Emotional Intelligence and Pro-Social Behavior as Predictors of Academic Achievement Among University Students

2021 ◽  
pp. 0272684X2110334
Author(s):  
Wossen Getahun Abera
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
Social Behavior ◽  
University Students ◽  
The Other ◽  
General Level ◽  
Other Hand ◽  
The University ◽  
Pro Social Behavior

This journal article was primarily carried out to pinpoint whether emotional intelligence and pro-social behavior predicts academic achievement of University students. To achieve this, data was gathered from 111 (m = 50, F = 53) students by using stratified simple random sampling technique. As the results of Pearson correlation coefficient showed that, there was statistically significant positive association between emotional intelligence and pro-social behavior. However, it was found that there was no relationship between emotional intelligence and academic achievement. On the other hand, there was a statistically significant negative correlation between pro-social behavior and academic achievement of students. Findings from multiple regression indicated that, emotional intelligence predicted pro-social behavior of students, whereas, emotional intelligence didn’t predict academic achievement of students. On the other hand, pro-social behavior negatively and significantly predicted academic achievement of students. Besides, there was no significant gender difference in emotional intelligence and pro-social behavior. However, there was statistically significant disparity amidst male and female students in academic achievement and male students exceed female counterparts in general level of academic performance. As one sample t-test result depicted, Majority of students have high level of emotional intelligence, pro-social behavior and academic performance. The researcher forwarded the following recommendations for instructors, the university management and Medias. Socio-emotional training’s should be provided to students, intensive studies should be conducted on this topic, teachers of the university should advocate the importance of emotional intelligence and pro-social behavior in the class room, the university and broadcasting Medias should give attention for the topic.

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.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

scholarly journals University Students’ Communication Skills as a Determinant of Academic Achievement

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 107-114
Author(s):  
Ashfaque Ahmad Shah ◽  
Zunaira Fatima Syeda ◽  
Sehrish Naseer
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Communication Skills ◽  
Research Literature ◽  
Verbal Communication ◽  
The Other ◽  
Research Instrument ◽  
The University ◽  
Unique Study ◽  
Research Studies

This study investigates into the academic achievement of university students as determined by their communication skills. The differences in groups were measured on the basis of gender, locality, semester and program of the study. The researchers developed their research instrument by adapting from the two questionnaires. One was the research instrument used at the College of Physiotherapists of Ontario (n.d.); and the other was the “Questionnaire-Verbal Communication” (Pierrete Desrosiers, n.d.). Taking Sargodha district as the population, conveniently sampled 160 students from the University of Sargodha were surveyed through the questionnaire. The study was quantitative in nature. The findings of the study concluded that students’ communication skills yielded statistically no effect on their academic achievement. Also, the students at all levels (semesters) and in all programs were reported to have comparably equivalent level of communication skills. This is a unique study of insignificant differences at all levels and programmes; and statistically no interpretable effect of the communication skills of the students from University of Sargodha, on their academic achievement. It challenges previous research studies. It is further recommended to study the same phenomena in further detail to make decisive remark in the research literature.

scholarly journals Inteligencia emocional y esquemas tempranos desadaptativosen futuros educadores: ampliando fronteras

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Gregorio Pérez Bonet ◽  
Luis Ángel Velado-Guillén ◽  
Begoña García-Domingo ◽  
María Luisa Sánchez-Fernández
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Emotional Regulation ◽  
The Other ◽  
Social Education ◽  
Other Hand ◽  
Emotional Clarity ◽  
Perceived Emotional Intelligence ◽  
Different Levels ◽  
Estudiantes Universitarios

