Predicting the academic achievement of first-year, pre-service teachers: the role of engagement, motivation, ATAR, and emotional intelligence

2014 ◽  
Vol 43 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Gerald Wurf ◽  
Lindy Croft-Piggin
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
First Year

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

scholarly journals Peranan Humor terhadap Stres pada Remaja, dengan Kecerdasan Emosi sebagai Mediator

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Erik Wijaya
Keyword(s):  
Emotional Intelligence ◽  
Graduate Student ◽  
Peer Group ◽  
First Year ◽  
Developmental Tasks ◽  
Middle Adulthood ◽  
The Subject ◽  
Mediator Variable

This study wanted to test the role of humor towards stress, with emotional intelligence as a mediator variable in adolescent. Research on humor in Indonesia has been done by involving the subject of a student who is writing a thesis, a student in the first year, a graduate student, as well as in middle adulthood. Based on this, researchers want to do further research to emphasize the role of humor with emotional intelligence as a mediator in adolescent. Research is done early in adolescent because the stressful sources of school and the peer group as part of the developmental tasks. Based on the results of this study found emotional intelligence has a role as a variable mediator of superiority humor and cognitive humor to stress. Keywords: Humor, emotional intelligence, stress, adolescent.

Mediating Role of Emotional Intelligence in Academic Achievement of the Graduate Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Gyanesh Kumar Tiwari
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Graduate Students ◽  
Policy Makers ◽  
Mediating Role ◽  
And Gender ◽  
Emotional Intelligence Inventory ◽  
The Impact ◽  
Number Of Males

The present research endeavored to explicate the impact of emotional intelligence on the academic achievement of the graduate students. The graduate students age ranging from 18 to 25 years with equal number of males (M = 20.12, SD = 1.92) and females (M = 20.38, SD = 1.34) served as the participants in the study whose emotional intelligence was assessed with the help of Mangal Emotional Intelligence Inventory (Mangal & Mangal, 2006). The scores of the annual examination were taken as the indicator of their academic achievement. The results of the study demonstrated that the academic achievement of the participants was shaped by their levels of emotional intelligence and gender. The results of the study have discussed in the light of current theories of emotional intelligence and academic achievement. The results of the study have implications for policy makers, educationalists, educational planners, administrators, researchers and parents.

scholarly journals PERAN KEMANDIRIAN DAN KECERDASAN EMOSIONAL TERHADAP PENYESUAIAN DIRI PADA SISWA ASRAMA TAHUN PERTAMA SMK KESEHATAN BALI MEDIKA DENPASAR

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Ni Kadek Wulandari ◽  
I Made Rustika
Keyword(s):  
Emotional Intelligence ◽  
Boarding School ◽  
First Year ◽  
Intelligence Scale ◽  
First Year Students ◽  
Personal Adjustment ◽  
Students First ◽  
Beta Coefficient ◽  
The Individual

Personal Adjustment is a process which includes all the individual behavior and mental response in harmonize needs and demands in which it is derived from the inside of individual as well as from the environment. The ability in personal adjustment is needed to help the individual in facing many changes and demands from the environment. Personal adjustment is needed for first-year students in facing the school’s transition, especially for the students who proceed their education in a boarding school. Personal adjustment is affected by the ability in managing the emotion and mental readiness to solve a problem without a help from others. This research is aimed to explore the role of autonomy and emotional intelligence to the personal adjustment in the first-year boarding students. The subjects were 125 boarding students in grade X of SMK Kesehatan Bali Medika Denpasar. The instrument in the research were personal adjustment scale, autonomy scale and emotional intelligence scale. The results of multiple regression analysis showed the value of R=0,783 (p<0,05) and R2=0,613, which concluded that the personal adjustment and emotional intelligence conjunctly contributes as much as 61,3% to the personal adjustment in th first-year boarding students. Standardized beta coefficient of autonomy showed the value of 0,296 (p<0,05), which concluded that the autonomy contribute to the personal adjustment. Standardized beta coefficient of emotional intelligence showed the value of 0,541 (p<0,05), which concluded that the emotional intelligence contribute to the personal adjustment.Keywords: autonomy, emotional intelligence, personal adjustment, boarding students, first-year

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