scholarly journals Emotional intelligence and academic motivation in high school students with adequate grade point average

Nova Scientia ◽  
2020 ◽  
Vol 12 (24) ◽  
Author(s):  
Norma Amador-Licona ◽  
Juan Manuel Guízar-Mendoza ◽  
Irma Briceño-Martínez ◽  
Biviana Alexandra Rodríguez-Bogarín ◽  
Luis Manuel Villegas-Elizarrarás
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Stress Management ◽  
Grade Point Average ◽  
Academic Motivation ◽  
School Students ◽  
Grade Point ◽  
Emotional Quotient

Introduction: In many populations and school grades, the academic performance has been compared in students according to their sex. Emotional intelligence has been related to academic performance, however even in students with adequate grade point average, this and other variables such as motivation, could be involved. The objective was to evaluate the relationship between emotional intelligence and academic motivation in men and women students with adequate grade point average.Method: We performed a cross sectional study in 119 high school students (75 women and 44 men) from the Universidad De La Salle Bajio. The Emotional Quotient Inventory in its Version for Adolescents was applied. In each participant the average educational school level and academic performance was obtained.Results: In women higher grade point average and academic performance but lower stress management and general mood than in men were found. Academic motivation (r=0.24; p= 0.008), stress management (r=0.18; p= 0.05), adaptability (r=0.19; p= 0.03) and total emotional quotient (r=0.19; p= 0.03) were positively related to academic performance, while age was negative related to academic performance (r=-0.23; p= 0.01). Academic motivation was the only variable related to both, grade point average (r=0.21; p= 0.02) and academic performance in the entire group. In men, no variables related to grade point average were found. However, academic motivation (r=0.35; p= 0.02), interpersonal intelligence (r=0.33; p= 0.02), stress management (r=0.32; p= 0.03), adaptability (r=0.52; p= 0.0001), general mood (r=0.40; p= 0.006), positive impression (r=0.31; p= 0.04) and total emotional quotient (r=0.43; p= 0.003) were all positively related to academic performance. In women only stress management was related to grade point average and academic performance (r=0.23 and r= 0.24; p=0.04 in both cases), respectively.Discussion or Conclusion: The results show higher academic performance in women than in men, even in those students with adequate academic performance. Emotional intelligence participates in different mode by sex in high school students and only stress management seems to be related to academic performance in women. So, these results are useful to focus on programs and counselling in this population to increase emotional competences and academic motivation.

Racial and Linguistic Status Differences in the Effect of Interscholastic Sport Participation on School Engagement and Academic Performance Among High School Students

2018 ◽  
Vol 123 (2) ◽  
pp. 452-471 ◽  
Author(s):  
Hyejin Bang ◽  
Mido Chang ◽  
Cindy Lee
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Grade Point Average ◽  
White Students ◽  
School Engagement ◽  
Sport Participation ◽  
School Students ◽  
Grade Point ◽  
Interscholastic Sport

The purpose of the study was to examine whether the effects of interscholastic sport participation on academic performance and school engagement vary by race and linguistic status of high school students. High school participants ( n = 16,200) were selected from the Education Longitudinal Study: 2002, a nationally representative database. Results of a structural equation model showed that Asian, black, and Hispanic students’ interscholastic sport participation had a positive effect on grade point average, while the effect was not significant for white students. However, white students’ interscholastic sport participation was likely to have a positive, indirect effect on grade point average through their engagement in school. The results showed no linguistic status variation in the effects of interscholastic sport participation on school engagement and grade point average. The findings suggest that supporting high school students in school-sponsored extracurricular sport programs should be continued, highlighting the important role of schools in shaping the proper educational environment for sport participation.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

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.

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.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

Going to College? Latina/Latino High School Students’ College-Going Self-Efficacy and Educational Goals

2017 ◽  
Vol 26 (2) ◽  
pp. 377-392 ◽  
Author(s):  
Maria Luz Berbery ◽  
Karen M. O’Brien
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Self Efficacy ◽  
Educational Goals ◽  
Lower Grade ◽  
High Grade ◽  
School Students ◽  
Grade Point ◽  
College Going

This study investigated the contributions of academic performance and college-going support and barriers in predicting college-going self-efficacy and educational goals among Latina/Latino high school students. Concerns regarding assessment and measurement issues in prior research were addressed. Findings suggested that grade point average was the most important contributor of both college-going self-efficacy and educational goals. In addition, college-going support from family moderated the relationship between grade point average and college-going self-efficacy, such that for students with a high grade point average, high levels of support were related to higher self-efficacy, while students with a high grade point average but lower support had lower self-efficacy. Levels of family support were less important with regard to efficacy and goals for students with a lower grade point average, who tended to have low college-going self-efficacy. The implications of these findings are discussed and recommendations for future research and practice are provided.

scholarly journals Inlfuence of Brain-Based Learning Stratgies on Academic Motivation, Stress and Self-Esteem of High School Students in North Banagalore

2021 ◽  
Vol 58 (2) ◽  
pp. 6329-6332
Author(s):  
Reshma HS, Dr Smitha M Reddy
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Learning Strategy ◽  
Self Esteem ◽  
School Students ◽  
Brain Based Learning ◽  
Free Environment

Brain-Based Learning Strategy stimulates the whole brain for effective function which results in greater academic progress.  This being the case it is bound to result in academic motivation, removal of stress and an increase in the self-esteem of students without any doubt. Brain-Based Learning Strategy provides a safe and threat-free environment whereby the meaningful presentation of content prepares the learners’ brains to store, process and retrieve the information in a soothing way.   The main objective of this paper is to study the influence of brain-based learning strategies on the academic motivation, stress and self-esteem of high school students in North Bangalore, identity the factors of brain-based learning which influence learning process among high school students and then move on to identifying the factors of  motivation, stress and self-esteem which influence the academic performance of high school students with respect to brain-based learning.  The results of the study have confirmed that brain-based learning would result in motivation, removal of stress and higher self-esteem thereby resulting in improved academic performance.

scholarly journals Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Children ◽  
2020 ◽  
Vol 7 (12) ◽  
pp. 310
Author(s):  
María Dolores Toscano-Hermoso ◽  
Carlos Ruiz-Frutos ◽  
Javier Fagundo-Rivera ◽  
Juan Gómez-Salgado ◽  
Juan Jesús García-Iglesias ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Well Being ◽  
Three Dimensions ◽  
Physical And Mental Health ◽  
School Students ◽  
Cross Sectional ◽  
Academic Field

Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

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