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This study provides information for those individuals responsible for guiding midshipmen's choice of naval service community. This research focused on individuals who received their first community choice. The analysis demonstrates that choice of academic major frequently affects the likelihood that an individual will select a particular community. For example, a shift from a group one major to a group two major significantly decreases the likelihood of selecting Marine Corps. Another finding is that a shift from group one major to either group two or group three majors decreases the likelihood of selecting submarines. The fact that it is possible to predict community choice from academic major may not be obvious to midshipmen when they choose their major during the second semester of their plebe year. This project was designed to provide company officers with the information needed to counsel midshipmen about the service community available following graduation from the Naval Academy. The choice of career field is the culmination of four years of hard work by midshipmen, and this decision can affect their naval service career for many years. This information needs to be provided to the people involved in the major and community selection process. This should be done prior to the midshipmen choosing their academic major, http://www.archive.org/details/relationshipbetw00arce, Lieutenant, United States Navy, Approved for public release; distribution is unlimited.

This study uses the results from the BarOn Emotional Quotient (BQ) inventory by a freshman class upon entry to the United States Naval Academy. The data reflects the response of 1,040 students between the ages of 17 and 22. Using BarOn's model, this study focuses on the relationship of EQ to Naval Academy performance measurements such as academics, general performance, and conduct. Attrition and gender relationships to EQ are also analyzed. Few studies have specifically addressed the EQ attributes found in young Naval leaders. In fact, most studies reviewed centered on EQ's influence on children or corporations. Potential Academy areas of interest such as academics, performance, conduct, attrition, and gender were exarnined in light of BarOn's five basic EQ components of Interpersonal, Intrapersonal, Adaptability, Stress Management, and General Mood and their relative subscales. Overall, BarOn's EQ components were able to show significant relationships of EQ to performance, conduct, attrition, and gender. It is recommended that the Naval Academy include the EQ construct in one of its standard leadership classes; and that the freshman class who took the test be allowed to retake the test during their senior year to provide longitudinal research.

This study provides information for those individuals responsible for guiding midshipmen's choice of naval service community. This research focused on individuals who received their first community choice. The analysis demonstrates that choice of academic major frequently affects the likelihood that an individual will select a particular community. For example, a shift from a group one major to a group two major significantly decreases the likelihood of selecting Marine Corps. Another finding is that a shift from group one major to either group two or group three majors decreases the likelihood of selecting submarines. The fact that it is possible to predict community choice from academic major may not be obvious to midshipmen when they choose their major during the second semester of their plebe year. This project was designed to provide company officers with the information needed to counsel midshipmen about the service community available following graduation from the Naval Academy. The choice of career field is the culmination of four years of hard work by midshipmen, and this decision can affect their naval service career for many years. This information needs to be provided to the people involved in the major and community selection process. This should be done prior to the midshipmen choosing their academic major

This study uses the results from the BarOn Emotional Quotient (BQ) inventory by a freshman class upon entry to the United States Naval Academy. The data reflects the response of 1,040 students between the ages of 17 and 22. Using BarOn's model, this study focuses on the relationship of EQ to Naval Academy performance measurements such as academics, general performance, and conduct. Attrition and gender relationships to EQ are also analyzed. Few studies have specifically addressed the EQ attributes found in young Naval leaders. In fact, most studies reviewed centered on EQ's influence on children or corporations. Potential Academy areas of interest such as academics, performance, conduct, attrition, and gender were exarnined in light of BarOn's five basic EQ components of Interpersonal, Intrapersonal, Adaptability, Stress Management, and General Mood and their relative subscales. Overall, BarOn's EQ components were able to show significant relationships of EQ to performance, conduct, attrition, and gender. It is recommended that the Naval Academy include the EQ construct in one of its standard leadership classes; and that the freshman class who took the test be allowed to retake the test during their senior year to provide longitudinal research., http://archive.org/details/emotionalintelli1094513654, U.S. Navy (U.S.N.) author., Approved for public release; distribution is unlimited.