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Al rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Leaming Company 300 North Zeeb Road P.0. Box 1346 Ann Arbor, Ml 48106-1346Copyright by Judy Shelton Woods 2001AN INVESTIGATION OF THE RELATIONSHIPS AMONG EMOTIONAL INTELLIGENCE LEVELS, HOLLAND'S ACADEMIC ENVIRONMENTS, AND COMMUNITY COLLEGE STUDENTS’ INTERNET USE Judy Shelton Woods Approved: Connie M. Burde. Patt’. Nha hn — Connie M. Forde Patti S. Abraham Professor Professor Technology and Education Technology and Education irector of Dissertation) (Committee Member) wir Wad — ). Me : Jack G. Blendinger ud A. Fl 3 Professor Associate Professor Educational Leadership Technology and Education (Committee Member) (Committee Member) Ronde us Matee. YP Linda W. Morse Dr. William Person, Interim Director Professor Graduate School ‘Counselor Education and Educational Psychology‘Name: Judy Shelton Woods Date of Degree: August 4, 2001 Institution: Mississippi State University Major Field: Technology and Education Major Professor: Dr. Connie M. Forde Title of Study: AN INVESTIGATION OF THE RELATIONSHIPS AMONG EMOTIONAL INTELLIGENCE LEVELS, HOLLAND'S ACADEMIC ENVIRONMENTS, AND COMMUNITYCOLLEGE STUDENTS’ INTERNET USE Pages in Study: 196 Candidate for Degree of Doctor of Philosophy in Technology and Education The primary purpose of the study was to investigate community college students” Internet use. In addition, emotional intelligence levels, Holland's academic environments, use of eyeglasses or corrective lenses, and extent of e-mail usage were determined. The study discovered the preferred locations for accessing the Internet, frequency of Internet access, the degree to which the Intemet is used for learning purposes, and the characteristics of those who had Internet connectivity at home. The Multifactor Emotional Intelligence Scale (Mayer, Salovey & Caruso, 1997) and the researcher-created Student Information and Intemet Use Survey were selected as the instruments for this study. The Multifactor Emotional Intelligence Scale is an ability measure with four subscales: identifying emotions, understanding ‘emotions, using emotions, and managing emotions. The 46-item Student Information and Internet Use Survey is a self-report instrument. Both instruments were used toobtain data from the research population of 226 community college students. Responses were analyzed using Spearman's rank order correlation coefficient, Chi- Square Goodness-of-Fit Test, multivariate analysis of variance and Tukey's post hoc test. The results of those analyses indicated that those who spent more time on e- mail had a higher emotional intelligence overall score. Additionally, the findings revealed those who spent more time online had a more positive Internet attitude and that there is an existence of a digital divide along racial lines. However, gender differences made no difference in the amount of time spent online. ‘Conclusion and recommendations based on the findings in this study indicated that community college students need additional emotional intelligence training. It was also recommended that community college students should continue to be encouraged to use the Internet for learning purposes.DEDICATION This research is dedicated to my husband, Buck Woods, and to my sons, Jon D. Shelton and Jason Lee Shelton, whose unending support, encouragement, and understanding made this endeavor possible.ACKNOWLEDGMENTS ‘The author expresses her sincere gratitude to the many people without whose assistance this dissertation could not have materialized. First, my gratitude is extended to Dr. Connie M. Forde, my committee chairman, for her patience, direction, and time. Expressed appreciation is also due to the other members of my dissertation committee, namely, Dr. Patti S. Abraham, Dr. Jack G. Blendinger, Dr. Judy A. Fleming, and Dr. Linda W. Morse. The author would like to thank the faculty, staff, and student body of Itawamba Community College for their contributions to this study. My wonderful colleagues at ICC's Workforce Development and Training Division deserve special recognition for tolerating me during the past few months. Finally, profound gratitude is due to my wonderful immediate family, Buck, Jon, Jason, Eunice, Curtis, Patsy, Berny, Judith, Brad, Keely, Mitch, Annette, and Alex, and to my extended family members, the Lodens and Shackelfords, for their encouragement and love. iiiTABLE OF CONTENTS Page DEDICATION... ii ACKNOWLEDGMENTS LIST OF TABLES LIST OF FIGURES... CHAPTER I. INTRODUCTION... Statement of the Problem. Statement of the Purpose .. Theoretical Framework .. Significance of Study Definition of Terms. Limitations of the Study. Delimitations of the Study Il, LITERATURE REVIEW. 16 Intemet Us 16 Digital Divide 2 Internet Attitude: 25 Pathological Internet Use.. 28 Emotional Intelligence Theorie 33 Emotional Intelligence as a Mental Ability . 34 Emotional Intelligence as a Set of Personality Traits 34 Theory of Vocational Personalities and Work Environments. 35 37 38 38CHAPTER Page Instruments and Procedure. 39 The Multifactor Emotion 40 4l 43 4 49 IV. DATA ANALYSIS. 50 Description of the Research Participants... 30 Results of Data Analysis Pertaining to Research Questions. 56 Research Question One. 36 EI Level 37 Age Groups... 2 Ethnicity, 6B Holland’s Academic Environments 64 Marital Status... 66 ‘Number of Dependents 67 Student Status (full time or part time), 70 Eyeglasses or Corrective Lenses. 70 Employment Status. n 4 By 80 81 ity 2 Holland’s Academic Environments 8 Marital Status 4 Number of Depender 84 Eyeglasses or Corrective lenses 86 Employment Status.. 87 Research Question Three... 88 89 1 1 1 91 Number of Dependents 2 Marital Status .. 2 Student Status (full-time or part-time) 2 Eyeglasses or Corrective Lenses 2 Employment Status... 92 Holland’s Academic Environments vCHAPTER Holland's Academic Environments ... Marital Status. 100 Number of Dependents .. 100 Student Status (full time or part time) lol Eyeglasses or Corrective Lenses 101 Employment Status 102 Research Question Fiv 102 Research Question Six 104 Research Question Seven. 105 Research Question Eight. 108 Research Question Nine 110 Research Question Ten 4 Research Question Elever 7 El Levels ug Time Online 8 Demographics 8 Holland’s Academic Environment Intemet Skills .. Internet Attitudes VV. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.. Summary and Discussion of the Findings. Research Question One. Research Question Two . Research Question Three Research Question Four..CHAPTER Research Question Ten. Research Question Eleven .. Conclusions. Recommendations for the Practice .. Recommendations for Future Research .. REFERENCES CITED.. APPENDIX ‘A. Student Information and Internet Use Survey B Institutional Review Board Approval C Cover Lett D Informed Consent. E College Major and Its Placement in Holland’s Academic Environments F Time Spent Online by Holland’s Academic Environments. G Characteristics of Participants by Time Online H MANOVA Statistics for Question Ten. vii Page 145 147 148 150 151 153 160 it 173 175 177 180 182 192LIST OF TABLES TABLE 21 3.1 32 4. 42 43 44 45 46 47 48 49 4.10 Time on E-mail According to El Using Scores... 4.11 Time on E-mail According to EI Managing Scores. 4.12 Time Spent Per Week on E-mail According to Age Group. Mayer, Salovey & Caruso’s Four-Branch Model of Emotional Intelligence... Informational and E-commerce Internet Use According to Age Groups. MEIS™ Means, Standard Deviations, and Alpha Reliabilities... ‘Comparison of Internet Categories in Stanford Study and Proposed Study ..... Distribution of Age Groups According to Gende1 Gender According to Ethnicity Frequency Distribution According to Student Status and Employment Frequency of Students According to Majors and Programs of Study... Frequency of Students Regarding Time Online According to EI Mean Scores Time Online According to Ethnicity and Gender Time Spent on E-Mail According to El Overall Scores .. Time on E-mail According to El Identifying Scores .. Time on E-mail According to El Understanding Scores ... Page 3 20 41 42 51 55 62 63 16 7 78 80 81TABLE Page 4.13 Time Spent Per Week on E-mail According to Gender. 82 4.14 Time Per Week Spent of E-mail According to Ethnicity... 82 4.15 Time Spent on E-mail According to Holland's Groups. 83 4.16 Time Per Week Spent on E-mail According to Marital Status. 84 4.17 Hours Per Week on E-mail According to Number of Dependents... 85 4.18 Time Spent on E-mail According to Student Status... 86 4.19 Time Spent on E-mail According to Eyeglasses or Corrective Lenses.. 87 4.20 Time Spent on E-mail According to Employment Status 88 4.21 Intemet Connectivity at Home According to El Descriptive Statistics 90 4.22 Frequency of Internet Connectivity According to Gender and Ethnicity........ 92 4.23 Internet Connectivity According to Employment Status .. 83 4.24 Internet Connectivity According to Holland’s Groups ... 94 4.25 Internet Skills According to Age Groups. 96 4.26 Perceived Internet Skills According to Frequency of Gender and Ethnicity... 97 4.27 Holland's Academic Groups According to Internet Skills 4.28 Participants’ Internet Attitudes .. 4.29 Wilk’s Lambda Statistics for MANOVA.LIST OF FIGURES FIGURE Page 1.1 Model of Variables and Their Relationships to Intemet Use... 10 2.1 What Users Do on the Internet .. 19 2.2 Percent of U.S. Households with Intemet Access by Income. B 2.3. Percent of Internet Access by Educational Attainment... 23 2.4 Percent of U.S. Households with Internet Access by Race... 4 2.5. Four Areas of Intemet Anxiety with Low Self-Efficacy.. 26 2.6 A Hexagonal Model of Academic Environments ... 36 4.1. Ages of Research Participants... 50 4.2. Marital Status of Research Subjects... 34 4.3. Time Spent Online, Excluding Time Spent on E-mail 37 4.4 Distribution of Subjects in Holland’s Academic Environments 64 4.5 Time Online According to Marital Status... 67 4.6 Time Online of Participants With No Dependents . 68 4.7, Time Online of Participants With One Dependent. 68 4.8 Time Online According to Two and Three or More Dependents... Ce) 4.9 Time Online According to Full-time and Part-time Student Status... 4.10 Time Online According to Eyeglasses or Corrective Lenses.. a xFIGURE Page 4.11 Time Online With Regard to Employment Status. B 4.12 Hours Per Week Spent on E-mail 15 4.13 Frequency of Home Internet Connectivity .....ncnsntenniesiiensneienee 89 4.14 Preferred Location of Internet Access.. 4.15 Frequency of Internet Access by Research Participants. 