scholarly journals Pola Asuh Demokratis dan Kecerdasan Emosional dengan Prestasi Belajar Siswa-Siswi SMP Bilingual

2015 ◽  
Vol 4 (03) ◽  
Author(s):  
Sesanti Rahayu ◽  
Fabiola Hendrati
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Students ◽  
Emotional Maturity ◽  
Male And Female ◽  
Result Show ◽  
Parenting Scale ◽  
Distributed Measurement ◽  
The Relationship

This study aimed to analyze the relationship tendency democraticparenting and emotional intelligence and academic achievement Bilingual juniorstudents. Subject reaserch are 124 male and female students grade 7 juniorBilingual tepadu Junwangi-Krian. The implementation of data collection is done injunior high school student and Bilingual Integrated. Distributed measurement scaleconsists of two questionnaires: 1) Democracy parenting scale, 2) emotionalintelligence scale. The result show F regression = 2.898 de-ngan p = 0.059 (p>0.05) , this means that there is no significant relationship between democraticparenting and emotional maturity with Academic Achievement.Keywords : learning achievement, parenting Democracy, emotional intelligence

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.

scholarly journals Emotional Maturity and Academic Achievement among Adolescent Students: A Review of Studies

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Manoj Kumar ◽  
Dr. Rishi Mishra
Keyword(s):  
High School ◽  
Academic Achievement ◽  
School Education ◽  
High School Education ◽  
Complex Situation ◽  
Emotional Maturity ◽  
Adolescent Students ◽  
Professional Success ◽  
Relationship Of ◽  
The Relationship

Emotional maturity refers to our capability to understand and manage our emotions. When we are faced with a complex situation, our level of emotional maturity is one of the biggest factors in determining our ability to cope. Adolescence is a time of transition from childhood to being an independent adult; it is a period of life characterized by change and by moving away from one’s family and towards one’s peers. Education is the process of development from child to Adolescence or adulthood. The School education particularly high School education plays an important role in personal and professional success. But during this stage of life many factors influence, the process of education an especially academic accomplishment that is why the present study has been conducted to investigate the relationship of emotional maturity in the academic achievement among Adolescence students. The findings of the present investigation reveal that there is a positive correlation between emotional maturity and academic achievement among Adolescence students. Thus, emotional maturity plays important role in the academic achievement of students.

scholarly journals The Relationship between Intrinsic Motivation and Academic Achievement of Male and Female Students at University Level in Pakistan: A Case Study

2011 ◽  
Vol 2 (5) ◽  
pp. 154-161
Author(s):  
Sadaf Tariq ◽  
Sumaera Mahmood . ◽  
Sarwat Mubeen .
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Sampling Procedure ◽  
Female Students ◽  
Personal Interest ◽  
Male And Female ◽  
University Level ◽  
Multistage Sampling ◽  
The Relationship

Psychologists and educators believe motivation as a significant factor that has an effect on student learning and accomplishment. It is a general argument that suitable motivational orientations make learning easy while unsuitable ones obstruct it. Intrinsic motivation is a kind of motivation that approach from individual factors within a person rather than merely from some outside motives. Intrinsic motivation shows learners commitment in learning for its personal interest. In Pakistan, perhaps little research has yet been done in this field. The study was conducted to find the relationship between intrinsic motivation and academic achievement of students at university level in province Punjab, Pakistan. The main objectives of study were, to finds out profiles of students with respect to intrinsic motivation and academic achievement, to find out difference among male and female students on intrinsic motivation and academic achievement. The population of the study comprised of 600 male and female students studying in universities of Punjab, Pakistan. The sample consisted of 300 male and 300 female students of universities selected through multistage sampling procedure. In order to measure intrinsic motivation of students, an adapted version of Harter’s (1981) intrinsic motivation scale was used. Academic achievement of students was measured through their university results. The scores on each variable were calculated and summarized through mean and standard deviation scores. The significance of difference between mean scores of male and female and BA and B.Sc students on the study variables were calculated by t-test (two-tailed). The relationship between intrinsic motivation and academic achievement was computed by using Person ‘r’. The results of the study revealed no gender difference. Both male and female were found to be equal in intrinsic motivation and academic achievement.

scholarly journals Male and Female Students’ Discourse Competence at Kalamansig National High School

2021 ◽  
Vol 2 (3) ◽  
pp. 260-274
Author(s):  
Reynaldo B. Aranego ◽  
Bai Donna S. Aliman ◽  
Zaida K. Ulangkaya
Keyword(s):  
High School ◽  
Correlation Method ◽  
Female Students ◽  
Oral Discourse ◽  
Written Discourse ◽  
Male And Female ◽  
Competence Level ◽  
Significant Difference ◽  
Discourse Competence ◽  
The Relationship

