EMOTIONAL INTELLIGENCE, CAUSAL REASONING, AND THE SELF‐EFFICACY DEVELOPMENT PROCESS

2003 ◽  
Vol 11 (3) ◽  
pp. 229-246 ◽  
Author(s):  
Michael J. Gundlach ◽  
Mark J. Martinko ◽  
Scott C. Douglas
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Causal Reasoning ◽  
Development Process ◽  
The Self ◽  
Efficacy Development

Understanding Sources of Self-Efficacy of Chinese Students Learning English in an American Institution

2016 ◽  
Vol 11 (1) ◽  
pp. 83-112 ◽  
Author(s):  
Huifang Zuo ◽  
Chuang Wang
Keyword(s):  
Doctoral Students ◽  
Self Efficacy ◽  
Chinese Students ◽  
Efficacy Beliefs ◽  
The Self ◽  
Difficulty Level ◽  
Past Performance ◽  
American Institution ◽  
Efficacy Development ◽  
Learning English

AbstractThis qualitative study explores the sources of the self-efficacy development of five Chinese doctoral students’ use of English as a second language in a southeastern university in the United Sates. Although individual differences were reported, common themes were also recognized. Consistent with the self-efficacy theory and previous studies in this field, the major factors that influenced the participants’ self-efficacy beliefs to use English are (1) past performance, (2) peers’ and advisors’ influence, (3) social persuasions, (4) emotional and physiological states, (5) self-awareness of English proficiency, (6) familiarity with and the difficulty level of the tasks, and (7) interest. The uniqueness of this study is that western individualism and Chinese collectivism were considered in the discussion of self-efficacy development. In order to improve Chinese students’ self-efficacy beliefs in learning English as well as to enhance their academic attainments and professional performance, it is necessary to explicitly understand which factors and components play significant roles in the development of their self-efficacy beliefs.

scholarly journals TĖVŲ AUKLĖJIMO STILIAUS IR EMOCINIO INTELEKTO SĄSAJOS SU VYRESNIŲJŲ PAAUGLIŲ SAVIVEIKSMINGUMU BEI SAVIVERTE PAGAL LYTĮ

Psichologija ◽  
2011 ◽  
Vol 44 ◽  
pp. 22-41
Author(s):  
R. Žukauskienė ◽  
O. Malinauskienė ◽  
R. Erentaitė
Keyword(s):  
Emotional Intelligence ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Self Esteem ◽  
Gender Effects ◽  
The Self ◽  
Adolescent Boys ◽  
Emotional Skills ◽  
Intelligence Score ◽  
Intelligence Scores