4.16 Participants’ Most Often Used Categories of the Internet ..CHAPTER I INTRODUCTION One of the goals of education is students’ success in school and in life. To ‘meet that goal most academic institutions have many instructional goals designed to ensure students’ workplace success. One of these goals is that students will demonstrate the ability to use the Internet as a tool for leaming. Much time. money, and effort have been spent on upgrading teachers’ skills in order to accommodate students’ technology learning needs. Furthermore, much emphasis has been placed on integrating Intemet use into classroom instruction in order for students to use the Internet as a tool for growth, learning, communication and development. ‘The captivating phrases such as plethora of information, information super highway, anytime, anywhere, at-your-own-pace leaming, instant access to experts, and interactive, multimedia learning experiences, which are used to describe the Internet, present promising pictures of students mesmerized in the unlimited leaming opportunities available via the Internet. Some questions that arise are these: To what extent do students engage in online learning activities? Why do some students choose to use the Intemet as a major source of unlimited information while some students play games for hours on end? Might it be that emotional intelligence plays a role in students’ Internet use? Might it be that students’ academic environment plays arolein their Internet use as well? As previously mentioned, students’ success both in school and in life is one of the goals of education. In the past, a high intelligence quotient (IQ) was considered one of the foremost predictors of success, but now new theories regarding intelligence and success have emerged that suggest that IQ as originally measured may be less closely related to success than previously believed. Gardner's (1983) multiple intelligence theory identified seven intelligences as opposed to one IQ measurement. Two of those seven intelligences deal with interpersonal and intrapersonal intelligence and are (a) understanding others and (b) understanding ourselves, both of which are considered criterion for life, work, and school success. Goleman (1995) subsumed Gardner’s interpersonal and intrapersonal intelligences under the label, emotional intelligence (EI). In his best-selling book, Emotional Intelligence, Goleman (1995) indicated that EI may be the most critical factor in determining success in life. His research reveals that the ability to delay gratification and be self-motivated, to recognize and deal with the emotional status of others, and to manage one’s own emotions affects everything from physical health to social relationships to job performance. Additionally, Goleman posited that the ability to make effective use of one’s intellectual capabilities may be muted or magnified by affective variables; therefore the rational and emotional work together to shape intelligence.Mehrabian (2000) used emotional intelligence as an overarching construct to describe individual differences associated with life success that are not specifically measured with traditional intelligence test measures. Weisinger (2000) also believes that emotionally intelligent people are more likely to succeed. His study suggested that the lack of El undermines an individual's growth and success, and conversely the use of El leads to productive outcomes. Mayer, Salovey & Caruso (2000) define El in terms of four branches (a) identifying, which is the ability to perceive accurately, appraise, and express emotion; (b) using, which is the ability to access and/or generate feelings when they facilitate thought; (c) understanding, which is the ability to understand emotion and emotional knowledge; and (f) managing, which is the ability to regulate emotions to promote emotional and intellectual growth.” Concisely stated, the four branches in the Mayer, Salovey & Caruso model of El are (a) identifying, (b) understanding, (c) using, and (4) managing emotions (Table 1-1). Table 1.1 Mayer, Salovey & Caruso’s Four-Branch Model of Emotional Intelligence Generate emotions | Understand causes | Use emotional to solve problems awareness to make ideal decisionsTdentifyin ‘Aware of others’ | Use of specific | Know Negative mood emotions emotions to consequences of | repair or enhance cognitive | emotions improvement processes Can accurately | Use of shi Management of express others’ ‘emotions to others’ emotions promote fle One of the questions previously mentioned was this: Might it be that students’ academic environment plays a role in their Intemet use as well? John L. Holland (1997) proposed in his theory of vocational personalities and work environments that there are six model environments: (a) realistic, (b) investigative, (©) artistic, (4) social, (¢) enterprising, and (f) conventional. According to Holland people search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. Holland provides the following explanation: Each environment is dominated by a given type of personality, and each environment is typified by physical settings posing special problems and opportunities. For example, Realistic environments are “dominated” by Realistic types of people—that is, the largest percentage of the population in the Realistic environment resembles the Realistic type. A conventional environment is dominated by conventional types (p. 3). Holland believes that environments influence behavior. Could it be that students’ academic environment plays a role in how and why students use the Internet?Itis important to know the status of students’ El levels, how they utilize the Internet, and the roles that El and academic environment play in Internet use; therefore, the proposed research study was designed to (a) measure students’ abilities to identify, understand, use, and manage their emotions; (b) bring into sharp focus precisely what itis that community college students do when online, and (c) investigate relationships among Internet use, El, academic environment, and demographic variables. Statement of the Problem While educators are focused on meeting the challenges of preparing students for the rapidly changing technological workplace, employers are finding that many of their new hires are lacking in social skills, including communication skills, team building, and the ability to develop and maintain appropriate interpersonal and intrapersonal relationships (Bland, 2000). Could it be that too much time on the Internet is producing students who are technically skilled but are lacking in emotional intelligence, or does access to people around the globe with the click of a mouse increase students’ social skills? Since our students are increasingly using the Internet, the question arises: To What extent are students using the Internet for learning purposes? Are students both emotionally and Internet literate? Is there a need for greater emphasis on enhancing students’ emotional intelligence?Substance abuse, violent behavior, and poor academic performance have been linked with low EI (Rubin, 1999), yet almost no research has been conducted on the El levels of community college students. In addition, research has provided limited information on how community college students use the Internet. Moreover, a fuller understanding of the relationships among students’ El levels and Internet use is needed. Statement of the Purpose ‘The purpose of the research was to investigate community college students’ Internet use. More specifically, the study was designed to explore various Internet activities, measure emotional intelligence (including branches), and obtain demographic variables. Variables included emotional intelligence, time online, most often used Internet category, Internet skill level, frequency of Internet access, Internet attitudes, time spent on e-mail, academic major, and demographic data. Statistical analyses of the relationships among the variables were performed. Much has been written about the digital divide, the gulf between the haves and have-nots in regard to computers and Intemet connectivity. The data (USIC, 2000) reflect that the digital divide is primarily income-based. Might it be that El level plays a role in computer ownership as well? This study investigated the relationship between home Internet connectivity and EI level.EI levels play a significant role in life success, including careers, intimate relationships, and social activities. This study shed light on the status of community college students’ El levels and suggested areas for further investigation. Online activities were divided into the following categories: (a) auctions, (b) buying, (c) chat rooms/instant messaging, (4) e-mail, (¢) entertainment/games, (f) financial/stocks/banking, (g) hobbies, (h) homework, (i) job search, (j) medical/health, (k) news/weather, () reference/educational, (m) instructional, (n) sports, (0) telephony, (p) travel information, (q) work/business, and (r) other. ‘The emotional intelligence measurement provided five scores: (a) overall, the combination of subtests b through e, (b) identifying emotions, (c) understanding emotions, (d) using emotions, and (e) managing emotions. The following research questions were formulated to accomplish the stated purpose of the study and to guide the analysis of data: 1, How much time do community college students spend online, excluding time spent with e-mail, and is there a comelation between time spent online and El overall, age group, and Holland’s academic groups? 2. How much time do community college students spend on e-mail, and is there a correlation between time spent on e-mail and El overall, age group, and Holland’s academic groups?What percentage of community college students has Intemet connectivity at home? At what level of proficiency do community college students perceive their Internet skills to be, and is there a correlation between Internet skills categories and EI overall, age group, and Holland's academic groups? ‘What is the extent of community college students’ Internet usage? Among Holland's academic groups, are there differences in El levels? What are community college students’ most often used Internet ‘categories? Are there differences in El scores among persons’ favorite things to do on the Internet? What are community college students’ attitudes regarding the Intemet and is there a correlation between attitudes regarding the Internet and EI and time spent online? ). What is the extent of the relationships among the variables of El levels, Internet use, Holland's Academic Environments, and demographic data? . What are the characteristics of community college students who use the Internet for learning purposes (¢.g., instructional, reference, educational)?Theoretical Framework Due to the numerous variables in the proposed study, and due to the inherent multifaceted complexities, combinations of existing theories were used to develop a theoretical framework for this research. The framework is influenced and grounded by the following theories: EI (Mayer, DiPaolo & Salovey, 1990; Goleman, 1995; Weisinger, 1998; Bar-on, 2000; Mayer, Salovey & Caruso, 2000); social intelligence (Gardner, 1983); emotional competence (Saami, 1999); social cognitive (Wood & Bandura, 1989), self-efficacy (Bandura, 1986, 1997): participation in adult learning (Cross, 1981); the theory of vocational personalities and work environments (Holland, 1997); and learning organizations (Senge. 1990, 1994). As depicted in Figure 1.1, central to the proposed study is community college students’ Internet use. Surrounding and influencing Internet use are: (1) El, (2) Internet attitudes, (3) Internet skills, (4) academic environment, and (5) demographic variables, Not only does each of the above-mentioned variables affect Intemet use, each variable possesses the potential to influence the other(s), either singly or in combinations, in a reciprocal fashion.Emotional Intelligence Internet Attitudes: Academic Environment Figure 1.1 Model of Variables and Their Relationships to Internet Use The research literature reveals that higher EI levels increase with age and are associated with working well with others, staying motivated, delaying gratification, climinating procrastination, communicating effectively, and enhancing productivity. Pathological behavior and low productivity are associated with lower EI. Therefore, the model for this research depicts an association between El and demographic variables, such as age, with Intemet use. Moreover, gender, age, and perceived skills influence one’s choice of academic major (Holland, 1997). One’s academic major (i.