scholarly journals EXCELLENT ACADEMIC ACHIEVEMENT: DO INTELLECTUAL HUMILITY AND EMOTIONAL INTELLIGENCE MATTER?

2021 ◽  
Vol 40 (2) ◽  
pp. 265-278
Author(s):  
Aurelius Ratu ◽  
Ni Gusti Made Rai ◽  
Eka Dian Savitri
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Important Variable ◽  
Educational Process ◽  
First Year ◽  
Intellectual Humility ◽  
Second Phases ◽  
Second Year ◽  
The Relationship

Since emotional intelligence receives much attention in the context of academic success and intellectual humility is frequently studied in the context of career path, research concerning the relationship between emotional intelligence and intellectual humility on academic achievement is a necessity. This study aims to investigate that relationship while contributing to higher education on the insight to an employable graduate. The quantitative approach was implemented as the research framework by applying independent t-test and multiple regression in the first and second phases respectively. We found that the total score of intellectual humility and emotional intelligence for students (male and female) in the first year have a significant effect, while only the total score of intellectual humility among male in the second year has a significant effect on GPA (n = 531). Acknowledging academic achievement is an important variable in student’s academic process and intellectual humility to continuously plan, adapt, adjust, and evaluate their set of competencies, while simultaneously their engagement in a non-academic activity should be fostered. Besides, we suggest a mentor programme on both career and academic dimensions to make them enjoy and comfortable during their educational process. An understanding of IH during the educational process is impossible without serious attention to emotion, including the religious dimension.

scholarly journals Use of Library Services Can Be Associated with a Positive Effect on First-Year Students’ GPA and Retention

2015 ◽  
Vol 10 (1) ◽  
pp. 79 ◽  
Author(s):  
Eamon C Tewell
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Undergraduate Students ◽  
Retention Rate ◽  
The United States ◽  
First Year ◽  
Library Service ◽  
First Year Students ◽  
Library Use ◽  
Second Year

A Review of: Soria, K. M., Fransen, J., & Nackerud, S. (2014). Stacks, serials, search engines, and students’ success: First-year undergraduate students’ library use, academic achievement, and retention. The Journal of Academic Librarianship, 40(1), 84-91.http://dx.doi.org/10.1016/j.acalib.2013.12.002 Abstract Objective – To investigate the degree of relation between first-year undergraduate students’ library use and their academic achievement (measured by cumulative GPA) and first- to second-year retention. Design – Quantitative data obtained from library systems combined with regression analyses. Setting – A large public university located in the United States of America. Subjects – The study included 5,368 non-transfer first-year students, with a total of 5,162 students retained for the final sample. Methods – Data on 10 library usage variables were collected using student logins to library databases and websites and analyzed using SPSS. These variables included logins to databases, use of electronic books and journals, chat reference questions, and workshops signed up for, among others. There were 2 separate regressions utilized to predict students’ cumulative GPA by these 10 types of library use. Two separate logistic regressions were utilized to predict first- to second-year retention by the same library usage variables. Main Results – 81.9% of first-year students used at least one library service. Overall, students who used their academic library’s services and/or resources once or more during an academic year had a higher average retention rate and GPA compared to their peers who had not used the library. It was found that four library use areas, including book loans, database logins, electronic journal logins, and library workstation logins, were positively associated with students’ GPA. Database logins and library workstation logins were positively associated with retention. Each of the models used to predict either student GPA or retention by library use were found to be statistically significant. Conclusions – The study suggests that there is a positive and significant relationship between a number of library activities and students’ GPA and retention. The effect size of these activities upon the primary outcome variables of GPA and retention is small, though this is logical considering the one-time use of a library service is unlikely to meaningfully influence one’s academic success. Other non-library factors in the student experience must be considered.

scholarly journals Evaluation of the relationship between social level perceived as the predictor of academic achievement and solitude in nursing studentsHemşirelik öğrencilerinde akademik başarının yordayıcısı olarak algılanan sosyal düzeyi ile yalnızlık arasındaki ilişkinin incelenmesi

2016 ◽  
Vol 13 (2) ◽  
pp. 3033 ◽  
Author(s):  
Yurdanur Dikmen
Keyword(s):  
Social Support ◽  
Academic Achievement ◽  
Academic Success ◽  
Nursing Students ◽  
Stepwise Regression ◽  
Pearson Correlation ◽  
Educational Process ◽  
Positive Contribution ◽  
Teacher Student ◽  
The Relationship

