, M., & Eli, M. (2005, June). Predicting success in college using emotional intelligence. Paper presented at the annual meeting of the Canadian Psychological Association, Montreal, Quebec.

Wood, L. M., Parker, J. D. A., & Taylor, R. N. (2005, June). College Achievement Inventory: A new EI measure for student success. Paper presented at the annual meeting of the Canadian Psychological Association, Montreal, Quebec.

Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, 163-172.

Parker, J. D. A., Duffy, J., Wood, L. M., & Bond, B. J. (2004, June). Emotional intelligence and achievement: A multi-site longitudinal study. Paper presented in a symposium on "Emotional intelligence: Implications for educational psychology" at the annual meeting of the Canadian Psychological Association, St. John’s, Newfoundland.

Hogan, M. J., Bond, B. J., Majeski, S. A., & Parker, J. D. A. (2003, August). Academic success: The impact of emotional intelligence. Poster presentation at the annual meeting of the American Psychological Association, Toronto, Ontario.

Hogan, M. J., Bond, B. J., Majeski, S. A., & Parker, J. D. A. (2003, June). Social and emotional competencies and academic success. Paper presented in a symposium on "Recent developments in the measurement of emotional intelligence" at the annual meeting of the Canadian Psychological Association, Hamilton, Ontario.

Parker, J. D. A. (2002, June). Emotional intelligence and academic success: Examining the transition from high school to university. Invited address at the annual meeting of the Canadian Psychological Association, Vancouver, B.C.

Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. (2001, June). Emotional intelligence and academic achievement. Presentation at the annual meeting of the Canadian Psychological Association, Quebec City, Quebec.

Reker, D., Parker, J. D. A., & Summerfeldt, L. J. (2001, August). Emotional intelligence and the transition from high-school to university. Presentation at the annual meeting of the American Psychological Association, San Francisco, California.

Top of Page

Peterborough Sleep Assessment Project

Overview:

The Peterborough Sleep Assessment Project was started in 1999 at Trent University because of the need for a reliable and valid instrument to assess the core symptoms of sleep disorders in adults. To date, based on research with various clinical and non-clinical adult samples, Dr. Parker and his research team have developed a reliable and valid self-report instrument for assessing symptoms associated with a cross-section of sleep disorders in adults (Sleep Problems Inventory; SPI). The SPI also contains sleep hygiene scales that assess problems associated with substance abuse and other life-style issues associated with disrupted sleep schedules in adults. The SPI is currently being adapted for use with adolescent populations.

Preliminary Findings:

Bauermann, T. M., Wood., L. M., & Parker, J. D. A. (2005, June). Poor sleep hygiene: Impact on daytime sleepiness and academic performance. Poster presented at the annual meeting of the Canadian Psychological Association, Montreal, Quebec.

Bauermann, T. M., Parker, J. D. A., Majeski, S. A., & Wood, L. M. (2004, May). Adult ADHD and sleep disorder symptoms. Paper presented at the annual meeting of the Canadian Sleep Society, Quebec City, Quebec.

Parker, J. D. A., Bauermann, T. B., & Majeski, S. A. (2003, August). ADHD and sleep problems in adults. Poster presented at the annual meeting of the American Psychological Association, Toronto, Ontario.

Parker, J. D. A., Majeski, S. A., & Bauermann, T. B. (2003, June). ADHD and sleep problems in a community based sample of adults. Poster presented at the annual meeting of the Canadian Psychological Association, Hamilton, Ontario.

Bauermann, T. M. Parker, J. D. A, Smith, C., Ross, D. J., Kassel, R. N., & Wright, R.M. (2002, June). Confirmatory factor analysis of the Sleep Problems Inventory (SPI). Presentation at the American Professional Sleep Societies (APSS) annual meeting, Seattle, Washington, June.

Bauermann, T. M., Parker, J. D. A., & Taylor, G. J. (2002, June). Alexithymia and sleep disorder symptoms. Presentation at the American Professional Sleep Societies (APSS) annual meeting, Seattle, Washington.

Bauermann, T., Parker, J. D. A., & Smith, C. (2001, August). The development of a multidimensional self-report instrument for sleep disorders. Poster presentation at the annual meeting of the American Psychological Association, San Francisco, California.

Parker, J. D. A., Bauermann, T. M., & Smith, C. T. (2000). Alexithymia and impoverished dream content: Evidence from REM sleep awakenings. Psychosomatic Medicine, 62, 486-491.

Bauermann, T., Parker, J. D. A., & Smith C. (2000, June). The Sleep Problems Inventory (SPI): Towards the development of a multidimensional self-report instrument. Paper presented at the American Professional Sleep Societies (APSS) annual meeting, Las Vegas, Nevada.

Top of Page

The Trent Gambling Project

Overview:

The Trent gambling project examines the relationship internalizing and externalizing behaviours, emotional and social competency, addiction and gambling behaviours in adoelscents and young adults. Research in this area is important as there are a number of negative consequences associated with problem gambling in adolescent and young adults. Research has shown that adolescents and young adults who are problem or pathological gamblers are greater risk-takers, have an increased risk of substance abuse, are more likely to be involved in delinquency and crime, and have poor interpersonal relationships. There is also empirical evidence to suggest that there is a negative association between gambling behaviour and academic achievement.

Preliminary Findings:

Parker, J. D. A., Wood, L. M., Bond, B. J., & Shaughnessy, P. (2005). Alexithymia in young adulthood: A risk-factor for pathological gambling. Psychotherapy and Psychosomatics, 74, 51-55.

Top of Page

Contact Webmaster
Last update: 19.03.2007