scholarly journals The Relationship Between Emotional Intelligence and Self-Confidence Among University Students in Algeria

2019 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Bellal Nedjm
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
The Self ◽  
Intelligence Scale ◽  
Self Confidence ◽  
Males And Females ◽  
The University ◽  
The Relationship ◽  
Confidence Scale

This research aims to study the relationship between emotional intelligence and self-confidence and to understand the effects of gender (male-female) and specialization (scientific-humanities) on emotional intelligence and self-confidence. The sample of the study consisted of 450 students from the University of Tizi-Ouzou in Algeria.  The study used two scales: the emotional intelligence scale and the self-confidence scale. After analyzing the data, the results revealed that there is a statistically significant correlation between emotional intelligence and self-confidence. There are also statistically significant differences between males and females in emotional intelligence in favor of females. Furthermore, there are statistically significant differences between males and females in self-confidence in favor of males. It also revealed that there are no statistically significant differences in emotional intelligence between students specializing in the sciences and those specializing in the humanities.  However, there are statistically significant differences in the self-confidence between students specializing in the sciences and those in the humanity specialties in favor of scientific students.

scholarly journals Does 12-Week Latin Dance Training Affect the Self-Confidence of the University Students?

2016 ◽  
Vol 5 (4) ◽  
pp. 159 ◽  
Author(s):  
Odemis Meric ◽  
Adilogullari Ilhan
Keyword(s):  
University Students ◽  
Test Scores ◽  
Working Group ◽  
The Self ◽  
Control Group ◽  
Self Confidence ◽  
Dance Training ◽  
Post Test ◽  
The University ◽  
Confidence Scale

<p>In this research, it is aimed to investigate the effect of 12-week Latin dance training on the self confidence of university students. This research was conducted with a total of 60 students, including 30 students as control and 30 students as working group. 33-item self-confidence scale developed by Akin (2007) was applied to both control and working group. Latin dance training was carried out once a week (2 hours) for a total of 24 hours, in 12 weeks. SPSS 16.0 was used for the evaluation of the data obtained in the study. Percetage, frequency, Paired Sample and Independent t-test were used for the analysis of the data. When post-test scores of self-confidence were evaluated, score of working group was found to be statistically significant compared to control group. According to the result of the research, it might be said that 12-week Latin dance training had increased the self confidence of the participants.<strong> </strong><strong></strong></p>

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 The Relationship Between Self-Confidence and Performance of Gymnastic Elements // Povezanost samopouzdanja i uspješnosti izvođenja gimnastičkih elemenata

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Petar Mrđa ◽  
Saša Jovanović ◽  
Sanja Srdić ◽  
Adrijana Ljubojević
Keyword(s):  
The Self ◽  
Self Concept ◽  
Measurement Instruments ◽  
Self Confidence ◽  
Back Handspring ◽  
And Performance ◽  
The One ◽  
High Level ◽  
The Relationship ◽  
Confidence Scale

The aim of this research was to establish a relation between self-confidence and self-concept, on the one hand, and the performance of the apparatus elements and the floor routine, on the other. The research included 29 subjects, aged 20 to 27, with the average age of the subjects being 21 years old (M= 21.16, SD= 1.54). The following measurement instruments were used: RSES (Rosenberg Self-Esteem Scale) and SC-6, as well as the evaluation of the performance of the floor exercises (side-to-side and front-to-back cartwheel, roundoff, front and back handspring, forward and backward flip) and a vault (squat through on the vault and straddle vault with pre-flight, front handspring on vault, roundoff vault) and with the apparatus: the high bar (uprise on bars with legs together, kip, front mill circle, back circle, underswing dismount) and the parallel bars (swing, forward roll, back roll, shoulder stand, front toss dismount, back toss dismount) by a three-member committee. The results showed that Rosenberg’s confidence scale produced statistically significant correlations with all the remaining subscales of moderate or high intensity, and the highest one with the scale of the self-concept (rs= .73), while the lowest one with the scale related to the performance of gymnastic elements on the apparatus (rs = .45) (Cohen, 1988 according to Cumming, 2012). In contrast to this scale, the scale of the self-concept is in statistically significant correlation with the gymnastic elements (rs = .61) on the floor and the vault, while the statistically significant correlation of this scale is missing with the gymnastic elements on the apparatus. It can be concluded that a high level of confidence in one’s own abilities through the entire training period enabled a better access to learning, repetition and, finally, the demonstration of the selected gymnastics elements, while the level of general satisfaction was not a decisive factor in the process.