Šiame straipsnyje analizuojamos prognostinės tėvų auklėjimo stiliaus ir paauglių emocinio intelekto galimybės numatyti savivertę ir saviveiksmingumą paauglystėje atskirai vaikinams ir merginoms. Analizei naudoti duomenys iš tęstinio Klaipėdos apskrities mokyklose atliekamo vyresniųjų klasių mokinių tyrimo. Tiriamųjų imtį sudarė 1028 mokiniai, kurių amžius 16–18 metų (M = 16,29; SD = 0,93), iš jų 624 merginos ir 404 vaikinai. Šiame straipsnyje naudojama 2008–2009 m. surinkta informacija apie paauglių savivertę (RSE: Rosenberg Self–Esteem scale, Rosenberg, 1965), tėvų auklėjimo stilių (EMBU: Egna Minnen Beträffande Uppfostran, Arrindell et al., 1994), paauglių emocinį intelektą (ESCQ-45: Emotional Skills and Competence Questionnaire, Takšić et al., 2009) ir saviveiksmingumą (GSE: Generalized Self-Efficacy Scale, Schwarzer and Jerusalem, 1995). Tyrimo rezultatai parodė, kad merginos turi aukštesnį bendrą emocinį intelektą (ir didesnius visus emocinio intelekto rodiklių įverčius) nei vaikinai; merginų ir vaikinų saviveiksmingumas nesiskiria, tačiau vaikinai pasižymi didesne saviverte nei merginos. Abu tėvai emocinę šilumą, kaip auklėjimo stilių, dažniau naudoja, kai šeimoje auga duktė, o tėvas (bet ne motina) dažniau naudoja atstūmimą, kai šeimoje auga sūnus. Labiausiai su emocinio intelekto rodikliais yra susijusi tėvų emocinė šiluma, tačiau svarbūs ir kiti tėvų auklėjimo stiliai, kurių sąsajos su paauglių emociniu intelektu priklauso ir nuo tėvų, ir nuo vaiko lyties. Apibendrinant galima teigti, kad vaikinų ir merginų saviveiksmingumą ir merginų savivertę numatyti leidžia tik emocinis intelektas, o vaikinų savivertę – dar ir tėvo emocinė šiluma.Pagrindiniai žodžiai: tėvų auklėjimo stilius, emocinis intelektas, savivertė, saviveiksmingumas, paauglystė.Effects of parenting styles and emotional intelligence on self-efficacy and self-esteem in late adolescence: gender differencesŽukauskienė R., Malinauskienė O., Erentaitė R. SummaryPrevious studies have found that parenting styles predict childrens’ emotional intelligence, i.e., their ability to perceive, express and manage their emotions. Parenting styles were also found to predict the self-efficacy and self-esteem of adolescents. Despite a high interest in the effects of parenting on the emotional charateristics and adjustment indicators of adolescents, researchers have rarely analysed the effects of gender on these links. Previous data suggest that adolescent boys have a higher self-esteem as compared with girls, while findings on gender differences in emotional intelligence are mixed. Moreover, some effects of the interaction between parents’ and adolescents’ gender have been found significant when predicting the adjustment of adolescents. The present study explores the way in which parenting styles and adolescents’ emotional intelligence (perception and understanding of emotions, expression and labeling of emotions, and managing and regulating emotions) predict the self-esteem and self-efficacy of adolescent boys and girls. Data for this analysis were taken from a longitudinal study in high schools of the Klaipėda region. The sample consisted of 1028 adolescents (624 girls and 404 boys) aged 16 to 18 (M = 16.29, SD = 0.93). The participants filled in the Rosenberg’s Self-Esteem Scale (RSE, Rosenberg, 1965), parenting styles questionnaire (EMBU: Egna Minnen Beträffande Uppfostran, Arrindell et al., 1994), the Emotional Skills and Competence Questionnaire (ESCQ-45, Takšić et al, 2009), and the Generalized Self-efficacy Scale (GSE, Schwarzer and Jerusalem, 1995). The results revealed significant gender effects: girls scored higher on all subscales of emotional intelligence (perception and understanding, expression and labeling, and managing and regulating emotions), including the total emotional intelligence score. In line with the previous studies, self-efficacy did not differ by gender, but boys had a higher self-esteem as compared with girls. Both parents showed more emotional warmth to their daughters, while fathers (but not mothers) showed more rejection towards their sons. Of all parenting styles, parental emotional warmth had the strongest links with the emotional intelligence of adolescent girls and boys. The other links between parenting styles and adolescents’ emotional intelligence were gender-dependent in both parents and adolescents. Self-esteem and self-efficacy in adolescents were strongly predicted by their emotional intelligence scores, whereas parenting styles (father’s emotional warmth) were only important in predicting boys’ self-esteem.Key words: parenting styles, emotional intelligence, self-esteem, self-efficacy, adolescence.

scholarly journals Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

2020 ◽  
Vol 15 (3) ◽  
pp. 492-501
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Chinyere G. Asomugha
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
The Self ◽  
Factors Affecting ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Impact

In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.     Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem; 

The Effect of Emotional Intelligence and Learning Environment on College Stress of Accounting Students with Self Efficacy as an Intervening Variable at Muhammadiyah University of Sidoarjo

Academia Open ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Eka Putri Sayekti ◽  
Sigit Hermawan
Keyword(s):  
Emotional Intelligence ◽  
Learning Environment ◽  
Self Efficacy ◽  
Partial Least Square ◽  
Least Square ◽  
The Self ◽  
Accounting Students ◽  
Primary Data ◽  
Validity And Reliability ◽  
College Stress