¢., academicenvironment) plays a role in Internet use, which in tum affects Internet skills. Internet skills influence Internet attitudes, which affects Internet use. In turn, one’s EI, which has been described as how one copes with life, influences one's attitudes regarding the Internet. Figure 1.1 depicts the framework of the relationships and interactions of selected variables relating to Internet use in the proposed study. Significance of Study Community colleges have spent enormous amounts of time, energy and money obtaining widespread Internet connectivity throughout their campuses, The ‘magnitude of this expense makes it imperative that students make effective use of Internet applications and that community college faculty understand the use patterns, perceived skill levels and the role that El plays in Intemet use. This study documented students’ Internet use, their El levels, and examined the extent to which these relationships may be modified by demographics or by academic environment. The study also contributed to a better understanding of the relationships and interactions among Holland’ s classification of academic environments, El, and Intemet use. The results of this study are of interest to educators and for those involved in social science research. The study provided documentation of a sample of community college students’ Internet attitudes, and use, including purpose, frequency, and duration; and information that may be used by the U.S. community college system’s workforce development centers in making decisions to provide EI and Internet training for industry and businesses.12 The mission of community colleges is to prepare students both for further education and for stable and satisfying employment. It is important to know whether the growing amount of time and energy spent by students on the Internet may relate to or in any way affect the emotional intelligence that so clearly relates to satisfying employment. Definition of Terms The following terms are defined for the purpose of better communication within the proposed study: Community college students—part-time or full-time students who are enrolled in academic classes at the participating community college. Internet use—a set of variables including Internet skills score, most often used Internet category, time spent per week on e-mail, home Internet connectivity and Internet attitudes. Internet categories—various online activities most popular with community college student subjects. It includes communication with others and visiting websites of various types as follows: (a) auctions, (b) buying, (¢) chat rooms, (d) e- mail/Instant messaging; (f) entertainment/games, (g) financial/banking/stock market, (h) hobbies, (i) homework (j) medical/health (k) news, weather (I) reference/educational (m) instructional; (n) sports, (0) telephony, (p) travel (q) work/business, and (r) other.Learning purposes—use of the Intemet for assistance with classroom assignments, reference, educational, and/or instructional purposes. Internet use—subject’s score, which is the sum of Items 12, 13, 14, 15 and 16, on the Student Information and Internet Use Survey (SIIUS). Internet acceptance—the subjects’ composite score on Section V of the SITUS, which includes Items 39-46 Emotional intelligence (EI)—the overall score on the Multifactor Emotional Intelligence Scale (MEIS™), The overall score was derived from the four subtests listed and defined below. Identifying emotions—ability to perceive accurately, appraise, and express emotion as measured by the MEIS™. Using emotions—ability to access and/or generate feelings when they facilitate thought as measured by the MEIS™ Understanding emotions—ability to understand emotion and emotional knowledge as measured by the MEIS™. Managing emotions—ability to regulate emotions to promote emotional and intellectual growth as measured by the MEIS™. Holland’s Academic Environments: realistic, investigative, artistic, social, enterprising, and conventional. Students’ college major will be coded into one of Holland’s six environments using the Dictionary of Holland Occupational Codes14 (Gottfredson & Holland, 1996). Each environment tends to be dominated by a type of personality that bears the same name. The environments are defined below. Realistic environment—“The realistic environment is characterized by the dominance of environmental demands and opportunities that entail the explicit, ordered, or systematic manipulation of objects, tools, machines, and animals, and by a population dominated by realistic types” (Holland, 1997, p 43). Investigative environment—“The investigative environment is characterized by the dominance of environmental demands and opportunities that entail the observation and symbolic, systematic, creative investigation of physical, biological, or cultural phenomena, and by a population dominated by investigative types” (Holland, 1977, p. 44). Antistic environment—"The artistic environment is characterized by the dominance of environmental demands an opportunities that entail ambiguous, free, unsystematized activities and competencies to create art forms or products, and by the dominance of artistic types” (Holland, 1997, p. 45). Social environment—“The social environment is characterized by the dominance of environmental demands and opportunities that entail the manipulation of others to inform, train, develop, cure, or enlighten, and by a population dominated by social types” Holland, 1997, p. 46). Enterprising environment—"The enterprising environment is characterized by the dominance of environmental demands and opportunities that entail themanipulation of others to attain organizational or self-interest goals, and by the dominance of enterprising types” (Holland, 1997, p. 46). Conventional environment—“The conventional environment is characterized by the dominance of environmental demands and opportunities that entail the explicit, ordered, systematic manipulation of data such as keeping records, filing materials, reproducing materials, organizing written and numerical data according to prescribed plan, operating business and data processing equipment, and by a population dominated by conventional types” (Holland, 1997, p. 47). Limitations of the Study This study was limited to the “questionnaire effect” and the possibility of misinterpretation of survey questions by the respondents (Ary, Jacobs, & Razavieh, 1990, p. 421), Furthermore, this study was limited to a particular point in time, particularly with respect to the rapid evolving area of the Internet. Delimitations of the Study Generalization of the study was limited. Findings and conclusions from this study applied only to the community college involved.CHAPTER II LITERATURE REVIEW Although the population of this study consisted of community college students, the review of literature is not limited to community college students" ‘emotional intelligence levels, Internet use or academic environments. It also included studies that are related to a variety of age groups and institutions. Because to date no research that investigates the relationships among levels of emotional intelligence and Internet use exists, the review of the literature focused on the following topics relevant to the problem and purpose of this study. The review of literature is divided into seven sections that substantiate the rationale and framework used in the study. These sections included: (a) Internet use, (©) digital divide, (c) Internet attitudes, (4) pathological Internet use, (e) emotional intelligence theories, (f) adult learning theories, and (g) theories of career choices and academic majors. Internet Use ‘The population of Internet users in the United States went from 19 million in 1997 to more than 100 million in 1999, according to a survey conducted by Applied Research & Consulting (2000), and is said to be doubling every twelve months 16(Rifkin 2000). Given the exponential growth of the Internet in recent years, the global access to information that is provided by the Internet, and the varying extent to which different demographic groups are able to access the Internet, the question “To what extent does use of the Internet vary according to demographic groups?” is of great interest to educators, government officials, and business leaders. This section will examine a variety of studies on Internet use and experience according to age, gender, ethnicity, and educational level. ‘The Stanford Institute for the Quantitative Study of Society, with Nie and Erbring (2000), serving as principal investigators, conducted a study on Internet use with 4,113 adults in 2,689 households. The data revealed that 65% of American households have at least one computer, and of those households that own a computer, 19% report owning more than one computer. Of those households that ‘own a computer, 43% have Internet connectivity. Furthermore, 38% of Americans over 18 years of age access the Internet at home and 34% access the Internet elsewhere. Based on this survey, Nie and Erbring claimed that 55% of the American population have access to the Internet. As depicted in Figure 2.1, the Internet is used for a wide variety of activities. Specifically, in descending order of popularity, these include (a) e-mail, 90% (b) looking for general information, 77% (c) surfing, 69% (d) reading, 67% (e) hobbies, 63% (£) product information, 62% (g) travel information, 54% (h) work or business, 46% (i) entertainment/games, 36% (j) buying, 36% (k) stock quotes, 27% (1) jobsearch, 26% (m) chat rooms, 24% (n) homework, 21% (0) auctions, 13% (p) banking, 12%, and (q) trading stocks, 7% (Nie & Erbring). According to a Nickelodeon & Yankelovich (1997) survey of teenagers who have computers with Intemet access at home, there is a gender gap in most often used Intemet categories. Their data revealed that more gitls placed a greater importance on social links and school-related information than did boys. Boys placed a greater importance on surfing, sports, and gaming than did girls. Specifically, 72% of girls and 51% of boys used the Internet for entertainment; 62% of girls and 40% of the boys chose to read or write e-mail; 55% of girls and 49% percent of the boys used the Internet for school-related reasons; 46% of the girls and 36% of the boys used the Intemet to talk with other people; 42% of the girls and 59% of the boys used the Intemet for surfing or browsing; 38% of the girls and 42% of the boys used the Internet to play games; 12% of the girls and 32% of the boys used the Internet for hobby information; and 9% of the girls and 32% of the boys used the Internet to get sports information.Trading Stocks ium 7% Banking Mmmm 12% Auctions Sm 13% Homework am 21% Chat rooms } 24% Job Search 26% Stock Quotes 27% Buying TN 36% | Enterainmen/Gan¢s TAN 36° \ Work Business ST 46% | Travel formato: TS 54° Product Informatio; TT 62% Hobbies TE 63% Reading TT 67°, Surfing TT 69% Cora horn, TT 77°; Ee) TT 90, 0% 20% 40% 60% 80% 100% Figure 2.1 What Users Do on the Internet (Nie & Erbring, 2000) Preferred Internet categories vary with age, according to a survey conducted by Applied Research & Consulting (2000). Data from this study revealed that there are age differences in categories of Internet use, in the kinds of product and service information they seek, and in online purchasing patterns. For example, more 13 10 35 year olds reported secking information about events such as sports, theater, and movies, while Internet users from 36 to 55 years old preferred to use the Internet to seek