scholarly journals RELAÇÃO ENTRE A INTELIGÊNCIA EMOCIONAL E O RENDIMENTO ESCOLAR EM CRIANÇAS DO 1.º CICLO DO ENSINO BÁSICO DA RAM

2016 ◽  
Vol 2 (1) ◽  
pp. 419
Author(s):  
Elisabete Porto Silva ◽  
Glória Franco
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
School Performance ◽  
Economic Status ◽  
Demographic Data ◽  
Socio Economic Status ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Relationship ◽  
School Retention

Abstract:The growing interest in emotional intelligence has motivated, since the ‘ 90, the development of numerous studies on the topic. One of the approaches of these studies has been the relationship between emotional intelligence and academic achievement, without much agreement on the results (Angelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al., 2006; Silva & Duarte, 2012) and was developed further this research. The survey was developed with a set de129 individuals of both sexes of RAM (Autonomy Region of Madeira) in order to respond to the questions: is there any relationship between IE, the IE perceived and school performance? Does gender, age, social participation, socio-economic status of parents and school retention influence the IE and the school performance? The instruments used were: A demographic and educational survey where they gathered, in addition to the socio-demographic data, academic performance data as: retention, the notes of the Portuguese language, Mathematics, the Study of the Middle note of calibration tests: Portuguese language and Mathematics; and the Emotional Intelligence survey of Bar-On (Candeias & Rebocho, 2007, Candeias et al., 2008). The results reveal that only some aspects of IE relate to some of the variables of school performance, in particular the classifications to Portuguese and Mathematics.Key-words: Emotional intelligence, school performance.Resumo:O crescente interesse pela Inteligência Emocional tem motivado, desde os anos 90, o desenvolvimento de numerosos estudos sobre o tema. Um dos enfoques desses estudos tem sido a relação entre a Inteligência Emocional e o rendimento escolar, não existindo muita concordância nos resultados (Ângelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al.,2006; Silva & Duarte, 2012), pelo que se desenvolveu mais esta pesquisa. A pesquisa foi desenvolvida com um conjunto de 129 indivíduos de ambos os sexos da RAM (Região Autónoma da  Madeira), no sentido de dar resposta às questões: Será que existe alguma relação entre a IE, a IE percebida e o rendimento escolar? Será que o género, a idade, o índice de participação social, o estatuto socioeconómico dos pais e a retenção escolar influenciam a IE e o rendimento escolar? Os instrumentos usados foram: um questionário Sociodemográfico e Educativo onde se recolheram, para além dos dados sociodemográficos, os dados do rendimento académico como: a retenção, as notas da Língua Portuguesa, da Matemática, do Estudo do Meio, nota das provas de aferição a: Língua Portuguesa e Matemática; e o questionário de Inteligência Emocional de Bar-On (Candeias & Rebocho,2007, Candeias et al., 2008). Os resultados revelam que apenas alguns aspetos da IE se relacionam com algumas das variáveis do rendimento escolar, nomeadamente as classificações a Português e a Matemática.Palavras-chave: Inteligência emocional, rendimento escolar.

scholarly journals Emotional Intelligence and Academic Achievement among Advantage and Disadvantage Children

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Dr. Smritikana Mitra Ghosh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Positive Relationship ◽  
Economic Status ◽  
Socio Economic Status ◽  
Relationship Of ◽  
The Relationship

In the present investigation an attempt has been made to reveal the relationship of emotional intelligence and academic achievement. It also studies the emotional intelligence and academic achievement of high and low socio economic status children. Sample for the study includes 200 (100 high socio economic status and 100 low socio economic status) of class Xth of Ranchi. The data were analyzed with the help of t-ratio and product moment coefficients of correlation. The findings of the study reveal positive relationship between emotional intelligence and academic achievement. The study also reveals that students with high and low socio economic status differ from one another on emotional intelligence and academic achievement.

scholarly journals Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

2021 ◽  
Vol 11 ◽  
Author(s):  
Bárbara Guzmán ◽  
Cristina Rodríguez ◽  
Roberto A. Ferreira
Keyword(s):  
Mathematics Anxiety ◽  
Economic Status ◽  
Vulnerability Index ◽  
Mediating Effect ◽  
Second Grade ◽  
Mathematical Performance ◽  
Socio Economic Status ◽  
Second Grade Students ◽  
And Mathematics ◽  
The Relationship

Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children’s formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.

scholarly journals The association between food insecurity and academic achievement in Canadian school-aged children

2017 ◽  
Vol 20 (15) ◽  
pp. 2778-2785 ◽  
Author(s):  
Erin L Faught ◽  
Patty L Williams ◽  
Noreen D Willows ◽  
Mark Asbridge ◽  
Paul J Veugelers
Keyword(s):  
Academic Achievement ◽  
Food Security ◽  
Nova Scotia ◽  
Food Insecurity ◽  
Diet Quality ◽  
Economic Status ◽  
Household Food Security ◽  
School Aged Children ◽  
Socio Economic Status ◽  
The Relationship