scholarly journals Hubungan Kecerdasan Emosi dan Pola Asuh Demokratis dengan Strategi Coping Adaptif pada Mahasiswa Tingkat Akhir

2019 ◽  
Vol 1 (2) ◽  
pp. 191-197
Author(s):  
Maria Fella Thika Sary ◽  
Nefi Damayanti
Keyword(s):  
Emotional Intelligence ◽  
Regression Analysis ◽  
Coping Strategies ◽  
Significant Relationship ◽  
Sampling Technique ◽  
Adaptive Coping ◽  
Intelligence Scale ◽  
The University ◽  
The Relationship ◽  
Senior Students

This research aims to know the relationship between emotional intelligence with Adaptive coping strategies, relationships with democratic parenting and adaptive coping strategies and the relationship between emotional intelligence and democratic parenting with Adaptive coping strategies on senior students. The population in this research is the senior students at the Faculty of psychology of the University of Medan Area. Sample research amounted to 74 students were taken with purposive sampling technique. The instruments used are emotional intelligence scale, parenting democratic scale and adaptive coping strategy scale. Results of multiple regression analysis shows amounted to 469.324 with Freg value p = 0.000 (p 0.005) it shows that there is a significant relationship between emotional intelligence and democratic parenting with adaptive coping strategies. Partially, there is the relationship between emotional intelligence with adaptive coping strategies with rxy = 0.00 0.936 with p , and there is a relationship between democratic parenting with adaptive coping strategies rxy = 0.920 with p 0.00. The value of R2 of 0.933 emotional intelligence means and foster democratic patterns together contributed effectively amounted to 93.3% against adaptive coping strategies.

scholarly journals Interaction Effect of Sex, Locality and Self-Confidence on Emotional Intelligence among Prospective Teachers

2012 ◽  
Vol 2 (4) ◽  
pp. 137
Author(s):  
Prem Shankar Srivastava
Keyword(s):  
Emotional Intelligence ◽  
Factorial Design ◽  
Prospective Teachers ◽  
Interaction Effect ◽  
Intelligence Scale ◽  
Male And Female ◽  
Self Confidence ◽  
Main Effects ◽  
Confidence Scale

The present study has been carried out to assess the interaction effect of sex, locality and self-confidence on Emotional Intelligence on a sample of 100 prospective teachers both male and female belonging to urban and rural localities by applying a (2x2x2) three way factorial design. The data has been collected with the help of Self – Confidence Scale (Bhawlkar, 1992) and Emotional Intelligence Scale (Kumar, 2000). It has been revealed that the main effects of sex and self – confidence are found to be significant whereas the main effects of locality as well as the various interactions are found to be non – significant.

scholarly journals Sources of psychological stress and methods of confronting it among students of the University of Hail in the Kingdom of Saudi Arabia: مصادر الضغوط النفسية وأساليب مواجهتها لدى طلاب جامعة حائل بالمملكة العربية السعودية

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Mohamed Mohamed Alhadi Suliman, Elsir Ahmed Suliman, Osman F
Keyword(s):  
Saudi Arabia ◽  
University Students ◽  
Psychological Stress ◽  
Kingdom Of Saudi Arabia ◽  
Coping Methods ◽  
Males And Females ◽  
The University ◽  
The Relationship

The study aimed to investigate the relationship between the style of sources of psychological stresses and methods of confronting it of Hail university students. The researchers designed a scale to investigate sources of psychological stresses and methods of confronting it. The researchers applied the tools on a sample of 400 (males and females) of Hail university students. The collected data analyzed statistically by SPSS. The results showed the sources of stress are high among Hail University students. Hail University students are characterized by high coping methods to stress. The sources of psychological stresses and methods of coping are conversely correlated.