information on travel, news, weather, healthcare, books, and finance. The Applied Research & Consulting survey divided Intemet use into two categories: informational use and e-commerce use, and then subdivided users by age.20 The reported informational uses and e-commerce uses of the Internet are listed according to age groups in Table 2.1. Table 2.1 Informational and E-commerce Internet Use According to Age Groups Taformational Use E-Commerce Use 13-17 Age Group 7 Looking up something using a 1. Read online books, magazines, search engine and newspapers }._ Educational resources 2. Watch live video broadcasts . Information on music 3. Buy tickets to events to attend such as sports, theater, movies . Information on clothing and/or 4. Buy clothing and/or fashion items fashion _ . Information on events to attend 5. Buy music over the Internet such as sports, theater, or movies 18-25 Age Group _ ” Looking up something using a FT Read online books, magazines search engine and newspapers Educational resources 2,_ Watch live video broadcasts . Information on music 3. Buy ticket fo events such as sports, theater, movies . Information on events such as 4. Buy music sports, theater, movies |. News such as headlines, sports $. Buy clothing an/or fashion items news, or weather reports 26-35 Age Group ~ Looking up something using a 1. Read online books, magazines search engine and news . News such as headlines, sports 2. Watch live video broadcasts news, weather reports |. Educational resources 3. Buy tickets to an event such as, sports, theater, or movie . Looking up phone number, street | 4. Buy travel-related products address, or e-mail addressa Information on events to attend 3. Buy clothing and/or fashion items such as sports, theater, movies on the Internet 36-55 Age Group Looking up something using a 1. Read online books, magazines search engine and newspapers Educational resources 2. Buy tickets to an event such as sports, theater, or movies . News, such as headlines, sports 3. Buy travel-related products news, or weather reports j Travel-related information 4, Watch live video broadcasts . Financial information 5. Participate in an online class 36 Plus ~ Looking up something using a T. Read online books, magazines search engine and newspapers . News, such as headlines, sports 2. Buy travel-related products news, of weather reports . Educational resources 3. Buy tickets to an event such as sports, theater, or movies |. Travel-related information 4. Buy books . Financial information 5._ Watch live video broadcasts Another way of examining Internet use is to divide it by those new to Internet use and those with more experience. This was the approach of researchers at the UCLA Center for Communication Policy (2000), who conducted a survey of Internet use and its impact on various sectors of society. Data from that study, which involved nearly 2100 different households showed that users with several years of online experience were most likely to spend time on specific tasks such as researching, travel, making investments, and getting the latest news. In contrast, those new to the Intemet were more likely to play games and pursue hobbies online. Related to children and education, 70.5% of parents with school-age children did not believe that acquiring Internet access at home affected their children’s grades;2 however, 26% of them did think that grades improved by having Internet access at home. Digital Divide Digital divide is a term that refers to the disparity between those who have Internet connection and those who do not. Former Assistant United States Secretary of Commerce Larry Irving has called the digital divide one of America’s leading economic and civil rights issues. He has described it has a “racial ravine” (MacNeil 2001). Former President Clinton expressed his assessment of the digital divide in these words, “There is a growing digital divide between those who have access to the digital economy and the Intemnet and those who don’t, and that divide exists along the lines of education, income, region and race” (Community College Week, 1999). Data from a study of the digital divide conducted by the United States Commerce Department (2000) revealed that households with less than $15,000 in income had a 12.7% Internet access while households reporting $75,000 or more income had a 77.7% Internet access. The data reveal that the greater the household income, the higher the percentage of Intemet access (Figure 2.2). Families that identified themselves as African American or Hispanic are only 40 percent as likely as white households to be connected to the Intemet. Furthermore, the study showed a disparity in percentage of households with Internet connection according to ‘educational level. The higher the educational achievement of the householder is, the greater the percentage of Internet access (Figure 2.3).23 o888es Percent of Househokis Less than high High school Some college Bachelor's Post graduate ‘schoo! degree Education of Householder Figure 2.3 Percent of Intemet Access by Educational Attainment ‘Asian Americans and Pacific Istanders have the highest percentage of Internet access with 56.8%, whites follow with 46.1%, Hispanics have 23.6% and Blacks have a 23.5% with Intemet access (U.S. Commerce, 2000.) Figure 3.3 illustrates these figures.Percent of U.S. Households White Black Asian Amer. & Hispanic Pac. Isl. Race/Hispanic Origin Figure 2.4 Percent of U.S. Households with Internet Access by Race Researchers differ on their findings in regard to the cause of the digital divide. For example, E. P. Bucy (2000) examined Internet use data from two statewide surveys, the Carolina Poll and the Indiana Poll, conducted during spring 1998. The data revealed that income, education, age, and family structure are important social determinants of Internet access and that Internet use is lowest among single mothers, members of lower socioeconomic groups, and older respondents. In a study conducted by the United States Internet Council (2000), the findings suggest that the digital divide is primarily income-based. In summary, the term digital divide has become a common phrase to describe the separation between those with access to the Internet and those without that access. There is no dispute that a digital divide exists; however, many disagree on the basis of the problem.25 Internet Attitudes Although the cognitive aspects of Internet learning have been researched, the affective aspects of Internet learning such as feelings of anxiety are limited. Thus, some of the review of the literature will come from the body of work relating to the broader categories of computer anxiety and computer attitudes. The review of literature shows that most research involving computer anxiety has been conducted in the field of education, with K-12 students, teachers, and pre-service teachers as subjects of the studies. The construct of computer anxiety is frequently included in studies of computer attitudes. Computer anxiety, however, has been accorded special attention because of its debilitating effects on achievement. Computer anxiety has been defined by Hohner and Simonson (1981) as the “mixture of fear, apprehension, and hope that people feel when planning to interact or when actually interacting with a computer” (p. 551). Caroline Presno of the University of Cincinnati, (1998) defined computer anxiety as a fear of interacting with computers that is disproportionate to the actual danger of the situation. “Computer anxiety leaves the user in an uncomfortable mental state in which he or she experiences debilitating physical and/or emotional symptoms,” Presno, explained (1998, p.148). Computer anxiety has been associated with decreased use, and even avoidance, of information technology (igbaria, M. & Parasuraman, S., 1989).26 In the above study of students’ Intemet use, Presno (1998) discovered four areas of Internet anxiety: (a) Internet terminology anxiety, (b) Intemet search anxiety, (c) Internet time delay anxiety, and (d) general fear of Internet failure. She explained that low self-efficacy played a role in each of the four areas of Internet anxiety (Figure 2.4). fou Selheicagy Intemet Net Terminology Search Anxiety Anxiety Internet General Fear Time Delay of “Anxiety Internet Us eres Figure 2.5 Four Areas of Internet Anxiety with Low Self-Efficacy Much of the literature on computer anxiety indicates that students will become less anxious once an initial trauma period has passed (Loyd & Gressard, 1984; Howard & Smith, 1986; Glass & Knight, 1988). The contention that experience, or rather inexperience, is the major factor in computer anxiety has been supported by other studies as well (Gilroy & Desai, 1986).2 However, according to Marcoulides (1988), quality of previous experience has a much greater correlation to computer anxiety levels than does the mere presence of experience. Supporting Marcoulides’ conclusion, Gos (1996, p. 8) reported, “Because students without prior experience were also without anxiety, it may be the quality of prior experience that determines computer anxiety.” Other studies found that computer anxiety appears to consistently relate to computer experience in a negative manner and it correlates with various other factors like gender, math anxiety, and general anxiety less consistently (Erickson, 1987; Howard & Smith, 1986; Loyd & Gressard, 1984; Raub, 1981). Researchers have investigated the relationship between computer attitudes and computer adoption (Cox, Rhodes & Hall, 1988; Davidson & Ritchie, 1994; Hannaford, 1988; Kay, 1990). Furthermoze, the importance of attitudes and beliefs for learning to use new technologies is widely acknowledged (Bandalos & Benson, 1990; Dupagne & Krendl, 1992; Francis-Pelton & Pelton, 1996; Loyd & Gressard, 1984a, Mowrer-Popiel, Pollard, & Pollard, 1994; U.S. Congress Office of Technology Assessment, 1995) Margaret Merlyn Ropp (1999), explored individual characteristics associated with leaming to use computers with 53 preservice teachers, all under the age of 24, at Michigan State University. Dr. Ropp used nine different background variables in her study. These variables were age, gender, ease of computer access, computer ‘ownership, weekly computer use, completed computer courses, method of most computer learning, and the number of teachers who used computers in students’ K-28 12 and college experiences. There were five measured sets of individual characteristics that comprised the focus of her study: (a) attitudes toward computers and technology, (b) computer anxiety, (c) computer self-efficacy, (d) self-report of technology proficiency, and (e) computer coping strategies. Results of the study indicated that age and gender showed no significant relationship with the measures, whereas reported ease of computer access and hours of weekly computer use were significantly correlated (p<.05) with almost all of the individual characteristics measured by the instruments. Pathological Internet Use The literature reveals different camps of beliefs complete with different labels regarding excessive Intemet use. These labels include Pathological Intemet Use (PIU), Internet Addiction Disorder (LAD) (Goldberg, 1996), on-lineaholic (Brown, 1998), Intemet dependence and Internet addiction. Disagreement among researchers seems to stem from the fact that the Internet is not a substance, like alcohol or drugs, which can be ingested for the purpose of altering one’s mood or physical state. Instead of focusing on the debate of which label is appropriate and why, the literature review for this section will focus on Intemet use that is characterized as problematic, time-consuming, distressing, or resulting in social, occupational, or financial difficulties. While no actual substances are involved in typical Internet use, the result of excessive Internet use can be parallel to the concept of dependence. The Diagnostic29 and Statistical Manual of Mental Disorders (DSM-IV, 1994) currently lists seven. criteria that are used to determine substance dependence (p. 181). 