scholarly journals Emotional Intelligence with Learning Achievements Reviewed from Islamic Education

2020 ◽  
Vol 1 (2) ◽  
pp. 112-125
Author(s):  
Nur Aisyiah Yusri ◽  
Mariah Kibtiyah ◽  
Thoat Hamim
Keyword(s):  
Student Achievement ◽  
Emotional Intelligence ◽  
High School Students ◽  
School Students ◽  
Emotional Factors ◽  
School Year ◽  
Knowledge Models ◽  
Analysis Technique ◽  
The Relationship

One of the psychological aspects that determine the quality of learning outcomes, it closely relates emotional factors to emotional intelligence. Emotional intelligence is one of the knowledge models developed in psychology based on various arguments and scientific findings from neuroscience studies and analysis. This article discusses the relationship between emotional intelligence and student achievement. The sample used was 248 high school students in Padang city, and the data analysis technique was Pearson's product-moment correlation. This research study instrument was the emotional intelligence scale, while they obtained student learning achievement from the report card scores in the odd semester of the 2019-2020 school year. The results showed that there was a significant interrelationship between emotional intelligence and student achievement.

scholarly journals The relationship between interpersonal intelligence and linguistic intelligence with mathematics learning achievement in high school students

2021 ◽  
Vol 2 (2) ◽  
pp. 71-75
Author(s):  
Fransiskus Hardi ◽  
Maximus Tamur ◽  
Fransiskus Nendi
Keyword(s):  
High School ◽  
Student Achievement ◽  
High School Students ◽  
Learning Styles ◽  
Mathematics Learning ◽  
School Students ◽  
Learning Achievement ◽  
Analysis Technique ◽  
Improve Student Achievement ◽  
The Relationship

In teaching, the teacher emphasizes identifying the dominant intelligence and learning styles to improve student achievement. However, exploring interpersonal and linguistic intelligence and its relationship to student achievement is still rarely done. This correlational research was conducted to describe the relationship between interpersonal and linguistic intelligence with high school students' mathematics learning achievement. The samples of this study were students of class XI SMA Budi Dharma Cancar Indonesia (n=30). The data were collected using a questionnaire and the pure grades of the students' midterm exams. The data analysis technique uses Product Moment Correlation as a statistical test tool to test the hypothesis of the relationship between two variables after fulfilling the prerequisite test. The results showed a positive relationship between interpersonal and linguistic intelligence and students' mathematics learning achievement. Although this study was limited to two bits of intelligence, it is essential to note that the findings of this study indicate that the number of intelligence at the dominant level can predict learning achievement in school.

Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task

2021 ◽  
pp. 136216882110467
Author(s):  
Hyejin Cho ◽  
YouJin Kim
Keyword(s):  
High School ◽  
High School Students ◽  
Linguistic Features ◽  
School Students ◽  
Writing Practices ◽  
Multimodal Composing ◽  
Language Classrooms ◽  
Efl Students ◽  
The Relationship

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students used only one mode in traditional writing (i.e. English text), they utilized multiple modes in DMC (e.g. pictures, movies). Students’ task outcomes were scored using analytic rubrics, and texts were coded in terms of the content and linguistic features students retrieved from the text (i.e. alignment) and their degree of reflection. The results showed that there were no statistically significant differences in the quality, content and language alignment, or amount of reflection in writing outcomes between students’ DMC and traditional monomodal writing.

scholarly journals Family Functioning, Emotional Intelligence and Values: Analysis of the Relationship with Aggressive Behavior in Adolescents

2018 ◽  
Author(s):  
María del Carmen Pérez-Fuentes ◽  
María del Mar Molero ◽  
Ana Belén Barragán ◽  
José Jesús Gázquez Linares
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Family Functioning ◽  
Aggressive Behavior ◽  
Adolescent Development ◽  
Negative Relationship ◽  
School Students ◽  
Different Types ◽  
Emotional Intelligence Inventory ◽  
The Relationship

Aggressive behavior in adolescence is influenced by a diversity of individual, family and social variables. The purpose of this study was to analyze the relationship between family functioning, emotional intelligence and values for development of different types of aggression, as well as to establish profiles according to the predictor variables of aggression. To do this, a sample of 317 high school students aged 13 to 18 were administered the Peer Conflict Scale, the Family Functionality Scale, the Brief Emotional Intelligence Inventory for Senior Citizens and the Values for Adolescent Development Scales. The study showed that stress management, positive adolescent development and family functioning predominated in nonaggressive subjects with higher scores than aggressors. There was also a negative relationship between the different types of aggression and emotional intelligence, positive values and family functioning. In addition, two different profiles were found. The first had low scores on all the variables, while the second profile had higher scores on all the variables except family functioning which was higher.

