Emotional Intelligence and Achievement: Redefining Giftedness?

2002 ◽  
Vol 16 (3) ◽  
pp. 261-273 ◽  
Author(s):  
Jacobus G. Maree ◽  
Liesel Ebersöhn
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Individual Differences ◽  
Case Studies ◽  
Emotional Stability ◽  
Measuring Instruments ◽  
Life Success ◽  
The Face

Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emotional stability, compassion and integrity. It is defined by Goleman, Salovey and Mayer, Bar-On and others as the ability to motivate oneself, to persist in the face of frustrations; to control impulse and delay gratification; to regulate one's moods, to keep distress from interfering with the ability to think; to empathize, to hope, to perform, to be creative. Two case studies are discussed in an attempt to facilitate a contribution to the understanding of some of the reasons for the often-found gap between a person's potential and his or her actual achievement.

scholarly journals A Study on Students Academic Achievement in Relation to Emotional Intelligence and Spiritual Intelligence of M.Ed Students

2019 ◽  
Vol 7 (2) ◽  
pp. 24-38
Author(s):  
S Rajeswari ◽  
S K Panneer Selvam
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
Individual Differences ◽  
Problem Solving ◽  
Education System ◽  
Modern Society ◽  
Spiritual Intelligence ◽  
Spiritual Ability

UNESCO has identified various tensions and crisis of modern society and suggested 4 pillars to be constructed for strengthening the education system. These pillars are: “Learning to Know, Learning to Do, Learning to live together and Learning to be.”The importance of education has been realized by everyone and by every nation. It is quite evident that the strength of the country depends on the strength of education, which in turn depends on the strength efficiency of teachers and the process of teaching. According to Tagore, “The widest road leading to the solution of all our problems is education.” Intelligence is one of the main characteristics that results in individual differences among peoples. This has been attended by humans from many years ago (Bakhtiarpor, 2009). Although study about intelligence has focused on its cognitive aspects such as memory, problem-solving, emotional, social, and spiritual ability have been attended by authors. The role of intelligence tests in predicting academic performance that the effective psychosocial and mental sources has an important role in predicting academic achievement especially in the higher academic levels (Furnham, Chamorro, and Premuzic, 2004).

MENANAMKAN KECERDASAN EMOSIONAL PADA ANAK USIA DINI MELALUI CERITA DAN MUSIK

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 33-41
Author(s):  
Hariyanto Hariyanto
Keyword(s):  
Emotional Intelligence ◽  
Emotional Stability ◽  
The Media

Many peoples say, aggressive childrens have a tendency to be naughty even they are justified as bad boys, stubborn, and difficult to mansge. As long as their aggressiveness is positive, it does not matter to them. The environment is quite influential in helping them grow. Emotional Smart is intended to provide the ability for the child to be able to process and train the emotional stability. This is certainly through help and assistance provided by parents and teachers. Among the media that can help the development of children’s emotional intelligence are story and music. Many studies stated that these two things not only help the child in developing intellectual intelligence, but also in developing his emotional intelligence. These two media will be discussed in this article.

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

Megadrought and Collapse

2017 ◽  
Keyword(s):  
Climate Change ◽  
Decision Making ◽  
Case Studies ◽  
Agricultural Landscapes ◽  
15Th Century ◽  
Societal Collapse ◽  
The Face ◽  
Time Periods ◽  
Paleoclimate Proxy ◽  
Habitat Tracking

This is the first book to treat the major examples of megadrought and societal collapse, from the late Pleistocene end of hunter–gatherer culture and origins of cultivation to the 15th century AD fall of the Khmer Empire capital at Angkor, and ranging from the Near East to South America. Previous enquiries have stressed the possible multiple and internal causes of collapse, such overpopulation, overexploitation of resources, warfare, and poor leadership and decision-making. In contrast, Megadrought and Collapse presents case studies of nine major episodes of societal collapse in which megadrought was the major and independent cause of societal collapse. In each case the most recent paleoclimatic evidence for megadroughts, multiple decades to multiple centuries in duration, is presented alongside the archaeological records for synchronous societal collapse. The megadrought data are derived from paleoclimate proxy sources (lake, marine, and glacial cores; speleothems, or cave stalagmites; and tree-rings) and are explained by researchers directly engaged in their analysis. Researchers directly responsible for them discuss the relevant current archaeological records. Two arguments are developed through these case studies. The first is that societal collapse in different time periods and regions and at levels of social complexity ranging from simple foragers to complex empires would not have occurred without megadrought. The second is that similar responses to megadrought extend across these historical episodes: societal collapse in the face of insurmountable climate change, abandonment of settlements and regions, and habitat tracking to sustainable agricultural landscapes. As we confront megadrought today, and in the likely future, Megadrought and Collapse brings together the latest contributions to our understanding of past societal responses to the crisis on an equally global and diverse scale.

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.

The Science of Emotional Intelligence

2005 ◽  
Vol 14 (6) ◽  
pp. 281-285 ◽  
Author(s):  
Peter Salovey ◽  
Daisy Grewal
Keyword(s):  
Emotional Intelligence ◽  
Individual Differences ◽  
Work Relationships ◽  
Emotional Information ◽  
Branch Model

This article provides an overview of current research on emotional intelligence. Although it has been defined in many ways, we focus on the four-branch model by Mayer and Salovey (1997) , which characterizes emotional intelligence as a set of four related abilities: perceiving, using, understanding, and managing emotions. The theory provides a useful framework for studying individual differences in abilities related to processing emotional information. Despite measurement obstacles, the evidence in favor of emotional intelligence is accumulating. Emotional intelligence predicts success in important domains, among them personal and work relationships.

Weight halo effects: Individual differences in personality evaluations and perceived life success of men as a function of weight?

2007 ◽  
Vol 42 (2) ◽  
pp. 317-324 ◽  
Author(s):  
T. Joel Wade ◽  
Lauren Fuller ◽  
Jessica Bresnan ◽  
Stephen Schaefer ◽  
Laura Mlynarski
Keyword(s):  
Individual Differences ◽  
Halo Effects ◽  
Life Success

scholarly journals The Influence of Emotional Intelligence on Academic Achievement

2013 ◽  
Vol 90 ◽  
pp. 303-312 ◽  
Author(s):  
Maizatul Akmal Mohd Mohzan ◽  
Norhaslinda Hassan ◽  
Norhafizah Abd Halil
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence

scholarly journals Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

2021 ◽  
Vol 11 (7) ◽  
pp. 95
Author(s):  
Inmaculada García-Martínez ◽  
Eufrasio Pérez-Navío ◽  
Miguel Pérez-Ferra ◽  
Rocío Quijano-López
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Student Teachers ◽  
Educational Achievement ◽  
Skills Training ◽  
Academic Stress ◽  
Teaching Profession ◽  
Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

Sign in / Sign up

Export Citation Format

Share Document