The study aimed to determine the relationship between the oral and written discourse competence of the male and female students of Kalamansig National High School. Specifically, it sought to determine the level of oral and written discourse competence of male and female students in terms of informative, persuasive, and argumentative speeches; to find out if there is significant difference between male and female students’ written and oral discourse competence level in the three parameters; and to find out if there is a significant difference between the oral and written discourse competence in general when classified according to gender. This study used the descriptive-correlation method. The researcher utilized the purposive sampling in determining the seventy (70) Grade 10 performing students of Kalamansig National High School as respondents of the study. The teacher-made communicative written and speaking tests were used as instruments to gauge the male and female student’s written and oral discourse competence. Based on the findings, it was concluded that both male and female students oral and written discourse competence are good. Both group of students need equal attention from the teachers to enhance their speaking and writing skills.

ACADEMIC ACHIEVEMENT AND ITS RELATIONSHIP WITH ANXIETY, SELF-ESTEEM, OPTIMISM, AND PESSIMISM IN KUWAITI STUDENTS

2005 ◽  
Vol 33 (1) ◽  
pp. 95-104 ◽  
Author(s):  
Freih Owayed El-Anzi
Keyword(s):  
Academic Achievement ◽  
Significant Positive Correlation ◽  
Basic Education ◽  
Self Esteem ◽  
Female Students ◽  
Male And Female ◽  
Positive Correlation ◽  
Education College ◽  
The Relationship

The aim of this study was to examine the relationship between academic achievement and the following variables: anxiety, self-esteem, optimism, and pessimism. The sample consisted of 400 male and female students in the Basic Education College in Kuwait. The salient findings of the investigation were the significant positive correlation between academic achievement and both optimism and self-esteem – whereas the correlations were negative between academic achievement and both anxiety and pessimism.

scholarly journals Gender Based Correlational Study between Multiple Intelligence and Emotional Intelligence

2017 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Surbhi Agarwal ◽  
Prof. Suraksha
Keyword(s):  
Emotional Intelligence ◽  
Secondary Level ◽  
Female Students ◽  
Multiple Intelligence ◽  
Intelligence Scale ◽  
Male And Female ◽  
Gender Based ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
The Relationship

<p>The study aims to find the relationship between male and female students at senior secondary level corresponding to their multiple intelligence and emotional intelligence. A sample of 250 boys and 250 girls studying in four senior secondary schools of Meerut city was randomly selected. Multiple Intelligence scale by the investigator herself and Emotional Intelligence Scale by Arun Kumar &amp; Prof. Suraksha was used. Difference between male and female students corresponding to their relationship between multiple intelligence and emotional intelligence was determined by applying product moment correlation and significance of r (referred by H.E. Garret). After analysis of data it was found that there exists no significant relationship between male and female students with reference to multiple intelligence and emotional intelligence. <em></em></p>

scholarly journals Self-Esteem and Academic Achievement: The Relationship and Gender Differences of Malaysian University Undergraduates

2020 ◽  
Vol 6 (1) ◽  
pp. 43-54
Author(s):  
Frankie Subon ◽  
Norseha Unin ◽  
Nor Hafisah Binti Sulaiman
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
Chi Square ◽  
Grade Point ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship ◽  
Test Result

A positive correlation between self-esteem and academic achievement is often noted in the literature on educational psychology. As such, self-esteem and academic achievement are often inter-related. Additionally, gender is believed to have an impact on an individual’s self-esteem and varied disparities are found in self-esteem level between genders. The relationship between self-esteem and academic achievement among undergraduates in Malaysia, is still understudied and the lack of literature necessitates an empirical study. Hence, this study explored the relationship between self-esteem and academic achievement among undergraduates of a private university in Malaysia. Also, it investigated if there is any significant difference in self-esteem and academic achievement between genders. A convenience sampling method was employed on 60 male and 60 female undergraduates of TESL (Teaching English as a Second Language) program. The Rosenberg Self-Esteem Questionnaire was utilized to obtain the data on the participants’ self-esteem and their Grade Point Average (GPA). Data analysis using Spearman’s rho correlation revealed a significant relationship between self-esteem and academic achievement. Based on the Chi-square test result, a significant difference in academic achievement between male and female students was established. However, the independent t-test result revealed an absence of significant difference in self-esteem between male and female students. The findings demonstrate essential implications for students, counselors, and educators, and suggest relevant recommendations for future research. A larger sample size should be employed, and other important demographic variables should be explored to examine more in-depth into this interesting field of study.

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