The Relationship between Emotional Intelligence and Adjustment Amongst First Year Students in a Malaysian Public University

Research is devoted to the study of the relationship of emotional intelligence of students with the results of the state exam in the adaptation of the school system for 5 years from the date of introduction. The sample consisted of 156 first-year students. Evaluation of the components of emotional intelligence was measured by self-report (EmIn questionnaire). There was a statistically significant correlation between the severity of different indicators of emotional intelligence of students passing the exam and the results of the three school subjects: Russian language, Mathematics, Social studies. It is shown that since the introduction in 2009 of compulsory exam the level of communication between the indicators of emotional intelligence and the results of the examination has changed. Adaptation processes to the introduction of the state exam lead to changes contingent of successful students: If at the time of the introduction of the exam more successful were students with higher EI, in the process of adaptation more successful became those with lower EI. It was shown that the components of EI, having the most important relationships with the results of the exam, are different for the considered subjects; the dynamics of these relationships has been revealed.

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STUDY OF THE RELATIONSHIP OF SOCIO-PSYCHOLOGICAL ADAPTATION AND EMOTIONAL INTELLIGENCE OF FIRST-YEAR STUDENTS

Pedagogical Education in Russia ◽

10.26170/po19-07-21 ◽

2019 ◽

pp. 154-160

Author(s):

Lyubov Viktorovna Okonechnikova ◽

Angelica Martynovna Wilhelm ◽

Andrey Vladimirovich Wilhelm

Keyword(s):

Emotional Intelligence ◽

Psychological Adaptation ◽

First Year ◽

First Year Students ◽

Relationship Of ◽

The Relationship

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Religious Orientation, Academic Stress and Religious Coping among First Year Undergraduate Students

IIUM Journal of Educational Studies ◽

10.31436/ijes.v9i2.244 ◽

2021 ◽

Vol 9 (2) ◽

pp. 123-140

Author(s):

Afaf Osman ◽

Iman Osman Mukhtar Ahmed

Keyword(s):

Gender Differences ◽

Religious Coping ◽

Undergraduate Students ◽

Religious Orientation ◽

Public University ◽

Academic Stress ◽

First Year ◽

First Year Students ◽

Orientation Scale ◽

The Relationship

The study aimed to assess the prevalence of religious orientation, academic stress, and the use religion as a means to cope with academic stress among first-year undergraduates. The sample consisted of 321 first year students from five faculties of a religiously oriented public university in Malaysia. The data were collected using three separated instruments: a Religious Coping Questionnaire, an Academic Stress Scale, and an Orientation Scale. Frequency analysis was used to examine the prevalence of stress, and religious orientation, while Pearson moment correlation was used to analyze the relationship among the three main constructs: religious coping, religious orientation and academic stress. The analysis ran an independent sample t-test to check for gender-differences in academic stress, religious coping and academic stress. The results showed high incidences of the religious orientation and religious coping among the sample of undergraduates, but no significant gender differences. The study substantiated that one of the means by which the first year students reduced their academic stress is through religious coping and religious orientation.

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THE DEVELOPMENT OF INTERPRETATIVE ABILITIES OF THE SUVOROVITES WHEN TEACHING EXPRESSIVE READING OF THE BALLAD “HEATHER HONEY” BY R. L. STEVENSON

Pedagogical IMAGE ◽

10.32343/2409-5052-2020-14-3-382-392 ◽

2020 ◽

Vol 14 (3) ◽

pp. 382-392

Author(s):

E. V. Lelinkova ◽

Keyword(s):