El objetivo principal del presente trabajo es llevar a cabo la identificación de los Esquemas Desadaptativos Tempranos en educadores en formación y a sus puntuaciones en Inteligencia Emocional Percibida para, a continuación, explorar posibles relaciones entre ellos y establecer diferencias en virtud del género y de la titulación cursada. La muestra es de estudiantes universitarios madrileños de los Grados de Maestro en Educación Infantil, Primaria y Educación Social (N=713), con una media de edad de 18,8 años. Tras la aplicación de la adaptación española del SQ-SF (Cid, Tejero y Torrubia, 1997) y del TMMS-24 (Fernández Berrocal, Extremera y Ramos, 2004), encontramos que los esquemas que alcanzaron mayor puntuación fueron Autosacrificio (18,28), Metas Inalcanzables (16,45) y Abandono (14,13), obteniéndose diferencias significativas en algunos de los esquemas entre las diferentes variables consideradas. Por su parte, los resultados encontrados en Inteligencia Emocional Percibida mostraron puntuaciones medias de 27,22 en Atención a los Sentimientos, de 25,57 en Claridad Emocional y de 26,57 para la Regulación Emocional, también con algunas diferencias significativas entre géneros y titulación. Finalmente se encontraron correlaciones negativas estadísticamente significativas entre la puntuación total de esquemas y las dimensiones de Claridad Emocional y Regulación emocional y positiva con Atención a los sentimientos. The main objective of the present work is the identification of the Early Maladaptive Schemes in educators in training and their scores in Perceived Emotional Intelligence (TMMS-24) to then explore possible relationships between them and establish differences by gender and degree taken. The sample is from Madrid university students of the Degrees in Infant, Primary and Social Education (N = 713), with an average age of 18.8 years. After the application of the Spanish adaptation of the SQ-SF (Cid, Tejero y Torrubia, 1997) and the TMMS-24 (Fernández Berrocal, Extremera and Ramos, 2004), we found that the schemes that reached highest scores were Self-sacrifice (18,28), Unreachable Goals (16,45) and Abandonment (14,13), obtaining significant differences in some of the schemes between the different levels of the factors considered. On the other hand, the results found in Perceived Emotional Intelligence showed average scores of 27.22 in Attention to Feelings, 25.57 in Emotional Clarity and 26.57 for Emotional Regulation, also with some significant differences between diferent variables. Finally, statistically significant negative correlations were found between the total scheme score and the dimensions of Emotional Clarity and Emotional Regulation, and positive with Attention to Feelings.

scholarly journals EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University

2015 ◽  
Vol 7 (4) ◽  
pp. 19 ◽  
Author(s):  
Nasrah M. Ismail
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Language Learners ◽  
The Other ◽  
Academic Emotions ◽  
Saudi Students ◽  
Other Hand ◽  
Efl Students ◽  
Males And Females ◽  
English Achievement

<p>This paper investigates class academic emotions of anger, anxiety, enjoyment, hope, hopelessness, pride, boredom and shame in the academic situation and their contributions to Saudi EFL students’ English achievement. It also strives to find if there are any differences in class emotions and achievement according gender and streams (science and humanities). The sample consists of 315 (177 males &amp; 138 females) university students. The Pekrun, Goetz, Titz and Perry (2002) class-related emotions scale was used to determine class emotions of students. The findings revealed that there are no differences between science and humanities (M = 22.763, SD = 8.118) in achievement and class emotions except in boredom in favour of science stream. The results also indicated that there were no differences between males and females in class emotions except in the enjoyment in favour of females. It also revealed that there were significant differences between males and females in English achievement in favour of females. On the other hand, it was found that emotions explained 65.8 % in variance of the students’ academic achievement. Furthermore, the findings have implications for students, teachers, and curriculum developers who are to develop a curriculum well-suited with the needs of language learners.</p>

scholarly journals The Impression of Emotional Intelligence on University Students’ Academic Performance

2019 ◽  
Vol 8 (3) ◽  
pp. 2171-2178
Keyword(s):  
Factor Analysis ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Contemporary Society ◽  
Cross Sectional ◽  
Optimum Utilization ◽  
The University ◽  
Academic Scores

In the present contemporary society, the Emotional Intelligence is a nominal character that has become the part of the debate nowadays, and which acts as the source of most logistic litigation of the one’s character. Emotional Intelligence, though contemplates about one’s behaviouristic approach towards knowledge, skills, and attitude that epitomizes the worth efficiency of the students in the University and that can lead to the optimum utilization of the worth-full resources so that the aims and objectives can be fulfilled and that standard of thinking proceedings can be optimized to a great extent. The role of emotional intelligence in the process of elevating the academic performances of the students has been reviewed in many of the countries and through many of the authors. But, it has been found in this study that there is no to a very limited number of studies who all have investigated the role of emotions in the process of capturing better academic scores through education. The author thus, elucidated about the scenario which states the effect of Emotional Intelligence (EI) on the academic performance of the University Students. The study also assesses the prevailing scenario in-order to suggests some points that excavate the situation to the next level and is targeted at finding the correlation that exists between each of the factors of the Emotional Intelligence. The data that is collected through the well-structured and closed-ended questions that are found to be reliable enough as per statistics. The authors have done the analysis through various tests, i.e., Factor Analysis, Correlation, and MANOVA. After testing, positive and strong correlation is been found between each of the factors of Emotional Intelligence and it leads to the conclusion that the academic performance of the students is affected from Emotional Intelligence on. The resources used for data collection were limited as per the range of access of researcher’s leading to an analysis which can’t be to the complete world. Also, the cross-sectional data is been collected because of time constraint. The whole circumstances state that the different attributes of correlation are matched to the Emotional Intelligence of the University students and though it has been proved that Emotional appearance of the students is the key to understand the permutation and combination of the Intellectual complexities of the work over a period of the time.