AbstractObjectiveEducation is a crucial social determinant of health. Food insecurity can be detrimental to children’s academic achievement, potentially perpetuating a cycle of poverty and food insecurity. We aimed to assess the relationship between food insecurity and academic achievement in Canadian school-aged children.DesignCross-sectional study of children and parents. Parents completed the short-form Household Food Security Survey Module and questions about income and education level (socio-economic status). Children completed FFQ. Data were prospectively linked to children’s performance on standardized exams written one year later. Mixed-effect logistic regression was employed to assess the relationship between food insecurity and likelihood of meeting academic expectations adjusting for socio-economic status, diet quality and potential confounders.SettingNova Scotia, Canada in 2011–2012.SubjectsStudents (n4105) in grade 5 (10–11 years; 2167 girls) and their parents.ResultsLow food security was reported by 9·8 % of households; very low food security by 7·1 % of households. Students from low-income households and reporting poor diet quality were less likely to do well in school. Children who lived in households reporting very low food security had 0·65 times the odds (OR=0·65; 95 % CI 0·44, 0·96) of meeting expectations for reading and 0·62 times the odds (OR=0·62; 95 % CI 0·45, 0·86) of meeting expectations for mathematics.ConclusionsVery low household insecurity is associated with poor academic achievement among children in Nova Scotia.

Motivation as a Mediator of Social Disparities in Academic Achievement

2012 ◽  
Vol 26 (3) ◽  
pp. 335-349 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Felix C. Dinger ◽  
Birgit Spinath
Keyword(s):  
Academic Achievement ◽  
School Performance ◽  
Economic Status ◽  
General Intelligence ◽  
Social Disparities ◽  
Mediation Effects ◽  
Chemistry Students ◽  
Domain Specific ◽  
And Mathematics ◽  
The Impact

The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers‘ SES and students‘ achievement, whereas for mothers‘ SES, only children's academic self–concept in chemistry was a significant mediator. These results also held when students‘ general intelligence was controlled. Additionally, we controlled for students‘ grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers‘ SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers‘ SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers‘ SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers‘ and mothers‘ SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd.

scholarly journals Relationship between Students Test Anxiety Levels and Academic Achievement in Secondary Schools

2019 ◽  
pp. 1-10
Author(s):  
Ezeh C. Obioma ◽  
Ogbu Cordelia Obioma
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Test Anxiety ◽  
English Language ◽  
Survey Design ◽  
Class Level ◽  
Language And Mathematics ◽  
Anxiety Levels ◽  
And Mathematics ◽  
The Relationship

The study investigated the relationship between students’ test anxiety levels and academic achievement in secondary schools. The study used correlational survey design using Test Anxiety Inventory (TAI) for data collection. It was a year-long study. The students’ annual cumulative scores in English Language and Mathematics were used as measure of their academic achievement. Stratified random sampling was used to get a sample of 320 male and female students drawn from four secondary schools in Igbo-Eze South L.G.A. of Enugu state. Four research questions and three null hypotheses were formulated for the study. The data were analyzed using percentages, standard deviation, correlation and measure of central tendency (the mean) and t-test. On the bases of their scores on Test Anxiety Inventory (TAI), males were found to be more test anxious than females. The results showed that test anxiety increases with increase in class level. The result also revealed that the relationship between test anxiety and academic achievement was inverse with r = -77 That is, the relationship between test anxiety and academic achievement is such that as test anxiety increases, the academic achievement decreases. The implications and recommendations arising from the findings were highlighted.

School Governing Bodies in England Under Pressure: The Effects of Socio-economic Context and School Performance

2011 ◽  
Vol 39 (4) ◽  
pp. 414-433 ◽  
Author(s):  
Chris James ◽  
Steve Brammer ◽  
Michael Connolly ◽  
Mike Fertig ◽  
Jane James ◽  
...  
Keyword(s):  
Case Studies ◽  
School Performance ◽  
Economic Status ◽  
School Governance ◽  
Socio Economic Status ◽  
Economic Context ◽  
And Performance ◽  
The Relationship ◽  
School Governing Bodies ◽  
Considerable Pressure

This article reports research into the nature and functioning of school governing bodies in different socio-economic and performance contexts. The research analysed 5000 responses from a national questionnaire-based survey and undertook 30 case studies of school governing. The research confirmed that school governing in England is a complex and onerous responsibility that places governing bodies under considerable pressure. The socio-economic and performance contexts can be particularly demanding additional pressures. Governing bodies interact with those contexts in a complex way which we explain using the notions of governance capital and governance agency. Governance capital is the network of individuals and their capabilities, relationships and motivations that are available for the governing of a school. It is likely to be greater for schools that: are well regarded; are in high socio-economic status settings; and have high levels of pupil attainment. These effects may add and mutually reinforce creating an ‘amplifier effect’, which may significantly impact on the governing of a school. Governance agency is the capacity of those involved in the governing of a school to act. It is significant; can ameliorate the effects of low governance capital; and complicates the relationship between governing, performance and socio-economic context.

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