Emotional Intelligence ◽

Literary Text ◽

First Year ◽

Approaches To Teaching ◽

Creative Imagination ◽

First Year Students ◽

Interpretive Analysis ◽

Artistic Interpretation ◽

Military School ◽

5Th Grade

. The introduction to the paper outlines its aim to find ways of developing interpretative skills of the 5th-grade Suvorovites when teaching expressive reading. Materials and methods. The study is based on the analysis of psychological, pedagogical, and methodological literature, which help to teach the 5th-grade Suvorovites to deeply percept and understand literary text and subtext, and can foster the development of interpretative skills while teaching them to expressive reading. The research involves considering artistic interpretation as one of the most important directions of the literary development of reading Suvorovites. According to the study, the interconnection between the hermeneutic and axiological approaches to teaching expressive reading contributes to the development of recreational and creative imagination in the Suvorovites and reveals the deepest meanings of the work of fiction on a personal level. The results of the study. The study has determined the role of the hermeneutic and axiological aspects in the methodology of expressive reading. It has also considered the ways of building the interpretative competence in the younger adolescents of the Suvorov Military School through the work with the sounding word. Some features of the literary text perception by the Suvorovites have been analyzed, and the problems of the formation of the reader’s competence and interpretative skills have been identified, given a gender aspect. The paper also presents an interpretive analysis of the 5th-grade Suvorovites’ expressive reading of R. L. Stevenson’s ballad “Heather Honey” (translated by S. Ya. Marshak). This analysis of the Suvorovites work focuses on the development of emotional responsiveness, expansion of the intonation range, and teaching the empathetic principle in conjunction with the formation of ideas about the moral conceptual complex, which helps to deepen understanding of the ballad subtext and, therefore, not only improves the acting skills of the students but also cultivates their spiritual qualities (axiological aspect). Conclusion The study proves that the interconnection between the hermeneutic and axiological approaches to teaching expressive reading contributes to the efficient development of the interpretative skills of the Suvorovites-readers, allows them to penetrate the deepest meaning of the text, and forms the emotional intelligence and personal qualities of the first-year students of the Suvorov Military School. Keywords: expressive reading, interpretative abilities, hermeneutic approach, axiological approach, interpretative competence, acting analysis, emotional intelligence, text, subtext.

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HUBUNGAN TINGKAT PENGETAHUAN TENTANG KEBUTUHAN CAIRAN TUBUH DENGAN POLA KONSUMSI AIR MINUM PADA MAHASISWA TINGKAT I AKPER PANTI KOSALA SURAKARTA

KOSALA : Jurnal Ilmu Kesehatan ◽

10.37831/jik.v4i2.103 ◽

2016 ◽

Vol 4 (2) ◽

Author(s):

Budi Herminto ◽

Risa Setia Ismandani

Keyword(s):

Drinking Water ◽

Design Research ◽

P Value ◽

First Year ◽

Knowledge Level ◽

First Year Students ◽

Fluid Body ◽

Level Of Knowledge ◽

High Level ◽

The Relationship

AbstractWater represent compound which is the necessary for all living. Consumption behaviorirrigate society not yet altogether goodness, society consume water when feel thirsty anddo not so pay attention drinking water and amount matching with requirement. Purpose ofthe study to determine the relationship between the knowledge level about fluid bodyrequirement with pattern consume drinking water at student in Academy of Nursing PantiKosala Surakarta.The subject was used as population in the study was all the first year students. The totalpopulation were 139 students, and the sample were 103 students. The samplingtechnique was simple random sampling.This research method represent analytic research with design research of corelasional toknow relationship between knowledge level about fluid body requirement with patternconsume drinking water of student.The results was the high level of knowledge about the fluid body requirment were 74(72%), moderate level of knowledge about the fluid body requirment were 29 (28%), whilethe behavior of consuming appropiate water were 69 (67%), and the behavior ofconsuming inappropiate water were 34 (33%) with a p-value 0.003 <0.05 significant 95%.There was a significant relationship between the knowledge level about fluid bodyrequirement with pattern consume drinking water at student in Academy of Nursing PantiKosala Surakarta.Keywords: knowlegde level, fluid body requirement, pattern consume drinking water.

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Emotional Intelligence and Stress Coping Strategies Among Students of Physical Education and Sport Study Programs

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v4i115.820 ◽

2020 ◽

Vol 4 (115) ◽

Author(s):

Romualdas Malinauskas ◽

Tomas Saulius ◽

Giedrius Kaufmanas

Keyword(s):