scholarly journals Students Academic Achievement at University as Determined by their Communication Skills

2020 ◽  
Vol V (II) ◽  
pp. 10-18
Author(s):  
Ashfaque Ahmed Shah ◽  
Syeda Zunaira Fatima ◽  
Uzma Shahzadi
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Communication Skills ◽  
The Other ◽  
Research Instrument ◽  
Program Of Study ◽  
The University

This study investigates into the academic achievement (AA) of university students as determined by their Communication Skills (CS). The effect was measured on the basis of gender, locality, semester and program of study. The researchers developed their research instrument by adapting from two questionnaires. On was the research instrument used at the College of Physiotherapists of Ontario (n.d.); and the other was the “QuestionnaireVerbal Communication” (Pierrete Desrosiers, n.d.). Taking Sargodha district as the population, conveniently sampled 160 students from the University of Sargodha were surveyed through the questionnaire. The study was quantitative in nature. The findings of the study concluded that n students’ CS yielded any effect on their AA. Also, the students at all levels (semesters) and in all programs were reported to have equivalent level of CS. However, it was interesting to note that the level of both CS was prominently higher as perceived by the students.

scholarly journals Pedagogická prax vysokoškolských študentov – budúcich učiteľov

2020 ◽  
pp. 255-258
Author(s):  
Veronika Michvocíková
Keyword(s):  
University Students ◽  
Swot Analysis ◽  
The Other ◽  
University Education ◽  
Practical Implementation ◽  
Future Teachers ◽  
Theoretical Part ◽  
Other Hand ◽  
Practice Teaching ◽  
The University

The presented contribution focuses on the description and presentation of the importance of supervised practice teaching in university education of university students – future teachers by scientific and institutional projects researched in the Department of Pedagogy at the University of Ss. Cyril and Methodius. Supervised practice teaching is an important way of university education of university students – future teachers. For this reason, there are definitions of supervised practice teaching in the theoretical part of mentioned scientific and institutional projects. Researchers of mentioned projects characterize supervised practice teaching by the analyzation of its theoretical characteristics and conceptions. On the other hand, we analyse the most significant benefits and shortcomings of supervised practice teaching by the view of university students – future teachers. There is the important area of surveyed issue - research of effectives of supervised practice teaching by mentioned group of population. Moreover, we obtained attitudes and opinions of surveyed university students – future teachers connected with the realization of supervised practice teaching by SWOT analysis. The main aim of the presented contribution is the description of mentioned projects. It acquaints us with particular results of mentioned projects. We found that some of surveyed university students consider supervised practice teaching as a way of practical implementation of their future job during their university education.

scholarly journals Perilaku Prososial Dan Unit-Unit Kegiatan Mahasiswa

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Muhammad Farid
Keyword(s):  
Social Behavior ◽  
Prosocial Behavior ◽  
Female Students ◽  
The Other ◽  
Male And Female ◽  
Student Activities ◽  
The Mean ◽  
Unit Unit ◽  
The University ◽  
Pro Social Behavior

Abstract.  This research aims to determine whether there are differences in prosocial behavior of students who are active in student activities unit art, Islamic spirituality and nature lovers and whether there are differences in prosocial behavior of male and female students at the University of 45 Surabaya. From the the 90 respondents, consisting of 45 male and 45 female, it is obtained the following result : The mean of prosocial behavior does not differ between students who are active in student activities unit art, Islamic spirituality and nature lovers (p > 0,05, not significant), the hypothesis is not accepted. The mean of prosocial behavior of students does not differ between those who are active in unit activities of Islamic spirituality and art, the mean of prosocial behavior of students who are active in unit activities of art and nature lovers are not different. Similarly, there is no difference in the mean of prosocial behavior of students who are active in unit activities of Islamic spirituality and nature lovers (p > 0,05, not significant). Hypothesis is not accepted. The other result shows that the mean of prosocial behavior looks very significant differences between male and female students (p < 0,01, not significant). Hypothesis is accepted. Mean of prosocial on female students’ behavior is higher than the mean of pro-social behavior of male students.Key words :   Prosocial behavior, student activities   

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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