scholarly journals Self-Concept as a Mediator of the Relation Between University Students’ Resilience and Academic Achievement

2022 ◽  
Vol 12 ◽  
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto-Landa ◽  
Rocío Quijano-López ◽  
Samuel P. León
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Structural Equation ◽  
Positive Influence ◽  
Self Report ◽  
Self Concept ◽  
Mediational Analysis ◽  
Mediating Factor ◽  
The Relationship

Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on analyzing the relationship between resilience, emotional intelligence, self-concept and the academic achievement of university students. For this purpose, different self-report tools were administered to a sample of 1,020 university students from Southern Spain. The Structural Equation-based mediational analysis suggests that there is no direct relationship between resilience and academic achievement, nor between emotional intelligence and academic achievement. Likewise, self-concept is positioned as a mediating factor in the relationship between resilience and academic achievement. The findings indicate that university students who exhibit high levels of resilience tend to cope better with difficult moments and understand and value the effort required and invested in study time. This study supports positive beliefs and behaviors for better academic achievement.

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 The Creative Self-Concept as a Mediator Between Openness to Experience and Creative Behaviour

2016 ◽  
Vol 3 (2) ◽  
pp. 408-417 ◽  
Author(s):  
Bin-Bin Chen
Keyword(s):  
Structural Equation ◽  
Openness To Experience ◽  
Self Report ◽  
Mediation Effect ◽  
Self Concept ◽  
Future Research ◽  
Equation Modelling ◽  
Creative Behaviour ◽  
Creative Self ◽  
The Relationship

AbstractThis study examined the mediation effect of creative self-concept on the relationship between Openness to Experience and creative behaviours among university students. Participants in the study completed self-report measures of Openness to Experience, creative behaviours and creative self-concept. Structural equation modelling revealed that, as predicted, Openness to Experience was indirectly related to creative behaviours through creative self-concept. Implications for future research and limitations of the present findings are discussed.

scholarly journals Relationship Between Emotional Intelligence and Health Behaviours among University Students: The Predictive and Moderating Role of Gender

2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Romualdas Malinauskas ◽  
Audrone Dumciene ◽  
Saule Sipaviciene ◽  
Vilija Malinauskiene
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Health Behaviour ◽  
Risk Taking ◽  
Health Behaviours ◽  
Self Report ◽  
Stepwise Multiple Regression ◽  
Cross Sectional ◽  
The Relationship

This study investigated the role of gender as a potential predictor of health behaviour and potential moderator of the relationship between emotional intelligence and health behaviour. This cross-sectional study included 1214 students (597 males and 617 females). Data were collected using the Schutte Self-Report Inventory and the Health Behaviour Checklist. Stepwise multiple regression analysis was executed with the components of health behaviour as the dependent variables to examine the predictive value of the emotional intelligence indicators as the independent variables. Gender predicted all categories of health behaviours. Only one indicator of emotional intelligence, appraisal, predicted the Accident Control and Traffic Risk Taking categories. The emotional intelligence indicator of social skills emerged only as a predictor of Wellness Maintenance and Enhancement in university students. Gender moderates the relationship between all emotional intelligence indicators and health behaviour components except the relationship between Appraisal and Substance Risk Taking and the relationship between Utilization and traffic risk taking.

scholarly journals Follower emotional intelligence

2019 ◽  
Vol 48 (5) ◽  
pp. 1239-1260
Author(s):  
J. Irudhaya Rajesh ◽  
Verma Prikshat ◽  
Paul Shum ◽  
L. Suganthi
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation ◽  
Theoretical Perspective ◽  
Self Report ◽  
Content Type ◽  
Proposed Model ◽  
One Step ◽  
Cognitive Speed ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to understand the impact of transformational leadership (TL) on follower emotional intelligence (EI) and examine the potential mediation role played by follower EI in the relationship between TL and follower outcomes (i.e. growth satisfaction in the job and job stress (JS)). Design/methodology/approach Data were obtained through survey using questionnaire collected from 908 employees who worked across six different sectors, i.e. manufacturing, IT, healthcare, hospitality, educational and public services in Southern India. The mediation model proposed in this study was tested using structural equation modelling and bootstrapping method. Findings The relationship between TL and Follower EI was significant. Follower EI was found to partially mediate the relationship between TL and followers’ growth satisfaction in job. Contrary to expectations, the follower EI did not significantly predict JS in this study and hence the follower EI did not mediate in the proposed model. However, follower EI and growth satisfaction in the job jointly mediated the relationship between TL and follower JS fully. Research limitations/implications Self-report bias about supervisors’ TL behaviours and followers’ own EI assessment and collection of data from the mono-source (subordinate self-report) might have impacted the results of this study. Moreover, some items were negatively worded and reverse coded as cognitive speed bumps to restrain the respondent’s tendency to rush through answering the survey questionnaire. Practical implications This study established a partial and joint mediation of follower EI on the relationship between TL and follower outcomes. Basing on these findings, this study highlights the need for the practitioners to better understand the importance of EI training for the leaders in the organisations for obtaining better outcomes in the followers. Social implications The study establishes the fact that the attunement of transformational leaders’ EI and follower EI help leaders as well as followers to guide their behaviour towards positive outcomes. Originality/value This study is among the first to examine the impact of TL on follower EI and the potential mediation of follower EI between TL and follower outcomes. From a theoretical perspective, this study is one step closer to fully understand the intervening process between TL and follower outcomes.

