scholarly journals Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 98
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4). 

scholarly journals Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 979
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).  

scholarly journals Meningkatkan Prestasi Belajar di Perguruan Tinggi dengan Mengembangkan Kecerdasan Emosional

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 1093
Author(s):  
Nikodemus Thomas Martoredjo
Keyword(s):  
Student Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Technical Skills ◽  
Academic Ability ◽  
Self Control ◽  
Self Awareness ◽  
Control Motivation ◽  
Systematic Development

To be successful in a particular field, someone does not only rely on academic ability or technical skills. There is another ability that has big contribution to determine the success, which is the ability to manage emotions well or emotional intelligence. It was found many cases which people have failed not because they lack of the potential for mastery of academic or technical skills but they lack of the skills to manage their emotions. Speaking about emotional intelligence, there are five things to consider: self-awareness, self control, motivation, empathy, and social skills. These five things work together in developing emotional intelligence. If emotional intelligence can be realized and well developed, it can be a benefit for students who are studying in universities. The hope is the systematic development of emotional intelligence will best promote student achievement in learning.  

Police, personality and the ability to deceive

2019 ◽  
Vol 22 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Monica Semrad ◽  
Bridie Scott-Parker
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Law Enforcement ◽  
Personality Traits ◽  
Police Officers ◽  
Self Esteem ◽  
Dark Triad ◽  
Social Self ◽  
Selection Processes ◽  
Human Source

Effectiveness as an undercover operative or human source (informant) handler relies on the believability of police in fictious roles, yet the use of deception by law enforcement in covert fields of policing and criminal interviews remains relatively underexplored in the literature. Moreover, selection processes for these critical police roles do not currently include a test of deception ability. This study investigates the lie production and truth production ability of 50 Australian police officers-in-training by comparing their results on a game of deception with their personality traits as tested by the HEXACO-PI-R-100 item version, the Short-D3 and the MSCEIT. Results indicate that sex, age, dark triad traits and emotional intelligence have no relationship with either truth or lie production. HEXACO results indicate low social self-esteem was related to high lie production ability. Further research is needed to explore extraversion, social skills, and confidence as they relate to the credibility of a ‘storyteller’.

scholarly journals Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

2020 ◽  
Vol 15 (3) ◽  
pp. 492-501
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Chinyere G. Asomugha
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
The Self ◽  
Factors Affecting ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Impact

In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.     Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem; 

Too Much of a Good Thing? Self-Esteem and Latinx Immigrant Youth Academic Achievement

2018 ◽  
Vol 29 (3) ◽  
pp. 171-194 ◽  
Author(s):  
Shim Lew ◽  
Linda Harklau
Keyword(s):  
Academic Achievement ◽  
Immigrant Youth ◽  
Self Esteem ◽  
Negative Influence ◽  
Academic Expectations ◽  
Immigrant Community ◽  
Ethnographic Case Study ◽  
Mixed Messages ◽  
Educational Path

Self-esteem is often invoked in scholarly literature and popular belief alike as contributing positively to academic achievement in immigrant youth. Yet, research exploring this link is sparse and findings are mixed. This article reports on a 5-year-long ethnographic case study exploring the educational path of a college-bound Latino adolescent in one southeastern U.S. new immigrant community in which the student’s high self-esteem appeared to have a negative influence on academic achievement. The study traces how high self-esteem caused the student to disregard negative feedback regarding his academic performance and focus his attention instead on excelling in extracurricular pursuits, particularly athletics. The study also finds that educators gave mixed messages about achievement that reinforced the student’s high self-esteem but contributed to low academic expectations and outcomes. In all, it suggests the need to reexamine the assumed link between high self-esteem and academic achievement in immigrant youth and to consider individual differences.

scholarly journals Fostering Students' Self-Esteem in Speaking by Extending Speaking Activities in Social Media

2019 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Yosevina Rosdiana Su ◽  
Fatmawati Fatmawati
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Group Discussion ◽  
Self Esteem ◽  
English Department ◽  
Self Confidence ◽  
It Impacts ◽  
Teachers And Students ◽  
English Speaking

Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.

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