This study has a background problem of the number of students who are stressed from college to the point of committing suicide and failing to graduate from college. The purpose of this study was to determine the effect of emotional intelligence, and the learning environment on student lecture stress in accounting with self efficacy as an intervening variable at the University of Muhammadiyah Sidoarjo, either directly or indirectly. The sample used in this study were accounting students at the Muhammadiyah University of Sidoarjo. The analytical tool used is the Partial Least Square analysis with validity and reliability tests of both the outer model and the inner model using the Smart PLS program. Primary data is obtained from questionnaires whose measurements use a Likert scale. The results showed that emotional intelligence has an effect on the self-efficacy of accounting students at the Muhammadiyah University of Sidoarjo. The learning environment affects the self-efficacy of accounting students at the Muhammadiyah University Sidoarjo. Emotional intelligence affects college stress in accounting students at Muhammadiyah University Sidoarjo. The learning environment has an effect on college stress in accounting students at the Muhammadiyah University of Sidoarjo. Self-efficacy has an effect on college stress in accounting students at Muhammadiyah University Sidoarjo. Emotional intelligence affects college stress mediated by self-efficacy of accounting students at Muhammadiyah University Sidoarjo. Learning environment affects college stress mediated by self-efficacy of accounting students at Muhammadiyah University Sidoarjo

Does emotional intelligence determine the level of self-efficacy in athletes?

2020 ◽  
Vol 8 (4) ◽  
pp. 890-896
Author(s):  
Varol Tutal ◽  
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Personal Information ◽  
Pearson Correlation ◽  
The Self ◽  
Score Distribution ◽  
Significant Difference ◽  
Measurement Tools ◽  
Skills Use

The purpose of this study is to identify the determinant role of emotional intelligence sub-dimensions (evaluation of others' emotions, evaluation of one’s own emotions, regulation of emotions, social skills, use of emotions) in determining the self-efficacy levels of athletes. In addition, emotional intelligence, and self-efficacy levels of the athletes by gender variable were examined within the scope of this study and the results were reported. A total of 261 athletes from different sports (soccer, basketball, handball, volleyball, tennis, wrestling) volunteered to participate in the study with 163 males (57.8), (Xage = 22.36 ± 4.34) and 119 females (42.2), (Xage = 21.08 ± 3.61). Within the scope of the study, information on socio-demographic variables was collected using a personal information form created by the researchers. In the study, "Emotional Intelligence Sports Inventory" which was adapted into Turkish by Adiloğulları and Görgülü (2015), and the "Self-Efficacy Scale" which was adapted into Turkish by Öcel (2002) were used as measurement tools. The skewness and kurtosis values for the total score distribution of the surveys indicated that the distribution was normal. In line with this, descriptive statistics (frequency and percentage) were used, and Pearson correlation analyses were completed to determine the relationships between the variables. A stepwise regression analysis was completed to determine the power of independent variables in predicting the dependent variable. According to the findings obtained, it was determined that the emotional intelligence levels of the athletes are important determinants of their self-efficacy levels and the analysis completed in two steps explained approximately 12% of the variance. However, while there was no significant difference in the self-efficacy mean scores by gender, significant differences were found in the emotional intelligence levels of the athletes within the groups.

Using the Rating Scale Model to Examine the Psychometric Properties of the Self-Efficacy Scale for Driver Competence

2011 ◽  
Vol 27 (3) ◽  
pp. 164-170 ◽  
Author(s):  
Anna Sundström
Keyword(s):  
Psychometric Properties ◽  
Self Efficacy ◽  
Rating Scale ◽  
Measurement Precision ◽  
The Self ◽  
Test Theory ◽  
Self Report ◽  
Scale Model ◽  
Validity And Reliability ◽  
Two Samples

This study evaluated the psychometric properties of a self-report scale for assessing perceived driver competence, labeled the Self-Efficacy Scale for Driver Competence (SSDC), using item response theory analyses. Two samples of Swedish driving-license examinees (n = 795; n = 714) completed two versions of the SSDC that were parallel in content. Prior work, using classical test theory analyses, has provided support for the validity and reliability of scores from the SSDC. This study investigated the measurement precision, item hierarchy, and differential functioning for males and females of the items in the SSDC as well as how the rating scale functions. The results confirmed the previous findings; that the SSDC demonstrates sound psychometric properties. In addition, the findings showed that measurement precision could be increased by adding items that tap higher self-efficacy levels. Moreover, the rating scale can be improved by reducing the number of categories or by providing each category with a label.

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