Intelligenza emotiva e resistenza al cambiamento: uno studio empirico

RISORSA UOMO ◽  
2009 ◽  
pp. 309-321
Author(s):  
Annamaria Di Fabio ◽  
Letizia Palazzeschi
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Resistance To Change ◽  
Emotional Reaction ◽  
Future Research ◽  
Intelligence Scale ◽  
Expression Of Emotions ◽  
Italian Context ◽  
The Relationship

- This study aims to analyze the relationship between emotional intelligence and resistance to change. Two hundred thirteen university students (mean age = 24.41, SD = 2.61) were administered the Emotional Intelligence Scale (EIS) and the Resistance to Change Scale (RCS). It emerged that the Appraisal and expression of emotions dimension on the EIS is a better inverse predictor both of the Routine seeking dimension and the Emotional reaction to imposed change dimension on the RCS. These results provide a more in-depth look at the relationship between emotional intelligence and resistance to change within an Italian context, defining new areas for future research and intervention.Keywords: emotional intelligence, resistance to change, Italian context.Parole chiave: intelligenze emotiva, resistenza al cambiamento, contesto italiano.

scholarly journals Gender Comparison of Emotional Intelligence of University Students

2018 ◽  
Vol 5 (1) ◽  
pp. 172 ◽  
Author(s):  
Asfandyar Fida ◽  
Abdul Ghaffar ◽  
Amir Zaman ◽  
Asif Niwaz Satti
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
University Education ◽  
Intelligence Scale ◽  
Gender Comparison ◽  
Arts And Humanities ◽  
Research Activities ◽  
University Level ◽  
The University ◽  
Superior Level

<p> <em>Emotional intelligence is a contributing construct to learning and other personal and career developments. It is a perplex notion involving many conceptions which resulted in various tools of emotional intelligence. University education is a terminal stage when young people are ready to enter the job arena and are expected to be emotionally sound. Numerous studies have been carried out on the differentiation of emotional intelligence of the learners, particularly at graduate and post-graduate levels. This study is an attempt to investigate emotional intelligence of the university students. Since there are differences in the findings of various studies in terms of gender; therefore, this study also considers to explore the discrepancy of the emotional cognizance of the male and female learners at university level. The target participants of this investigation were the students of all five faculties of a university in Khyber Pukhtunkhwa, a province in Pakistan. The Wong and Law Emotional Intelligence Scale (WLEIS) developed by Wong and Law (2002) was used for data collection. The outcomes of the investigation showed that female learners were ahead of male in emotional intelligence. Further, the learners of business and economics had superior level of emotional intelligence, while students of Arts and Humanities had inferior level of emotional intelligence. The study put forward some valuable suggestions, particularly through curricula enhancement and for further research activities.</em></p>

Does Emotional Intelligence Predict Athletes’ Motivation to Participate in Sports?

2019 ◽  
Vol 126 (2) ◽  
pp. 305-322 ◽  
Author(s):  
Saulius Sukys ◽  
Ilona Tilindienė ◽  
Vida Janina Cesnaitiene ◽  
Rasa Kreivyte
Keyword(s):  
Emotional Intelligence ◽  
Cross Sectional Study ◽  
The Self ◽  
Basketball Players ◽  
Cross Sectional ◽  
Intelligence Scale ◽  
Motivation To Participate ◽  
Sport Motivation Scale ◽  
The Relationship ◽  
Identified Regulation

The relationship between emotional intelligence (EI) and successful athletic performance has been previously recognized, but there remains a need to investigate how EI impacts athletes’ sports motivation. This cross-sectional study investigated how different EI dimensions related to athletes’ motivation among 239 adult basketball players (129 females) aged 18-34 years. Our research participants completed questionnaires that included the self-reported Emotional Intelligence Scale and Sport Motivation Scale II. We found significant correlations between total EI and intrinsic, integrated, identified, and introjected regulation. Higher EI was negatively related to athletes’ amotivation. More specifically, the self-reported abilities to perceive emotion and manage others’ emotions were significantly related to intrinsic, integrated, and identified regulation, and only managing one’s own emotions negatively related to athletes’ amotivation.

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.

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