Background: A healthy classroom climate has been related to the socioemotional development of learners. This, in turn, has been associated with an increase in academic success, intrapersonal skills and the quality of interpersonal relationships.Aim: This study aimed to investigate the impact of classroom climate on the emotional intelligence (EI) levels of South African primary school learners. The aim was also to determine which classroom factors promote, and which inhibit the development of EI.Setting: A purposive sample of 119 primary school learners from six classes in two government schools in Durban, Kwazulu-Natal was drawn. Ethical clearance and permission for the study were obtained from the relevant stake holders. Informed consent was obtained from the parents or guardians as well as the participants.Methods: The My Class Inventory (short form) (MCI-SF) and the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF) were administered. The former is a measure of classroom climate. Relations between classroom climate factors and EI were explored by means of Pearson’s correlations and stepwise multiple regression analysis. ANOVA and Kruskal-Wallis tests were used to compare the performance of the learners in the different classes in terms of these variables.Results: Results indicated a strong relation between classroom climate and EI; satisfaction and cohesiveness correlated positively with EI levels, whilst friction, competitiveness and difficulty correlated negatively with EI levels.Conclusion: The results contribute to the understanding of the development of a positive classroom climate. Intervention at classroom level might be a more viable option in resource-strapped contexts.
The neurotoxic effect of acute doses of carbamazepine controlled-release (CBZ-CR) divitabs (800, 1,200, and 1,600 mg) was assessed on clinical, psychomotor, electrophysiological, and cognitive parameters of brain function in 10 healthy volunteers in a double-blind, randomised, placebo-controlled, phase I study. Significant changes compared to placebo were demonstrated for the clinical scales, ataxia (AT), convergence of the near-point (CNP), peak saccadic velocity (PSV), critical flicker fusion (CFF), spectral analysis of the EEG, and brainstem auditory evoked potential (BAEP) tests. Digit repetition, digit symbol substitution, Sternberg memory scanning time, Sternberg choice reaction time, saccadic latency, and saccadic accuracy showed important negative findings. Significant clinical tolerance to side effects developed within 20 to 33 h after CBZ-CR dosage during a period in which the mean CBZ blood levels remained virtually unchanged. CBZ-CR, 800, 1,200, and 1,600 mg yielded low, medium, and high therapeutic blood levels, respectively, for +10 to +33 h after dosage without the development of severe clinical side effects.
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