Date of Submission

2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski Ph.D., NCSP, BCBA-D

First Advisor

Virginia Salzer, Ph.D.

Second Advisor

Jessica Kendorski, Ph.D.

Third Advisor

Richard Allen, Ph.D.

Abstract

The rise of online resources has produced a shift in how parents seek guidance in fostering their child’s emotional intelligence (EI). Yet, the quality and accessibility of these resources remain largely unexamined. This study evaluates the top Google search results generated from six prompts designed to reflect the information-seeking behavior of parents looking to develop their child’s EI. Using an incognito browser, the first 20 links for each prompt were recorded, with Google Gemini AI-generated responses specifically marked. The researcher vetted the recorded links by utilizing a comprehensive checklist assessing professional credibility, communication and engagement features, and pricing. The Findings demonstrate that while the Gemini results were more often written or reviewed by professionals and contained more thorough information, they did not discuss theory or include citations. Conversely, traditional Google results were more likely to include theory but more often provided links to platforms for selling services, therapies, or products, and advice was delivered as more of a tip sheet than in-depth. The prompts also failed to generate links that included opportunities for reciprocal engagement or research-backed parenting courses. The findings provide insights into parents' struggles in searching for high-quality online resources to aid their families. The study underscores the need for improving the accessibility of high-quality information for families seeking to enhance their children’s emotional intelligence through online programming.

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