In this study, it was aimed to determine the predictive power of perceived level of social support and solitude levels in academic achievements in nursing students. The sample of the study consisted by 451 students who were studying at the Department of Nursing in a public university in 2014-2015 academic years. 360 of students (79.9%) were female, 91 (20.1) were male. The average age of students was found to be 20.97 ± 1.23 and the average academic achievement was 2.36 ± 0.86. Data were collected by using Student Identification Form, Perceived Social Support Scale (PSSS) and UCLA Loneliness Scale. The relationship between level of loneliness and social support of among students was analyzed by Pearson Correlation analysis. In order to determine the predictive variables of academic achievement contributed in which alignment, stepwise regression techniques were used. PSSS mean scores of students was found to be 128,18 ± 6,02, UCLA mean score was 38,02 ± 8,02. As a result of the regression analysis, it was found that the educator’s support, family support and solitude variables predict the academic achievement, gender, grade level and support of friends do not predict. Educator’s support variable was seen as predictor of academic achievement in the first place and this support explains alone the 11.8% of the academic achievement of nursing students. It can be useful to plan the development of plans such as developing social relationships to student, educator and family in order to develop the skills of students to benefit from social support resources, social support skills programs, seminars of teacher-student relationship. At the same time, it can make a positive contribution that the nurse educators’ supportive, without prejudice, patient behaviors in the educational process to academic success of students. ÖzetBu araştırmada, hemşirelik öğrencilerinin çevreden algıladıkları sosyal destek düzeyi ve yalnızlık düzeyinin akademik başarılarını yordama gücünü belirlemek amaçlanmıştır.Araştırmanın öreklemini, 2014-2015 akademik yılında bir kamu üniversitesi Hemşirelik Bölümünde öğrenim gören 451 öğrenci oluşturmuştur. Öğrencilerin 360'ı (%79.9) kız,  91'i (%20.1) erkektir. Öğrencilerin yaş ortalaması 20.97±1.23 olup, akademik başarı ortalaması ise 2.36±0.86 olarak bulunmuştur. Veriler, Öğrenci Tanıtım Formu,Algılanan Sosyal Destek Ölçeği (ASDÖ) ve UCLA Yalnızlık Ölçeği kullanılarak toplanmıştır. Öğrencilerin yalnızlık düzeyi ile sosyal destek düzeyi arasındaki ilişki Pearson Korelasyon analizi ile incelenmiştir. Öğrencilerin akademik başarısını yordayan değişkenlerin hangi sıra ile katkı sağladığını belirlemek için adımsal (stepwise regression) regresyon teknikleri kullanılmıştır. Öğrencilerin ASDÖ puan ortalaması 128,18±6,02, UCLA puan ortalaması 38,02±8,02 olarak bulunmuştur. Yapılan adımsal regresyon analizi sonucunda eğitimci desteği, aile desteği ve yalnızlık değişkenleri akademik başarıyı anlamlı olarak yordamakta, cinsiyet, sınıf düzeyi ve arkadaş desteği ise yordamamaktadır. Eğitimci desteği değişkeninin öğrencilerin akademik başarısını ilk sırada yordadığı görülmü olup, tek başına eğitimci desteği değişkeni hemşirelik öğrencilerinin akademik başarılarının %11.8’ini açıklamaktadır. Öğrencinin sosyal destek kaynaklarından yararlanma becerisini geliştirmek amacıyla öğrenci, eğitimci ve ailelere yönelik sosyal ilişkileri geliştirme, sosyal destek beceri programı, eğitimci-öğrenci ilişkilerini geliştirme seminerleri gibi programların planlanması yararlı olabilir. Aynı zamanda hemşire eğitimcilerin, eğitim sürecinde öğrencilere karşı sabırlı, önyargısız, onları destekler biçimde davranmaları öğrencilerin akademik başarısına olumlu katkılar sağlayabilir.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

scholarly journals Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

2021 ◽  
Vol 11 (7) ◽  
pp. 95
Author(s):  
Inmaculada García-Martínez ◽  
Eufrasio Pérez-Navío ◽  
Miguel Pérez-Ferra ◽  
Rocío Quijano-López
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Student Teachers ◽  
Educational Achievement ◽  
Skills Training ◽  
Academic Stress ◽  
Teaching Profession ◽  
Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

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.

scholarly journals Dynamics of the relationship of emotional intelligence with the results of the state exam during the adaptation of school system to its introduction

2015 ◽  
Vol 8 (2) ◽  
pp. 139-150
Author(s):  
E.S. Dmitrieva ◽  
V.Ya. Gelman
Keyword(s):  
Emotional Intelligence ◽  
School System ◽  
The State ◽  
Russian Language ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Adaptation Processes ◽  
Relationship Of ◽  
The Relationship

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.

scholarly journals Relationship Between Teachers Leadership Styles and Students Academic Achievement

2019 ◽  
Vol IV (IV) ◽  
pp. 360-366
Author(s):  
Abdur Rashid ◽  
Roohul Amin ◽  
Shabir Ahmad
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Leadership Styles ◽  
Teacher Leadership ◽  
School Effectiveness ◽  
Pearson Correlation ◽  
Study Results ◽  
Study Population ◽  
The University ◽  
The Relationship

Leadership styles play an important role and position in pedagogical activities and school effectiveness because they play a major role in the learning process. The current study looked at the relationship between teacher leadership styles (including democratic, autocratic, transformational and transactional) and student academic achievement at the university level. Head of the Departments of Social Sciences and Master degree students made up the study population. Twenty-nine Heads of Departments (HODs) and two hundred and six students from five public sector universities in Khyber Pakhtukhawa were selected through simple random and stratified (proportionate) sampling techniques. Data was collected through a questionnaire, the reliability co-efficient of which was 0.72 and 0.82 for HODs and students respectively. The data collected was analyzed using Mean, Standard Deviation and Pearson Correlation. The study results indicate that teacher leadership styles are strongly linked to student academic success

scholarly journals Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
Muhammad Sarwar ◽  
Muhammad Imran Yousuf ◽  
Shafqat Hussain ◽  
Shumaila Noreen
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Achievement Goals ◽  
Department Of Education ◽  
Performance Goals ◽  
Mastery Goals ◽  
And Performance ◽  
Education Academic ◽  
The University ◽  
The Relationship

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

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