Study Skills, Self-Concept, and Academic Achievement

1984 ◽  
Vol 54 (3) ◽  
pp. 923-929 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
James David Williamson
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Grade Point Average ◽  
Study Skills ◽  
Interpersonal Relations ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Grade Point ◽  
Two Measures

This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

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 Students Emotional Intelligence as Catalisator for Academic Achievement

2020 ◽  
Vol 2 (2) ◽  
pp. 53-68
Author(s):  
Muhammad Refki Novesar
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Significant Relationship ◽  
Positive Influence ◽  
Student Academic Achievement ◽  
Improve Performance ◽  
Academic Achievements ◽  
Regression Test ◽  
The World ◽  
The Relationship

Education is very important, in measuring signings one's activity in the world of education that can be seen from the academic achievement, in shaping the students ' academic achievements influenced by many things one of them is intellectual intelligence, which only affects 20% of his own accomplishments influenced by other factors, one of which is emotional intelligence, as emotional intelligence will help every learner in their learning and know their ideals and the steps they have traveled.  This study saw how the relationship between emotional intelligence to the academic oprestation owned by a student, using a regression test in 105 student samples, selected by purposive sampling, i.e. active students, obtained overall results of emotional intelligence giving a significant and positive influence towards student academic achievement, for which students can improve the ability of emotional intelligence to be able to provide better academic achievement. of the results , to see what dimensions provide a positive and significant relationship to be researched in the form of a dimension possessed by emotional intelligence, whereby each dimension delivers a significant and posotive outcome, which gives meaning, every student should raise all of the emotional intelligence to be able to improve performance.

scholarly journals The Relationship between Psychological Well-Being and Psychosocial Factors in University Students

2020 ◽  
Vol 17 (13) ◽  
pp. 4778
Author(s):  
Francisco Manuel Morales-Rodríguez ◽  
Isabel Espigares-López ◽  
Ted Brown ◽  
José Manuel Pérez-Mármol
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Personal Growth ◽  
Well Being ◽  
Self Report ◽  
Self Concept ◽  
Psychological Well Being

Determining what factors influence the psychological well-being of undergraduate university students may provide valuable information to inform the development of intervention programs and targeted learning activities. The objective of this study was to investigate the correlation between psychological well-being in university students and their self-reported learning styles and methodologies, social skills, emotional intelligence, anxiety, empathy and self-concept. The final sample consisted of 149 Spanish university students, with an average age of 21.59 years (SD = 4.64). Psychological well-being dimensions, along with learning style and methodology preferences, social skills, level of social responsibility, emotional intelligence, state and trait anxiety, empathy and levels of self-concept were measured using a series of validated self-report scales. The results indicate that the total variance explained by the university students’ psychological well-being factors were as follows: i) self-acceptance dimension (R2 = 0.586, F(6,99) = 23.335, p < 0.001); ii) positive relationships dimension (R2 = 0.520, F(6,99) = 17.874, p < 0.001); iii) autonomy dimension (R2 = 0.313, F(4,101) = 11.525, p < 0.001); iv) environmental mastery dimension (R2 = 0.489, F(4,101) = 24.139, p < 0.001); v) personal growth dimension (R2 = 0.354, F(4,101) = 13.838, p < 0.001); and vi) purpose-in-life dimension (R2 = 0.439, F(4,101) = 19.786, p < 0.001). The study findings may be used to inform new educational policies and interventions aimed at improving the psychological well-being of university students in the international context.

scholarly journals Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?

2018 ◽  
Vol 10 (9) ◽  
pp. 3017
Author(s):  
Elisabeth Malonda ◽  
Anna Llorca ◽  
Ana Tur-Porcar ◽  
Paula Samper ◽  
Mª Mestre
Keyword(s):  
Academic Achievement ◽  
Gender Stereotypes ◽  
Structural Equation ◽  
Self Report ◽  
Hostile Sexism ◽  
Mediating Role ◽  
Sexist Attitudes ◽  
Self Report Data ◽  
The Relationship

Sexist attitudes are rooted in patriarchal structures, which uphold traditional gender stereotypes, and which are still found in society today. Scholars have found gender differences in perceived academic achievement, with girls performing better than boys, and negative relationships between sexism and perceived academic achievement. Moreover, perceived academic achievement and sexist attitudes have been associated with aggression and different kinds of violence. This study examined the associations between sexist attitudes and perceived academic achievement (using self-report data). The study also assessed the mediating role of physical and verbal aggression in the relationship between sexist attitudes and perceived academic achievement. Seven hundred eight Spanish adolescents participated in the study. The mean age was 13.00 (SD = 0.95; range = 12–14 years). Structural equation modelling (SEM) was used to analyse the effects among variables for boys and girls. Results showed the role of benevolent sexism and hostile sexism in perceived academic achievement, as well as the mediating role of aggression in the relationship between sexism and perceived academic achievement. Findings and implications are discussed to assess measures for establishing intervention programs and educating adolescents in a non-sexist manner.

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