Social Support ◽

Emotional Intelligence ◽

Problem Solving ◽

Physical Education ◽

Coping Strategies ◽

First Year ◽

Stress Coping ◽

First Year Students ◽

Study Programs ◽

Stress Coping Strategies

Background. Studies of various scholars confirm the relation between the application of stress coping strategies and emotional intelligence, but there is a lack of research about the relationship between individual coping strategies and emotional intelligence levels among the first- and the fourth-year students. The aim of the research was to reveal peculiarities of emotional intelligence and stress coping strategies of undergraduate students of physical education and sport study programs.Methods. The Shutte Self-Assessment Questionnaire was used to measure the level of emotional intelligence of the participants (Schutte & Malouff, 1999). The questionnaire composed by Grakauskas and Valickas (2006) was used to identify the stress coping strategies. It consists of four factors: social support factor, problem-solving factor, emotional discharge factor and avoidance factor. The research was based on the following ethical principles: confidentiality, anonymity, impartiality and privacy. The first- and the fourth-year students of the Lithuanian Sports University and Lithuanian University of Educational Sciences, Physical Education and Sports Programs were surveyed. The research sample consisted of 123 participants. Male participants comprised 66.7% of the sample, and the female participants comprised 33.3%. of the sample. The first-year undergraduates made up 57.7% of the sample, and the fourth-year undergraduates made up 42.3% of the sample.Results. Analyzing the data on the stress coping strategies according to the participants studying experience, it was found that the fourth-year students used the social support strategy more frequently in comparison with the first-year students. In addition, the fourth-year students applied emotional discharge and avoidance strategies more often than the first-year students. Comparing stress coping strategies and emotional intelligence according to the gender of participants, no statistically significant differences were found. There was a statistically significant relationship between the stress coping strategy and the ability to evaluate and express one’s emotions.Conclusions. Comparing emotional intelligence of the first- and the fourth-year students of physical education and sports study programs, no statistically significant differences were found. Comparison of stress coping strategies applied by the first- and the fourth-year students of physical education and sports degree programs revealed that the fourth-year students tended to use social support, emotional discharge and avoidance strategies more frequently than the first-year students. Comparison of stress coping strategies and emotional intelligence according to gender did not show any statistically significant differences. However, there was a statistically significant relationship between stress coping strategies and emotional intelligence, though it was a weak, but significant difference between emotional intelligence components such as the ability to express and manage emotions and problem-solving focused stress coping strategy.Keywords: stress, stress management strategies, emotional intelligence.

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Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia

Education Sciences ◽

10.3390/educsci11100604 ◽

2021 ◽

Vol 11 (10) ◽

pp. 604

Author(s):

Salleh Amat ◽

Harizah Izyan Samsudin ◽

Abu Yazid Abu Bakar ◽

Mohd Izwan Mahmud ◽

Mohd Hasrul Kamarulzaman

Keyword(s):

University Students ◽

Positive Response ◽

Well Being ◽

Public University ◽

Descriptive Statistics ◽

Needs Analysis ◽

Survey Study ◽

First Year ◽

First Year Students ◽

Module Development

This study is a needs analysis that aims to develop a psychosocial module based on a psychoeducation approach in order to strengthen the assertiveness, social skills, and psychological well-being of public university students in Malaysia. The specific objectives of this study were to identify the perceptions of university students on the need to design and build a psychosocial module, identify the constructs that should be included in the phase of designing and building of the psychosocial module as well as the support that has been received and the support that the students desire while on campus. This survey study utilized a questionnaire distributed to a total of 286 first year students studying at three public universities in Malaysia. The data obtained were analyzed by using descriptive statistics. The findings of the study showed a highly positive response from the students toward the development of a psychosocial module and the constructs listed in the questionnaire. Implications from this study can further solidify the constructs that should be included in the design and construction of the psychosocial module as well as identify the availability of the approaches, strategies, and support activities that have been received and desired by the students.

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Role of Emotional Intelligence in Academic Achievement

Advances in Human Resources Management and Organizational Development - Strategic Approaches for Human Capital Management and Development in a Turbulent Economy ◽

10.4018/978-1-4666-4530-1.ch016 ◽

2014 ◽

pp. 255-263 ◽

Cited By ~ 1

Author(s):

Tripti Singh ◽

Manish Kumar Verma ◽

Rupali Singh

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Social Intelligence ◽

Engineering Students ◽

School Level ◽

First Year ◽

First Year Students ◽

Academic Achievements ◽

Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

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The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

Reading & Writing ◽

10.4102/rw.v6i1.52 ◽

2015 ◽

Vol 6 (1) ◽

Cited By ~ 2

Author(s):

Naomi A.N.Y. Boakye

Keyword(s):

Reading Instruction ◽

South African ◽

Self Efficacy ◽

Academic Literacy ◽

Reading Proficiency ◽

First Year ◽

Tertiary Institution ◽

First Year Students ◽

Affective Factors ◽

The Relationship

Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL), which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.

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