scholarly journals The relationship between the perceived class climate, motivation for achievement and school success among elementary and high school students

2019 ◽  
Vol 51 (2) ◽  
pp. 426-460
Author(s):  
Irina Milosevic ◽  
Ruzenka Simonji-Cernak
Keyword(s):  
High School ◽  
High School Students ◽  
School Success ◽  
Attitude Scale ◽  
Three Dimensions ◽  
School Students ◽  
Class Climate ◽  
Positive Correlations ◽  
The Relationship

The aim of this research is to determine the correlation between perceived class climate, motivation for achievement and school success among elementary and high school students. The research was conducted on a sample of 400 subjects. The instrument used for class climate survey is an Attitude scale, created as the combination of two instruments for measuring class climate. The MOP/D scale was used to survey motivation for achievement. The obtained results show that the quality of the overall class climate is not high, while the scores on the three dimensions of the class climate indicate that the students perceive Class Cohesion as the most favourable one, then the Teachers? Support and finally the Order and the Organisation. Significant differences in perceptions of class climate were found concerning age. Significant differences in perceptions of climate (both in the overall and in the Teachers? Support dimension) were also found with respect to the gender of the students. The findings indicate low positive correlations between perceived class climate and the motivation for achievement, and also between school success and the motivation for achievement. No correlation was found between the perceived class climate and school success. More detailed research shows that the climate dimensions Teachers? Support and Order and Organisation are significant predictors of the overall motivation for achievement and the Learning dimension, and that they are positively correlated. Learning and Persistence, the dimensions of the motivation for achievement, were found to be significant predictors of school success. A perceived class climate did not prove to be a significant predictor of school success, except for the Class Cohesion dimension, only on the subsample of high school students.

scholarly journals Kecerdasan Emosional dan Kualitas Hubungan Persahabatan

2019 ◽  
Vol 3 (2) ◽  
pp. 86
Author(s):  
Putri Damayanti ◽  
Haryanto Haryanto
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Quality Data ◽  
Analysis Method ◽  
School Students ◽  
Intelligence Scale ◽  
Pearson Product Moment Correlation ◽  
Positive Correlation ◽  
Friendship Relations

This study aimed to determine whether there are any correlation between emotional intelligence and the quality of friendship relations in adolescence. The initial presumption put forward in this study is there is a positive correlation between emotional intelligence and the quality of friendship relations in adolescence. This study tooks 162 high school students aged 15-17 years. Two scales used in this study are Emotional Intelligence Scale and Friendship Relations Quality. Data analysis method used in this study is Pearson product moment correlation analysis using computer program SPSS. The result indicate r = 0,532 and p = 0.000 or p < 0.01. This result shows that the initial presumption of this study is accepted, which means there is a positive correlation between emotional intelligence and the quality of friendship relations in adolescence with social skills as the most influential aspect to the quality of friendship relations.

scholarly journals Measuring School Climate among Japanese Students—Development of the Japan School Climate Inventory (JaSC)

2020 ◽  
Vol 17 (12) ◽  
pp. 4426
Author(s):  
Tomoko Nishimura ◽  
Manabu Wakuta ◽  
Kenji J. Tsuchiya ◽  
Yuko Osuka ◽  
Hideo Tamai ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Behavioral Problems ◽  
School Students ◽  
Behavioral Traits ◽  
Japanese Students ◽  
The Relationship ◽  
Do So

School climate is a significant determinant of students’ behavioral problems and academic achievement. In this study, we developed the Japan School Climate Inventory (JaSC) to see whether it measures school climate properly. To do so, we investigated whether or not the measurement with JaSC varies across sub-groups of varying grade and of gender and examined the relationship between the perception of school climate and the psychological and behavioral traits at individual levels in a sample of Japanese elementary and junior high school students (n = 1399; grade 4–9). The results showed that the measurement was consistent, since single-factor structures, factor loadings and thresholds of the items were found not to vary across sub-groups of the participants. The participants’ perception of school climate was associated positively with quality of life, especially in school (β = 0.152, p < 0.001) and associated negatively with involvement in ijime (bullying) as “victim” and “bully/victim” (β = −0.098, p = 0.001; β = −0.188, p = 0.001, respectively) and peer relationship problems (β = −0.107, p = 0.025). JaSC was found to measure school climate consistently among varying populations of Japanese students, with satisfactory validity.

scholarly journals EMOTIONAL INTELLIGENCE AND SELF-DISCIPLINE IN SENIOR HIGH SCHOOL

2020 ◽  
Vol 8 (1) ◽  
pp. 69-77
Author(s):  
Jerald C. Moneva ◽  
Bandino P. Gatan
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Chi Square ◽  
Personal Profile ◽  
The Relationship ◽  
Independent Individual ◽  
Senior High School Students