1 2 7 tolerance withdrawal . using larger amounts or over a longer period than was intended the desire or unsuccessful efforts to cut down or control the substance use . a great deal of time is spent in obtaining, using, or recovering from the substance social, occupational, or recreational activities are reduced because of substance use substance use continues in spite of negative effects Keith Anderson (2000) surveyed 1,078 Internet users from eight academic institutions about their Internet use for the purpose of identifying how their Intemet, use has affected their social or academic lives. Anderson used the above-mentioned criteria for grouping students as nondependent or dependent. The study revealed that the non-dependent Internet-using student uses the Internet for 73 minutes per day, while the Internet dependent students averaged spending 229 minutes per day online (Anderson). ‘Anderson’ study revealed that approximately 10 percent of the Intemet- using students are classified as Internet dependent. Of these 106 dependents, 93 were male and 13 female. The students were classified as Intemet dependent if their self-30 reported Internet use and symptoms paralleled the stated criteria used to determine substance dependence. Furthermore, Anderson (2000) concluded, “As compared to non-dependents, the dependent students were significantly more likely to indicate that their on-line use negatively affected their academics, meeting new people and their sleep patterns. In addition, the dependents were significantly more likely to report spending more than 3 consecutive hours on-line twice in the previous week, have gotten less than 4 hours of sleep more than once due to on-line activity, locking for an altemative way to go on-line when not at school, and to use on-line activity to feel better when. feeling down.” In another study of the college population, Scherer (1997) found that 13 percent of college Internet users fit the dependence criteria. In a study using the same instrument and same criteria for dependence as Anderson’s study, Welsh (1999) ina sample of 1000 college students from a single campus found that 8 percent, predominately men, fit the criteria for dependence. Welsh’s findings suggest that excessive Intemet use is related to difficulty in maintaining real life interpersonal relationships, sleep problems, and the reduction of everyday activities. Dr. Nathan Shapira (2000) of the University of Florida collaborated with the ‘University of Cincinnati's faculty members Dr. Paul Keck, Jr., Uday M. Khosla, and Dr. Susan L. McElroy to study problematic Internet use. Their study revealed that ‘consequences of Internet abuse included marital strife or even divorce, failure in school or on the job, substantial debt, and isolation from friends and family. Many31 ‘went without sleep, were frequently late for work, ignored family responsibilities, and suffered financial or legal consequences. The participants’ Intemet use met established diagnostic criteria for the family of psychiatric illnesses known as impulse control disorders, which include kleptomania, a recurrent failure to resist impulses to shoplift, and trichotillomania, the recurrent pulling out of one! hair. In fact, Shapira has suggested the problem be called “Internetomania” or “netomania” because subjects’ behavior so closely mirrored that of those grappling with these syndromes. Davis (2000) refers to two distinct types of Pathological Internet Use (PIU): specific and generalized. Specific PIU includes overuse of online sexual material, online auction services, online stock trading, and online gambling. Generalized PIU involves a general, multidimensional overuse of the Internet. It might include wasting time online, without a clear objective, or it can be associated with online cchat or e-mail dependence. Specific PIU is assumed to be the result of pre-existing psychopathology, which becomes associated with online activity. Those individuals who were classified as generalized PIU are prone to maladaptive cognitions, were socially isolated, and had no way of expressing their anguish. The Internet acts as a ‘means of communication and is this individual’s lifeline to the world, according to Davis’s study. Dr. Kimberly Young (1999), a pioneer in the field of Internet addictions, believes that Internet addiction covers a wide variety of behaviors and impulse control problems. She categorizes these into five specific subtypes:32 1. Cybersexual addiction: compulsive use of adult websites for cybersex and cyber porn. 2. Cyber-relationship addiction: over involvement in online relationships. 3. Net compulsions: obsessive online gambling, shopping, or day trading. 4, Information overload: compulsive web surfing or database searches. 5. Computer addiction: obsessive computer game playing. Young (2000) conducted a study of 496 heavy on-line users. Their behavior ‘was compared to the Diagnostic and Statistical Manual of Mental Disorders, Fourth edition criteria for classifying addiction and substance abuse. Of the active Internet users who volunteered tor the study, 396 (239 female and 157 male) were classified as dependent users and 100 (54 female and 46 male) volunteers were classified as nondependent users. Young posits that pathological gambling is considered the closest type of addiction to Internet addiction because it involves failed impulse control without involving an intoxicant. Based on the Morahan & Schumaker (1997) study, it appears that time online is a significant factor in pathological Intemet use. Janet Morahan-Martin and Phyllis Schumaker study involved 283 college undergraduates enrolled in courses that required Internet use. They measured pathological use by administering a 13-item survey that assessed evidence that the Internet was causing personal problems, withdrawal symptoms and mood altering use. They classified users into three groups. Pathological users averaged 8.5 hours of Intemet use per week, persons with limited33 symptoms averaged 3.2 hours per week, and those with no symptoms averaged 2.4 hours per week. In an online survey located at the ABC News website, Dr. David Greenfield (1999), a psychologist in West Hartford, Connecticut, collected 17,251 responses to an internet use questionnaire. A total of 990 participants, or 5.7 percent, qualified as Internet addicts having met the criteria adapted from those used to assess gambling addiction. Greenfield's analysis of the data suggests that Internet users’ feelings of intimacy, timelessness and lack of inhibition all contribute to the addictive force of the Internet. Greenfield's data revealed that Internet addicts spend time in a variety of ways, such as online chatting, web surfing, playing games, e-mailing and shopping, Emotional Intelligence Theories This section will address two bodies of research on emotional intelligence. The first that will be addressed subscribes to the belief that emotional intelligence refers to a set of abilities having to do with processing emotional information. The second perceives emotional intelligence as a group of personality traits that are believed important in life, such as persistence, the drive for achievement, and social skills. The popularized notion of emotional intelligence, frequently referred to as EQ, and seen in tabloids and magazines will not be addressed.Emotional Intelligence as a Mental Ability According to the Mayer & Salovey (1997) model, EI is not a set of. personality traits or even emotional competence, but rather a measurable ability, or intelligence, Even though theories of intelligence vary, there is a consensus as to the central components of an intelligence system. An intelligence system consists of a capacity for identifying or inputting information, and a capacity for processing information. The Mayer & Salovey model views El as operating across both the cognitive and emotional systems. Moreover, the model has four branches, which are as follows: (a) identifying; (b) understanding; (c) using; and (d) managing. Emotional Intelligence as a Set of Personality Traits Mehrabian (2000) used a broadly based set of categories to describe an individual's level of success in various areas of life. He examined emotional success, relationship success, physical success, work success, and career and financial success in 302 participants. Mehrabian used the term emotional intelligence as an overarching construct to describe individual differences associated with life success that are not specifically measure with traditional intelligence test measures. Rather than viewing El as a measurable ability, his findings suggested that emotional success is attained as a result of one’s intelligence in combination with individual personality traits or characteristics, such as self-esteem, optimism-pessimism, physical health, locus of control and relationship success.35 Theory of Vocational Personalities and Work Environments Holland's theory of academic major environments/personality types is a tool used in social research for many reasons, including organizing and interpreting personal and occupational data. The theory has been applied in broad areas in career assistance, social science research, education, and business and industry. According to Holland (1997), there are four working assumptions of his theory: (1) In our culture, most persons can be categorized as one of six personality types: realistic, investigative, artistic, social, enterprising, or conventional. Each type is the product of a characteristic interaction among a variety of cultural and personal forces including peers, biological heredity, parents, social class, culture, and the physical environment. (2) There are six model environments: realistic, investigative, artistic, social, enterprising, and convention. Each environment tends to be dominated by the type of personality, bearing the same name. For example, realistic environments are often “dominated” by realistic types. Holland indicates that each environment is typified by physical settings posing special problems and opportunities. (3) People search for compatible environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. Therefore, for example, social types seek social environments.36 (4) Behavior is determined by an interaction between personality and environment. If we know a person’s personality pattern (ot profile) and the pattern of his or her environment, we can use knowledge of personality types and environmental models to forecast some of the ‘outcomes of such a pairing. Such outcomes include personal competence and educational and social behavior. For the proposed study, the Dictionary of Holland Occupational Codes (Gotttredson & Holland, 1996) will be used to classify each student's major into one of Hollands six environment groups. Therefore, Holland's theory is also applicable to this research and is depicted in Figure 2.6. Realistic Investivative Conventional Artistic Enterprising Social Figure 2.6 A Hexagonal Model of Academic Environments37 Summary This chapter contained a review of relevant studies that have provided information on how