The Relationship Between Personal Attributes and Effectiveness in Teachers of the Emotionally Disturbed

1971 ◽  
Vol 37 (10) ◽  
pp. 723-731 ◽  
Author(s):  
Arnold L. Scheuer
Keyword(s):  
Academic Achievement ◽  
Effective Teachers ◽  
Emotionally Disturbed ◽  
Personal Attributes ◽  
Significant Gain ◽  
Achievement Level ◽  
Personality Variables ◽  
Empathic Understanding ◽  
High Degree ◽  
The Relationship

Assuming that effective teachers of the disturbed and maladjusted possess the same characteristics as effective therapists, a research project investigated the relationship between personality attributes and effectiveness in teachers in this area. The Teacher-Pupil Relationship Inventory (TPRI) was used to measure the personality variables of empathic understanding, congruence, level of regard, and unconditionality of regard. A significant gain in academic achievement level was found in those pupils who saw their teachers as possessing a high degree of these attributes.

Yemeni EFL Student Teachers’ Moral Intelligence and its Relationship to their Academic Achievement: الذكاء الأخلاقي للطلاب اليمنيين الدارسين للغة الإنجليزية كلغة أجنبية وعلاقته بأدائهم الأكاديمي

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mohammad Abdu Ahmed Al-Mekhlafi
Keyword(s):  
Academic Achievement ◽  
Student Teachers ◽  
Male Student ◽  
College Of Education ◽  
Low Achievers ◽  
Teacher Preparation Program ◽  
The Mean ◽  
Moral Intelligence ◽  
High Degree ◽  
The Relationship

This corelational study aimed at investigating the relationship between the moral intelligence of a group of Yemeni EFL student teachers and their academic achievement. It also aimed at finding out any statistically significant differences between the moral intelligence of the student teachers who are categorized into high and low achievers. One hundred and twelve Yemeni EFL student teachers of a third level in the teacher preparation program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study. Their ages ranged between 21 and 25 years. Data were collected using a literature-based questionnaire. The results of this study show that the mean of the ten categories of the moral intelligence is 4.02 (80.4%) indicating a high degree of moral intelligence. The results show that there is no statistically significant differencesat the 0.05 level between the moral intelligence and academic achievement in the Morphology and Syntax course. The results also indicate that there are no statistically significant differences at the level of 0.05 between high and low achievers on nine categories of the moral intelligence. Furthermore, the results indicate that there are no statistically significant differences at the level of 0.05 between female and male student teachers on nine categories of the moral intelligence, namely: Faith, Honesty, Integrity, Courage, Discipline, Responsibility, Service, Kindness and Courtesy. The study findings confirm the previous studies and present some suggestions for further research.

Intelligence and Emotional/Behavioral Factors as Correlates of Achievement in Child Psychiatric Inpatients

1988 ◽  
Vol 63 (1) ◽  
pp. 163-170 ◽  
Author(s):  
A. J. Finch ◽  
Ronald L. Blount ◽  
Conway F. Saylor ◽  
Vicky V. Wolfe ◽  
Thomas P. Pallmeyer ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Trait Anxiety ◽  
Emotionally Disturbed ◽  
Psychiatric Inpatients ◽  
Behavioral Factors ◽  
Verbal Iq ◽  
Behavioral Indices ◽  
Child Psychiatric ◽  
Highly Correlated ◽  
The Relationship

This study investigated the extent to which IQ and emotional/behavioral factors were related to tested academic achievement in 56 child psychiatric inpatients. The first part of the study replicated and extended previous research; WISC—R IQs were highly correlated with tested achievement, Verbal IQs being more highly correlated with achievement than were Performance or Full Scale IQs. In the second part of the study which examined the relationship between the emotional/behavioral indices and achievement, only Trait Anxiety correlated significantly with achievement. However, after the relationship between Trait Anxiety and Verbal IQ was partialed out, the correlation between anxiety and achievement was no longer significant. These findings raise questions regarding the magnitude of the relationship between measures of emotional/behavioral status and tested academic achievement within a single sample of emotionally disturbed children and adolescents.

scholarly journals EMOTIONAL INTELLIGENCE AND STUDENTS’ ACADEMIC ACHIEVEMENT

2021 ◽  
Vol 79 (3) ◽  
pp. 360-380
Author(s):  
Abdo Hasan AL-Qadri ◽  
Wei Zhao
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Emotional Intelligence ◽  
Positive Relationship ◽  
Motivation To Learn ◽  
Achievement Level ◽  
School Students ◽  
Intelligence Scale ◽  
Research Findings ◽  
The Relationship

Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented. Keywords: emotional intelligence, academic achievement, factor analysis, development and relationship

scholarly journals Predictors of academic achievement in higher education

2018 ◽  
Vol 1 (1-2) ◽  
pp. 168-188
Author(s):  
Cristina Tulbure
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Self Control ◽  
Intellectual Ability ◽  
Personality Variables ◽  
The Relationship ◽  
Predictors Of Academic Achievement

In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A sample­group of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, self­esteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

scholarly journals The Relationship between the Feeling of Psychological Security among Talented Adolescents at Gifted and Talented Schools in Ajloun Governorate in Jordan and Academic Achievement Level

2016 ◽  
Vol 8 (1) ◽  
pp. 147
Author(s):  
Faisal Issa Alnawasreh
Keyword(s):  
Academic Achievement ◽  
Correlation Coefficient ◽  
Gifted And Talented ◽  
Theoretical Framework ◽  
Validity And Reliability ◽  
Achievement Level ◽  
Correlation Relationship ◽  
Talented Students ◽  
Gender Factor ◽  
The Relationship

<p>This study aims to disclose the relationship between the feeling of psychological security among talented adolescents at Gifted and Talented Schools in Ajloun Governorate/Jordan and Academic Achievement level, and its relationship to some demographic factors: (gender, class). In order to achieve the objectives of the study, it was used Maslow scale of feeling of security, and it was developed by Al-diwani and Al-dirani (1983) to match the Jordanian Arab environment, and to identify and ensure validity and reliability, the sample consisted of 100 talented students were selected randomly from class of supreme basic and secondary schools. It was analyzed the data through the arithmetic averages standard deviations and value of (t), the multi variance analysis correlation coefficient between psychological security &amp; academic achievement, and the study came up with some results including: that the level of psychological security between the talented students ranged between medium, high. And there is statistically significant effect when (α≤0.05) between psychological security and its dimensions at class factor for the seventh class (12 years) and there is statistically significant effect when α≤0.05 between  psychological security and its dimensions at the gender factor in favor of females. And there is a positive correlation relationship between psychological security and its dimensions and academic achievement among the talented. And the results were discussed in the light of the theoretical framework &amp; previous studies, it was suggested some recommendations on the basis of the results of the study.</p>

scholarly journals Predictors of academic achievement in higher education

2012 ◽  
Vol 1 (1-2) ◽  
pp. 168-188
Author(s):  
Cristina Tulbure
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Self Control ◽  
Intellectual Ability ◽  
Personality Variables ◽  
The Relationship ◽  
Predictors Of Academic Achievement

In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A sample­group of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, self­esteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

scholarly journals Hubungan Prestasi Akademik Dan Faktor Eksternal Dengan Kelulusan Uji Kompetensi Mahasiswa Keperawatan Stikes Jenderal Achmad Yani Yogyakarta

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Deby Zulkarnain Rahadian Syah
Keyword(s):  
Academic Achievement ◽  
Data Retrieval ◽  
P Value ◽  
Achievement Level ◽  
Cross Sectional ◽  
Correlation Test ◽  
Nurse Competence ◽  
Competence Test ◽  
Relationship Of ◽  
The Relationship

Objective: to know the relationship of academic achievement and external factors with the graduation of competency test of nursing students Stikes General Achmad Yani YogyakartaMethods: this research is an associative descriptive research. This research was conducted at Stikes General Achmad Yani Yogyakarta. The data used use cross sectional approach, in the absence of any intervention and data retrieval is done one time.Result: result of correlation test between academic achievement level of bachelor degree of nursing with competence test obtained p-value 0,002. The result can be interpreted as having relationship because p-value is less than alpha (0,05). The value of close relationship in the range of categories is very strong that is 0.836. The result of correlation test between the achievement index of professional ners with competency test obtained p-value 0.106. The result can be interpreted as no relationship because p-value is more than alpha (0,05). The result of comparation test between academic factor and competence test is obtained p-value 0,001. The result can be interpreted as having relationship because p-value is less than alpha (0,05). The value (r) or the closeness of the relationship of these two variables is very strong at 1.00. Result of comparation test between environmental factor with competence test got result p-value 0,807. The result can be interpreted as no relationship because p-value is more than alpha (0,05).Conclusion: There is a relationship between IPK S1 Nursing with graduation of nurses competence test. There is no correlation between IPK Ners with the graduation of nurse competency test. There is a correlation between academic factor with passing of nurse competence test. There is no correlation between environmental factors with the passing of nurse competence test.

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