This study examined the relationship between emotional intelligence and self- discipline in schools. Emotional Intelligence and Self-discipline are important factors in influencing the students to achieve academically. Emotional Intelligence is the ability to understand, use and manage their own emotion while self-discipline is a practice, a habit, a skills to understand the important factors in life of every individuals. This study is a descriptive correlation that described the two variables, if they had a connection. However, the results were determined if the two variables have a relationship that will affect the students discipline and their emotional intelligence.  A students’ questionnaire was constructed to obtain data on the students’ emotional intelligence and self- discipline. Chi- square was used to establish whether differences in emotional intelligence between self-discipline and it will serve as the basis to identify the level 0f both emotional and self-discipline. The purpose of sampling was done targeting to all the senior high school students. With a target of 245 students who are qualified to answer the questionnaire that I was provided. Emotional Intelligence and Self-discipline is a way that make the students to be aware about the factors in achieving their goals that make the students to be an independent individual. It makes as the basis to manage their own emotions. The data collected using questionnaire was cleaned, encoded, analyze and then interpreted for processing of result. The student’s level were compared and analysis made on which discussion was based. The average weighted mean will be used to determine the assessment of the respondents with regards to their personal profile.

scholarly journals Kecerdasan Emosi, Persepsi terhadap Pendidikan Karakter Cinta Damai dan Penyesuaian Diri Remaja

2014 ◽  
Vol 3 (01) ◽  
Author(s):  
Sjaiful Bachri ◽  
Suharnan Suharnan
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Data Analysis ◽  
Character Education ◽  
Positive Relationship ◽  
Adolescent Adjustment ◽  
School Students ◽  
Correlation Techniques ◽  
Relationship Of ◽  
The Relationship

Abstract. The purpose of this study to examine the relationship of emotional intelligence and perception of the peace-loving character education to adolescent adjustment. The subjects of this study were 150 high school students in the country I Ketapang Sampang. Data collected melui scale of emotional intelligence, perception and character education peaceful adjustment. Data analysis using regression and correlation techniques. The results of the study show that there is no correlation between emotional intelligence and adolescent adjustment. However, different results indicated that there is significant and positive relationship between perceptions of peace-loving character education with adolescent adjustment.Keywords : Emotional Intelligence, Perception of Peace-Loving Character Education, Adolescent Adjustment.

scholarly journals Rancang Bangun Sistem Informasi Analisis Kepuasan dalam Proses Belajar Mengajar di SMA Negeri 3 Mataram Menggunakan MetodeQuality Function Deployment

2020 ◽  
Vol 2 (2) ◽  
pp. 227-236
Author(s):  
Wahda Farah Batari ◽  
Budi Irmawati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Quality Function Deployment ◽  
School Quality ◽  
Evaluation Process ◽  
School Students ◽  
School Year

A senior high school is responsible to deliver competitive human resources. A high school that has good facilities are more popular and attractive for junior high school students. To evaluate the school quality of service, we build a system to analyze the student's satisfaction with the learning process and services.  To conduct the analysis, an information system was built to identify what components of the learning process needed to be improved. The method used is Quality Function Deployment (QFD) that clearly defines the needs and the expectations of students. The evaluation process was done by asking students to fill out a satisfaction questionnaire through the system. To get the analysis continuously this evaluation process can be carried out annually at the end of each school year. By using this computerized system, the evaluation results are obtained faster and more accurate.

scholarly journals Sense of Belonging and Self-esteem of High School Students in a Catholic College

2020 ◽  
Vol 3 (2) ◽  
pp. 87-88
Author(s):  
Maria Madelyn D. Suan, MSLT ◽  
Celo I. Magallanes
Keyword(s):  
High School ◽  
High School Students ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Self Esteem ◽  
School Students ◽  
Catholic College ◽  
School Activities ◽  
School Year ◽  
The Relationship

A sense of belonging in the cycle of teaching and learning is important to students because if they understand acceptance into the program, they will feel more inspired, more successful, and more driven. Students understand the value of school activities in a supportive and warm atmosphere that provides a sense of belonging and acceptance.  Moreover, it is a vital necessity for every individual. The sense of belonging for schools is about achievement, suggesting that the benefit of fulfilling this need is generally higher, reaching the students. Therefore, students who do not fulfill their needs for possessions will also have lower self-esteem. Low self-esteem is often associated with depression. Low self-esteem can lead to depression, and depression lowers self-esteem. Hence, the paper describes the extent of belongingness and level of self-esteem of high school students of a Catholic college in Antique during the school year 2019-2020. Likewise, this paper explored the relationship between the students' demographics and their sense of belongingness and self-esteem.

Sign in / Sign up

Export Citation Format

Share Document