and why people use or abuse the Internet, career choice theories, and emotional intelligence theories. Many studies have been closely linked with how or why people adopt the Internet or computers in general. Therefore, itis not possible, nor is it the intent of this research to investigate all of them. Rather, only those that can be considered to be of major importance will be included. Factors that are believed to influence community college students’ use of the Internet will be incorporated into this study. The factors are emotional intelligence level, demographic variables, academic major environment, Internet skills, and Internet attitudes.38 CHAPTER Ill METHODOLOGY This chapter discusses the methods that were used in the study and is divided into the following subsections: (a) population, (b) research design, (c) instruments and procedure, (d) data collection, (f) data analysis, and (g) assumptions. Population The sample for this study was 226 students who were enrolled in day and evening classes of a community college in the southeastern United States. The population was a convenience sample and included full-time and part-time academic program students who were enrolled in the following classes: (a) Principles of Economies Ul, (b) English Composition I, (c) Systems Maintenance, (4) Algebra, (e) Geography, (f) Nutrition, (g) Digital electronics, (h) Computer Networking, (i) Computer Programming, (j) Football Theory, and (k) Chorus. Due to the their diverse demographic and employment backgrounds, lifestyles, and educational goals, these students had a wide range of Intemet experiences and emotional intelligence levels; and, as a result, they were well suited as the population of interest.39 Research Design Despite an extensive search, no research literature has been found that examines the role emotional intelligence plays in Internet use. For this reason, and due to the nascent state of research on emotional intelligence as a measurable ability, this researchwas exploratory. The study used multivariate and descriptive statistics to assess the current level of community college students’ Intemet use, emotional intelligence levels, demographics, and to analyze how these variables, either singly or in combination, relate to the patterns of Internet use. Furthermore, the correlational design will provided information concerning the degree of the relationship between the variables being studied (Gall, Borg & Gall, 1996). The survey method was used in this study to obtain data on a wide range of variables. According to Kerlinger (1986), survey research is a useful tool for educational fact-finding and a means by which a great deal of information can be obtained from a population. Babbie (1992) has stated that surveys have an important strength in regard to measurement, Survey questionnaires ensure that exactly the same technique is used with each and every respondent in the study, Surveys are also flexible because numerous questions may be asked to explore diverse facets of the problem. Instruments and Procedure ‘Student subjects completed two instruments, the Multifactor Emotional Intelligence Scale (MEIS™) and the Student Information and Internet Use Survey (SUIS). The MEIS™ was used as the instrument to measure emotional intelligence.40 The theoretical basis for the MEIS™ was that emotional intelligence is an intelligence. Even if emotional intelligence is not deemed a true form of intelligence, it can also be thought of as a set of abilities, skills, or competencies. As such, the best way to measure emotional intelligence is through the use of an ability measure (Mayer, Salovey, & Caruso, 1997). To collect data regarding demographics and Internet use, student subjects completed the researcher-developed SUIS, which is a self-report instrument. The Intelligence Scale (MEIS™ An ability measure, the Multifactor Emotional Intelligence Scale (MEIS™) (Mayer, Salovey, & Caruso, 1997) was used in this study to measure emotional intelligence. The MEIS™ provided an overall score and had four subtests: (a) identifying emotions, (b) using emotions, (c) understanding emotions, and (d) managing emotions. The MEIS™, which was developed in 1999, has been shown to have validity and reliability for students in academic environments. Mayer, Salovey and Caruso analyzed data from a sample of 503 individuals and reported that the alpha coefficients for the four branches were .83 for Identifying, .70 for Using, .75 for Understanding, and .70 for Managing. The overall alpha coefficient of this measure is .87. Scale reliability was computed for the total score, the branches, and ‘sub-tests using Cronbach’s alpha (Table 3.1). The MEIS™ reliability is r =.70.Table 3.1 MEIS™ Means, Standard Deviations, and Alpha Reliabilities 4 Branch Mean [SD Alpha | Test Items Identifying 31.69 417 | .83 39 Using 18.88 327 ‘| .70 25 Understanding 24.96 421 15 34 Managing 16.42 2.98 70 24 Overall Score 91.95 957 | 87 122 | ‘Student Information and Internet Use (SUS: ‘The SITUS is a researcher-created, self-report instrument designed to elicit demographic data, perceived Intemet skills, Internet use experience, time spent per week online, and Internet activities. Intemet activities were grouped into seventeen categories similar to those used in the Internet and Society research conducted by the Stanford Institute for the Quantitative Study of Society (2000). The categories are as follows: (a) auctions, (b) buying, (c) chat rooms/Instant messaging, (d) e-mail; (f) entertainment games, (g) financial/banking/stock market, (h) hobbies, (i) homework @ medical/health (k) news, weather (1) reference/educational (m) instructional; (n) sports, (0) telephony, (p) travel (q) work/business, and (¢) other. Three of the ‘Stanford categories were not included in the present study. These were General information, Reading, and Surfing. Banking and trading stocks categories were42 combined into the financial group, and telephony, medical/health group, and other were added to the list of categories for the present study (Table 3.2). Table 3.2 ‘Comparison of Internet Categories in Stanford Study and Proposed Study Proposed Study ‘Stanford Study 1. Auctions 1. Auctions 2. Buying 2. Banking 3. Chat rooms/IM 3. Buying 4._ Reference/educational 4. Chat rooms 5. E-mail 5. E-mail 6. Telephony 6. Entertainmenv/games 7. News, weather 7._ General Information 8._ Medical/Health 8._ Hobbies 9. Financial/Stocks/Banking 9. Homework 10. Sports| 10. Job Search TT, Travel information TI, Product Information 12. Hobbies 12. Reading 13, Homework 13, Stock Quotes 14, Job search 14, Surfing 15, Entertainment/games 1S, Travel Information 16. Instructional 16. Work/business 17. Work/business 17. Trading Stocks The researcher-designed SITUS (Appendix A) was presented to the dissertation committee for review. Additionally, the community college telecommunications specialist and three community college students have completed the questionnaire for the purpose of assessing validity and have provided feedback.43 The original Item 39, “The Intemet has been harmful to my personal relationships,” was edited to read, “The Internet has never caused any harm to my personal relationships,” because if subjects strongly agree with the original statement, their sum score on the attitude section will be inaccurate. Stated differently, the higher the score on the Internet attitude section, the more positive are subjects’ Intemet attitudes. If subjects strongly agreed to the original statement, the resultant higher score would not accurately reflect students’ attitudes. ‘The long list of students’ majors was moved from page one to page two so that a lengthy list of choices would not be the first thing students saw when they received the instrument. Instructions were added to each section to ensure clarification of procedure. Ethnicity groups were restated to reflect the official U. S, census. Partnered, but unmarried was added the choices following marital status. The category, Instructional, was added to the list of Internet categories. Originally, instructional was subsumed under the category of reference/educational, but was added to specifically recognize student activities that included online courses. Data Collection Mississippi State University Institutional Review Board approved the research with human subjects (Appendix B). The community college involved granted permission to conduct research with its students. The survey instrument, which will contain the MEIS and the SITUS, was administered to each student during class time. At the time of testing, the researcher read aloud the cover letter (Appendix C) and the informed consent (Appendix D).44 Each student received a copy of the cover letter, which was endorsed and signed by the President of Itawamba Community College. Each student who participated signed an informed consent form, Borg and Gall (1989) stated that the cover letter might play the most important single role in acquiring responses to a questionnaire. As recommended by Borg and Gall, this one page cover letter: (a) described the purpose of the study and its significance; (b) told why the respondent is important; and (c) assured respondents that their responses would remain anonymous. Prior to administration, the MEIS answer sheet and the SITUS were coded and, after students’ completion, stapled to ensure that the two measurements remain paired. The researcher administered the instruments to the students during class time during April 19 through April 30. No incentives or rewards were offered to the students. To control for the effect of order of assessment, half of the students completed the MEIS™ first and the other half completed the SITUS first. Data Analysis Since this study employed a survey research approach that systematically describes the facts and characteristics of a given population, descriptive statistics were used to address the research questions. These descriptive statistics will include frequency counts, percentages, and mean scores on selected variables that will establish the priority or importance of the various variables. ‘The research questions and how they were addressed statistically are described in this section:45 1. How much time do community college students spend online, excluding time spent with e-mail, and are there correlations between time spent online, El overall, age group, and Holland’s academic groups? To answer this question data was collected on students’ responses to Item 15, on the SHUS. Time spent online was examined according to community college students as a whole, as well as according to El level, age group, gender, ethnic group, academic major, marital status, number of dependents, part-time or full-time student, those wearing eyeglasses or corrective lenses and employment status. Since the variables were of ordinal strength, a Spearman’s tho statistic was used to examine the data. 2. How much time do community college students spend on e-mail and is there a correlation between time spent on e-mail and EI overall, age group, and Holland’s academic groups? To answer this question data was collected on students’ responses to Item 16 on the SITUS. Time spent on e-mail was examined for community college students as a whole, as well as according to El level age group, gender, ethnic group, academic ‘major, marital status, number of dependents, part-time or full-time student, those wearing eyeglasses or corrective lenses and employment status. A Spearman’s rho statistic was used to reveal correlations. 