scholarly journals Neural Basis for the Relationship Between Academic Achievement and Emotional Intelligence

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Short Form ◽  
Neural Basis ◽  
Grade Point ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship ◽  
The Brain

The present study is an attempt to provide evidence to the neural basis of the relationship between academic achievement and emotional intelligence constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.01. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic achievement and emotional intelligence in the chosen subjects.

Influence of Academic Motivation on Academic Achievement and Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Short Form ◽  
School Students ◽  
Grade Point ◽  
The Relationship

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.

A Study on the Relationship between Delay of Gratification and Emotional Intelligence in Secondary School Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Rajib Chakraborty ◽  
Dr. K. S. Prabhakaram
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Short Form ◽  
Delay Of Gratification ◽  
School Students ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Delay ◽  
The Relationship

The present study is an attempt to examine the relationship between delay of gratification in academics and emotional intelligence. Sample for the study includes 50 urban students (30 boys and 20 girls) of class IX of a secondary school in New Nagole, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using <italic>Academic Delay of Gratification Scale (ADOGS)</italic> for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the <italic>Trait Emotional Intelligence Questionnaire</italic> – <italic>Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study reveal positive but weak relationship between delay of gratification in academics and emotional intelligence. No role of gender is found on the examined variables.

scholarly journals Neural Basis for the Relationship Between Academic Motivation and Emotional Intelligence

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Rajib Chakraborty ◽  
Rafiya Sultana
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Academic Motivation ◽  
Short Form ◽  
Neural Basis ◽  
School Students ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and emotional intelligence constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the <italic>Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and emotional intelligence in the chosen subjects.

A Study on the Relationship between Academic Delay of Gratification and Emotional Intelligence in Professional Courses Students

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Rajib Chakraborty ◽  
V. Chitra Lekha
Keyword(s):  
Emotional Intelligence ◽  
Short Form ◽  
Delay Of Gratification ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Delay ◽  
The Relationship ◽  
Education Courses ◽  
Academic Delay Of Gratification

The present study is an attempt to examine the relationship between academic delay of gratification and emotional intelligence in professional courses students. Sample for the study includes 136 urban students ( 99 boys and 37 girls ) from Engineering, Pharmacy, Law and Education courses of Sultan Ul Uloom Education Society, Banjara Hills, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using Academic Delay of Gratification Scale (ADOGS) for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue- ASF), prepared by Petrides, K. V. and Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated for the level of significance α at 0.05, using SPSS Statistics Ver.23. Power analysis using G Power Software is used to reveal the minimum sample size to 112 for effect size 0.3 and power 0.9. The findings of the study reveal positive in nature, moderate in strength and highly significant relationship between the variables. No role of gender is found. Educational implications are discussed.

Neural Basis for the Relationship Between Academic Motivation and Academic Achievement

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Grade Point ◽  
Academic Motivation Scale ◽  
Level Of Significance ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and academic achievement constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and academic achievement in the chosen subjects.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

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 Hubungan Kecerdasan Emosi Antara Ibu dengan Anak Usia Dini di Masa Pandemik Covid-19

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Yuni Kurniawaty
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Short Form ◽  
Rank Test ◽  
Cross Sectional ◽  
Study Population ◽  
Cross Sectional Design ◽  
Trait Emotional Intelligence Questionnaire ◽  
Relationship Of ◽  
The Relationship

Objective: to identify  the relationship of emotional intelligence between mothers and early childhood during the covid-19 pandemicMethods: This article of research was correlation with cross sectional design. The research was carried out in the Catholic Santa Katarina Kindergarten, Jalan Mojopahit No. 38 Surabaya. The study population of parents of guardians of students of TK B Katarina used total sampling. Research sample of 30 respondents. The independent variable of maternal emotional intelligence used the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire. The dependent variable of children's emotional intelligence using the Strengths and Difficulties Questionnaire - Parent Reports (SDQ-PR) questionnaire.Results:  The results show that most of the emotional intelligence of mothers was low as much as 86% of respondents. Emotional intelligence of children more than 50% was classified as abnormal or abnormal 56.7% of respondents. Spearman Rank Test p = 0.094 means p > α means that there is no emotional intelligence relationship between mothers and early childhood during the covid-19 pandemic.Conclusion:  There is no emotional intelligence relationship between mothers and early childhood during the covid-19 pandemic. It was recommended in further research to examine other factors that were more dominant that have an association with emotional intelligence of early childhood. 

Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students

2021 ◽  
pp. 30-48
Author(s):  
Revathy.P ◽  
N. Kalai Arasi
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary Students ◽  
Short Form ◽  
Need For Cognition ◽  
Demographic Variables ◽  
Survey Method ◽  
Trait Emotional Intelligence ◽  
School Students ◽  
Trait Emotional Intelligence Questionnaire

This study investigates the need for cognition and trait emotional intelligence of higher secondary students and their relationship to academic achievement. This study also examined the effect of some demographic variables like gender, locale, medium of instruction, order of birth of students on the chosen variables. The study employed a survey method for data collection. The sample comprised 313 (150 boys and 163 girls) higher secondary school students. The Trait Emotional Intelligence Questionnaire-short form (TEIQue–SF; Petrides, 2009) and Need for Cognition Scale (Cacioppo et al., 1984) were used for the study. The results revealed that boys and girls are similar in their need for cognition and trait emotional intelligence. Also, girls outperformed boys academically. Results also show that trait emotional intelligence has a significant effect on academic achievement. There is also a statistically significant relationship between the need for cognition and trait emotional intelligence.

scholarly journals Trait emotional intelligence and somatic complaints with reference to positive and negative mood

Psihologija ◽  
2013 ◽  
Vol 46 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Federica Andrei ◽  
K.V. Petrides
Keyword(s):  
Emotional Intelligence ◽  
Negative Affect ◽  
Short Form ◽  
Negative Mood ◽  
Protective Role ◽  
Somatic Complaints ◽  
Trait Emotional Intelligence ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship

This study examined the relationship between trait emotional intelligence (trait EI) and somatic complaints after controlling for positive and negative affect (PA and NA). 362 volunteers (222 males) completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Somatic Complaint List (SCL), and the Positive Affect and Negative Affect Scales (PANAS). Results showed that high trait EI is positively correlated to PA and negatively correlated to NA and somatic complaints, but that it can predict somatic complaints over and above PA and NA. These findings highlight the protective role of trait EI in mental and physical health.

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