3. What percentage of community college students had Internet connectivity at home?46 Data was collected on students’ responses to Item 10 on the SHUS. The percentage of students having home Intemet connectivity for community college students as a whole was computed as well as the percentage of students having Internet connectivity according to El level, age group (Item 4), gender (Item 1), ethnicity (Item 2), college environment (majors were grouped into Holland’s six academic environments), marital status (Item 3), number of dependents (Item 7), part-time or full-time student (Item 5), those wearing corrective lenses (Item 8), and ‘employment status (Item 6). 4. At what level of proficiency do community college students perceive their Internet skills to be, and is there a correlation between Internet skills categories and El overall, age group, and Holland’s academic groups? The Item 12 on the SHUS provided an answer to this question. Internet skill levels was computed according to EI levels, age group, gender, ethnic group, academic major, marital status, number of dependents, part-time or full-time student, those wearing corrective lenses and employment status. A Spearman's rho was used to determine if correlations exists. 5. What is the extent of community college students’ Internet usage? ‘To answer this question, responses to Items 11, 12, 13, and 14 were examined. ‘These items pertain to where community college students spend most of their online time, how they rate their Internet skills, how long they have been using the Intemet, and how often they access the Internet. 6. Among Holland’s academic groups, are there differences in EI levels?47 Participants’ MEIS scores, including the four branches of (a) identifying emotions, (b) understanding emotions, (c) using emotions, and (4) managing emotions were examined according to Holland's academic environments. Students completed the MEIS™ and were given a total of five scores, which include an overall score and one score on each of the four branches of EI. The four branches are (a) identifying emotions, (b) understanding emotions, (c) using emotions, and (d) managing emotions. 7. What are community college students’ most often used Internet categories? To answer this question the researcher counted the checks by Often and Always for each Internet category for Items 17 through 33 and computed a percentage for each category. To further answer this research question, the researcher asked students to answer Items 34 and 35. These data provided qualitative information on participants’ favorite and second favorite things to do on the Internet. 8. Are there differences in EI scores among persons’ favorite things to do on the Internet? Responses to Items 17 through 33 provided data on most often used Internet categories. Items 34 and 35 provided qualitative data of participants’ favorite and second favorite things to do on the Internet. Subjects’ scores on the MEIS™ determined El levels. Multivariate analysis was used to analyze the data. 9. What are community college students’ attitudes regarding the Intemet and are there correlations among attitudes regarding the Intemet and El and time spent online?48 Each response of strongly disagree, disagree, neutral, agree and strongly disagree was counted. Strongly agree and agree responses were combined to provide the frequency of those who agreed. In the same manner strongly disagree and disagree ‘were combined to provide the frequency of those who disagreed. Percentages were then given as to the number of participants who agreed, were neutral, or disagreed with the given statements. 10. What is the extent of the relationships among the variables of El levels, Internet use, Holland’s Academic Environments, and demographic data? Because most of the demographic data, as well as the academic environment data represented by Holland’s academic groups, were nominal level data, their relationships were examined using Chi-square tests, These variables included gender, ethnicity, age groups, marital status, student status, employment status, number of dependents, use of eyeglasses or corrective lenses, and major as represented by Holland’s academic groups of artistic, conventional, enterprising, investigative, tealistic, and social as well as an extra category for undecided. 11. What are the characteristics of community college students who use the Internet for learning purposes (¢.g., reference, instructional, educational)? Descriptive statistics revealed characteristics of community college students who utilized the Intemet for scholastic endeavors. A one-way MANOVA was used to determine the relationships between time online and learning purpose score.49 Assumptions For the MANOVA, assumptions of univariate normality were checked using the Kolmogorov-Smimov test and by examination of normal probability plots. Homogeneity of variance was checked using Levene’s test.CHAPTER IV DATA ANALYSIS This chapter contains a detailed explanation and analysis of the data collected in this study. These data were tabulated with SPSS-PC. The analysis of data is presented in two sections: (a) description of the participants and (b) results of the data analysis related to the research questions. Description of the Research Participants There were 226 research participants in the study. About 43% (n=98) were 20-25 years old; 22% (n=49) of the participants were under 20 years of age; 15% (a=33) were 31-40; 12% (n=27) were 26-30; 6% (n=13) were 41-50; and 3% (n=6) were 51 years or older. Figure 4.1 depicts the age distribution of the participants. Gender is evenly distributed in the research population as a whole and within each of the age groups. Table 4.1 lists the distribution of age groups according to gender. ts ‘Number of Participant Under20 20-25 © 26-30 31404180 St. and fo . over Figure 4.1 Ages of Research Participants 5051 Table 4.1 Distribution of Age Groups According to Gender ————<$<$ $$$ $ eens Males___|__Females Tosa Popuaton | % 2 % Under20 | 24 | 214 25_| 219 | 49 217 20-25 | 52 | 464 4_| 404 | 98 43.4 26-30 | 14 | 125 3 | ua [7 119 3140__| 16 _| 143 7 | 149 | 33 146 41-50 3_| 27 10 88 | 13 51. Standover| 3 | 2.7 3 26 | 6 27 Total | 112_|100.0 114_| 100.0_|226 | 100.0 The percentages of males and females self-reporting as African American/Black were almost equal (9%, n=21 and 11%, n=24 respectively). Similarly, the percentages of male and female Caucasian/ White were also almost equal (40%, n=90 and 39%, n=89). One male self-reported as Hispanic and one female was an Asian/Pacific Islander. Table 4.2 displays the ethnicity distribution according to gender. Furthermore, data from the surveys revealed the total count and percentages of respondents’ ethnicity to be as follows: Caucasian/ White, 79% (=179), African American/Black, 20% (n=45); Hispanic, 4% (n=1); Indian/Pacific Islander, .4% (n=1), and no American Indian/Alaskan native.52 To further describe of the population sample, it should be noted that 54% (07123) of the participants reported wearing eyeglasses or corrective lenses. Of the 123 participants who wore eyeglasses or corrective lenses, 60.9% (n=75) were female. Table 4.2 Gender According to Ethnicity Frequency | _% | Frequency] _% Total Ethnicity of of Total of of Total | Number Males _| Population |_Females_| Population | Participants African American/Black 21 9.0 24 110 45 Caucasian/White 90 40.0 89 39.0 179 Asian/Pacific Islander 0 0.0 1 04 1 Hispanic 1 04 0 0 1 Approximately 95% of the participants reported their Internet skills to be either average (n=125), above average (n=57) or expert (n=11) in their Internet skills. However, 10.6% (n=24) reported to be a “newby” and 4.0% (n=9) selected the “'m totally lost” category when describing their Intemet skills. Examination of participants’ reported student status (full-time or part-time students) revealed that 68% (n=153) were full-time students and 32% (n=73) were enrolled as part-time students. About 43% (n=97) were employed full time; 30% (1=68) were employed part time; and 27% (n~61) were not employed. Table 4.3 lists frequency of participants according to student status (full-time or part-time) and employment (not employed or employed).53 With regard to number of dependents, 60% (n=135) of the participants had no dependents; 15% (n=34) had one dependent; 19% (n=42) had two dependents; and 7% (n=15) had three or more dependents. Table 4.3 Frequency Distribution According to Student Status and Employment Employment As illustrated in Figure 4.2, data regarding marital status revealed that 58% (0-131) of participants were single; 30% (n =67) were married; 6% (n =13) divorced; 5% (n =12) were partnered but unmarried; 1% (n =3) were separated. No participants were widowed. As listed in Table 4.4, participants were enrolled in 47 different programs of study, including Undecided, and ranging ‘rom Accounting to Tool and Die Technology. Programs of study with the highest number of participants in this research were business, computer-related fields, nursing and education.54 i Divorced A 6% separated ©” Widowed Partnered, but 1% 0% unmarried 5% Married| Single 30% 30% Figure 4.2 Marital Status of Research SubjectsTable 4.4 Frequency of Students According to Majors and Programs of Study Major or Pr of Study Program of Stud) JAccounting 6 = [Liberal Arts 3 [Agriculture Agribusiness 3 Marketing T lar 2 Music 6 [Automotive 1 Narsing 2 [Aviation 1 (Office Admiaistatiod 2 [Biology | Pharmacy 2 Business “30 Physical Therapy 3 [Child Development 2 Physics T (Computer InfoSystems 6 Political Science T (Comp Networking 20° PreLaw 3 |Comp Programming 26 [Psychology 3 romp Science 3 Public Relations 7 {Comp Servicing 8 (Radioand TV 1 Education 2 [Radiology Tech tT [Electronic Technology 14 [Respiratory Tech T Emergency Technology 2 Bocial Science T Engineer T ology T English 3 Bpeech T Environment Management 1 Surgical Technology 4 [Forestry 1 [fechnology 156 Results of Data Analysis Pertaining to Research Questions This section presents the results of the data analysis and provides findings related to each research question. There were 11 research questions. Research Question One ‘The first research question was as follows: How much time do community college students spend online, excluding time spent with e-mail, and is there a correlation between time spent online, El overall, age group, and Holland's academic groups? To answer this question, time spent online is discussed according to El level, age, gender, ethnicity, Holland’s academic group, marital status, number of dependents, student status (full-time or part time student), eyeglasses or corrective lenses, and employment status. Time online was reported as one of eight categories: (a) less than 1 hour; (b) 2-5 hours; (c) 6-10 hours; (d) 11-15 hours; (e) 16-20 hours; (8) 21-30 hours; (g) 31-40 hours; and (h) 41 or more hours per week The correlations of time online categories and El overall, age group, and Holland’s academic groups were examined using Spearman's rho statistic, since the variables were of ordinal strength. The resulting correlations were small and not statistically significant (EI rho =.129, p=.052; age groups (rho =.002, p=.981 Holland’s academic groups (rho = -.029, p=.663). Data collected from participants’ answers to SITUS Item 15, “Not including e-mail, how many hours per week do you spend on the Internet?” revealed that 31% (a=70) of the participants spent less than 1 hour per week online. Forty percent37 (0-92) spent 2-5 hours per/week; and 15.9% (n=36) spent 6-10 hours per week. In other words, approximately 75% of the students spent under five hours per week on the Internet and almost 90% spent under 10 hours per week. The remaining percentages include 3.5% (n=8) who spent 16-20 hours/week; 3.1% (n=7) spent 11+ 15 hours per/week; 2.7% (n=6) spent 21-30 hours per week; 1.8% (n=4) spent 31-40 hours per week; and 1.3% (n=3) students spent 41+ hours per week. These data are depicted in Figure 4.3 Z 00 3 20 Loo S40 B20 go i Zz ‘ 3.4 29 o9 |2/ 17 | 09 Total | 29 | 100 | 128 | 69 | 100 Laos lius| 100 | 30.9 There were 29.6% (n=67) of the participants who scored above average on the EI Identifying subtest. In this group, 62.7% (n=42) spent less than | hour per week on e-mail; 31.3% (n=21) spent up to 5 hours; 4.5% (n=3) spent 5-10 hours; and 1.5% (n=3) spent 10 or more hours per week on e-mail. ‘There were 34.5% (n=78) of the participants whose scores fell within the average range for the El Identifying subtest. In this group, 60.3% (n=47) spent less than | hour per week on e-mail; 33.3% (n=26) spent up to 5 hours; 5.1% (n=4) spent 5-10 hours; and 1.3% (n=1) spent 10 or more hours per week on e-mail. There were 69.8% (n=81) of the participants who scored below average on the El Identifying subtest. Of this group 65.4% (n=53) spent less than | hour per week on e-mail; 25.9% (n=21) spent up to 5 hours; 4.9% (n=4) spent 5-10 hours; and1 3.7% (13) spent 10 or more hours per week on e-mail. Table 4.9 displays these data. Table 4.8 Time on E-mail According to El Identifying Scores Below Average % of Population Upto 5 }21 313 93 126 #3 | US [21 25.9 93 There were 34.5% (n=78) of the participants whose scores were above average in El Using. In this group, 59.6% (n=46) spent less than 1 hour per week on e-mail; 29.5% (n=23) who spent up to 5 hours; 7.7% (n=6) who spent 5-10 hours; and 3.8% (n=3) who spent 10 or more hours per week on e-mail. There were 24.8% (n=56) scores classified as average in the EI Using subtest. In this group, 58.9% (n=33) spent less than 1 hour per week on e-mail; 32.1% (n=18) spent up to 5 hours per week; 5.4% (n=3) spent 5-10 hours; and 3.6% (n=2) who spent 10 or more hours per week on e-mail. There were 40.2% (n=91) scores classified as below average on the EI Using subtest. In this group, 69.2% (n=63) spent less than 1 hour per week on e-mail;B 28.6% (n=26) spent up to 5 hours; and 2.2% (n=2) spent 5-10 hours. No participants in this group spent more than 10 hours per week on e-mail. Table 4.10 depicts these data, Table 49 Time on E-mail According to El Understanding Scores El Understanding ‘Averag Below Average Hows | N | % ae |) 2 Poretaton| ™ a Peace i wl 390; 30a | 33 | SEO | 146 [53] a] 235 a 80 [a] 259; 93 5-10 6] 7727 | 3 | SA 3/4] 49] 18 o> >] 38) a3 | 2 | 367 05 ]3] 37] 13 fToral | 78 345 | 56 | 1000] 248 [81}1000] 358 ‘There were 15.5% (n=35) of the scores classified as above average on the EI Understanding subtest. Of this group, 57.1% spent less than | hour per week on e- mail; 28.6% (g=10) spent up to 5 hours; 11.4% (n=4) spent 5-10 hours; and 2.9% (a=1) spent 10 or more hours per week on e-mail. There were 35.0% (n=79) of the scores classified as average on the EI Understanding subtest. Of this group, 60.8% (n=48) spent less than | hour per week on e-mail; 32.9% (n=26) spent up to 5 hours; 3.8% (n=3) spent 5-10 hours; 2.5% (a=2) spent 10 or more hours per week on e-mail.79 There were 49.6% (n=112) of the scores classified as below average on the EI Understanding subtest. Of this group, 66.1% (n=74) spent less than 1 hour per week on e-mail; 28.5% (n=32) who spent up to 5 hours; 3.6% (n=4) who spent 5-10 hours; and 1.8% (n=2) who spent 10 or more hours per week on e-mail. These data are shown in Table 4.11. Table 4.10 Time on E-mail According to El Using Scores El Usin Above Average Avet Below Average % of % of % of Hours} 2 | % |popuation| © | % |poputation| ® % | Population | 1 29 04 2 25 09 2 18 09 Total | 35 100.4 15.5 79 100) 35.0 | 112 100.0 49.6 ‘There were 46.0% (n=104) of the participants who scored above average on the EI Managing subtest. Of this group, 57.7% (n=60) spent less than | hour per week on e-mail; 33.7% (n=35) spent up to 5 hours; 5.8% (n=6) spent 5-10 hours; and 2.9% (n=3) spent 10 or more hours per week on e-mail. There were 27.9% (n=63) of the scores classified as average for the El Managing subtest. Of this group 57.1% (n=36) spent less than I hour per week on e-80 mail; 36.5% (n=23) spent up to 5 hours; 3.2% (n=2) spent 5-10 hours; and 3.2% (2=2) spent 10 or more hours per week on e-mail. There were 26.1% (n=59) of the scores classified as below average on the EI Managing subtest. Of this group, 78.0% (n=46) spent less than I hour per week on e-mail; 16.9% (n=10) spent up to 5 hours; 5.1% (n=3) spent 5-10 hours: and no students spent 10 or more hours per week on e-mail. These data are shown in Table 4.12. Table 4.11 Time on E-mail According to El Managing Scores - Below Averag Hours) 1) % Popuition a) % Population a| % popustion | 3 2 3/2] 32] 09 |0| 00) 00 Total [104] 100.0 46.0 | 63 | 1000 | 27.9 | 59] 1000} 261 Ee eee ‘Age Groups. As previously mentioned, the data revealed 62.8% (n=142) of the participants spent less than 1 hour per week on e-mail; 30.1% (1-68) spent up to 5 hours; and 4.9% (n=11) spent 5-10 hours. Approximately 2% (n=5) spent 10 or more hours per week on e-mail. Examining time spent on e-mail according to age81 groups, 100% hundred percent of the 26-30, 41-50, and 50 and older age groups spent under 5 hours per week on e-mail. In the under 20 years age group, 94% (n=46) spent under 5 hours per week. Eighty-nine percent (n=87) of the 20-25 years age group spent under 5 hours per week. These data are depicted in Table 4.13. Table 4.12 ‘Time Spent Per Week on E-mail According to Age Group ar Age Age Age Age Age Age Hours) 29 | % |20-25| % | 26-30| % |31-40| % |41-50| % |50+| % Totall <1 | 28 [57.1] 69 [704] 16 [593] 19 ]57.6] 4 | 308] 6 | 100] 142 Upto| 18 | 36.7] 18 [184] 11 [40.7] 12 [364] 9 | 69.2] 0 | 0.0| 68 3 x10} 3 | 61[ 7 [71] 0 [ool 1 [30] 0 0.0 0.0) 11 0 1+ | 0 | 00] 4 [41f-0 [ool 1 [30] 0 00] 0 [00,5 Total 100.0] 98 a i 33 floo. 13 [100.0] 6 [100.0 226 Gender. With regard to gender and time spent per week on e-mail, the research data revealed that 62.8% (n=142) spent under | hour per week on e-mail; 30.1% (n=68) spent up to 5 hours; 4.9% (n =11) spent 5-10 hours; 2.2% (n =5) spent 10 or more hours per week on e-mail. Approximately 93% of both genders spent up to 5 hours per week on email. Approximately 5% of both genders spent 5-10 hours. Both males and females had approximately 5% who spent 10 or more hours per week on email. These data are depicted in Table 4.14.82 Table 4.13 Time Spent Per Week on E-mail According to Gender [Hours | Male | % [Female] % | Total <1 70 62.5 2 63.2 | 142 | 62.8 UptoS| 34 | 304 34 | 298 | 68] 301 5-10 5 45 6 | 53 nl 49 Hours | Male | % | Female | % | Total| % Ethnicity. Regarding ethnicity and time spent on e-mail, 71.1% (n=32) of African American/Black participants spent under | hour per week on e-mail: 26.7% (q=12) spent up to 5 hours; 2.2% (n=1) spent 10 or more hours per week. No African American/Black spent 10 or more hours per week. As to Caucasians, 60.9% spent less than 1 hour per week; 30.7% (n=55) spent up to 5 hours; 5.6% (n =11) spent 5-10 hours; 2.8% (n =5) spent 10 or more hours per week on e-mail, as depicted in Table 4.15. Table 4.14 Time Per Week Spent on E-mail According to Ethnicity African American Black| pers 12 26.7 1 50.0 55 30.7 | 68 30.1][Hispanic &] . . | Asian (Caucasian 4 Hours African American Black % | prow | % [atIN 9% | Total) % Holland's Academic Environments. Table 4.16 depicts data regarding time spent per week on e-mail according to Holland’s Academic Environments. Data revealed that 66.7% (n=8) of the artistic group; 50% (n=5) of the conventional group; 55% (n=20) of the enterprising group; 64.2% (n=45) of the investigative group; 46.4% (n=13) of the realistic group; 75.0% (n=48) of the realistic group; and $0.0% (n=3) of the undecided group spent less than 1 hour per week on e-mail. Table 4.15 Time Spent on E-mail According to Holland's Groups Holland's Hours Per Week Percent of Population 8 3 1 0 12 5.3 {Conventional “5 5 oOo] 0 10 44 Enterprising | 20 | 11 3) 2 36 15.9 Investigative| 45 19 4/2 70 31.0 Realistic 13 12 2) 1 28 12.4 Social 4] 15 T/T 0 64 28.384 Indecided 3] 3 oy; 0 *] 27 (Total 142 Percent of Population | 62.8| 30.1 100. Marital Status. In regard to marital status and time spent on e-mail, 68.7% (n =90) of the single participants spent less than | hour per week on e-mail; 56.7% (a =38) spent less than 1 hour; 58.3% (n=7) of the partnered but unmarried spent less than 1 hour; and 33.3% (n=1) spent less than | hour per week on e-mail. These data are listed in Table 4.17. Table 4.16 Time Per Week Spent on E-Mail According to Marital Status Divoreed| 6] 462] 7 | 338) 0 | 00 | 0 | 00 [13 38 Number of Dependents. As previously stated, the data revealed that 62.8% (a=142) of the participants spent less than | hour per week on e-mail. Of that group, 58.5% (n=83) had no dependents; 17.6% (n =25) had one dependent; 16.9% (n =24) had two dependents; and 7.0% (n =10) had three or more dependents. For those85 spending up to $ hours per week on e-mail, 57.4% (n=39) had no dependents; 11.8% (a=8) had one dependent; 23.5% (n=16) had two dependents; and 7.4% (n=5) had 3 cor more dependents. In the 5-10 hours category, 81.8% (n=9) had no dependents; 9.1% (n=1) had one dependent; 9.1% (n=1) had 2 dependents; and no participants having 3 or more dependents spent 5-10 hours per week on e-mail. For those spending 10 or more hours per week, 80.0% (n=4) had no dependents. No participants having 1 dependent spent 10 or more hours; 20.0% (n=1) spent 10 or more; and no participants having 3 or more dependents spent 10 or more hours per week on e-mail. These data are shown in Table 4.18. Table 4.17 Hours Per Week on E-mail According to Number of Dependents lOne Dependent |Hours Per} Week |N| % |n| % Jol % % |Toral| % <1_[83} 585 Jas) 176 [24 169 [lol 7.0 | 142] 628 Uptos [39,5748] 118 {16 235 [S| 74 [ 68 | 307 310 [9 sia ft or fT o1 fol oof n{ 49 ior [4] 800 ]0 00 7 200 fol oo] S| 22 Total [135] 100.0 [34] 100.0 [42] 100.0 is] 100.0 | 226| 100.086 Examination of the data regarding time spent on e-mail according to part- time or full-time student status revealed that of the group that spent less than | hour per week on e-mail, 66.9% (n=95) were full-time. Of those who spent up to 5 hours per week, 67.6% (n=46) were full-time. Of those spending 5-10 hours, 81.8% (n=9) were full-time and of those spending 10 or more hours, 60.0% (n=3) were full-time students. These data are depicted in Table 4.19. Table 4.18 Time Spent on E-mail According to Student Status (Full-time and Part-time) Student Status Total 153.0 | 67.7 73.0 | 32.3 226 100 Eyeglasses or Corrective Lenses, With regard to time spent on e-mail according to those who wore eyeglasses or corrective lenses, the data revealed that 53.5% (n=76) of those who spent less than 1 hour per week on e-mail wore eyeglasses or corrective lenses. Of those who spent up to 5 hours per week, 55.9% (938) wore eyeglasses or lenses. Of those who spent 5-10 hours per week, 45.587 (Q=11) wore eyeglasses or lenses, and of those who spent 10 or more hours per week, 80% (n=4) wore eyeglasses or lenses. These data are depicted in Table 4.20. Table 4.19 Time Spent on E-mail According to Participants’ Usage of Eyeglasses or Corrective Lenses ‘No Eyeglasses | Yes Eyeglasses or or Corrective Lenses| Corrective Lenses [Hours Per ; Tor Week | © * ie “6 | Tot population

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