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.

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.

scholarly journals Participation in Physical Education Classes, Psychological Well-Being, and Sleep Satisfaction Among South Korean Adolescents

2021 ◽  
Vol 30 (4) ◽  
pp. 517-526
Author(s):  
Yoonkyung Song ◽  
Eun-Young Lee ◽  
Justin Y. Jeon
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Well Being ◽  
Activity Level ◽  
School Students ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Korean Adolescents ◽  
Sleep Satisfaction

PURPOSE: This study aimed to examine the associations between participation in physical education (PE) classes and the psychological well-being and sleep satisfaction of Korean adolescents.METHODS: Cross-sectional data from 127,804 Korean adolescents (aged 12–18 years) who participated in the 2016 and 2017 Korea Youth Risk Behavior Web-based Surveys (KYRBS) were analyzed. The exploratory variable was the frequency of participation in PE classes every week, while the dependent variables included the psychological well-being and sleep satisfaction, as assessed by the KYRBS questionnaire. Sex- and grade-stratified logistic regression analyses were conducted to generate the odds ratios (ORs) and 95% confidence intervals (CI).RESULTS: Overall 16.9% of adolescents reported that they did not participate in PE classes while 33.0% reported participating for more than three times a week. After adjusting for the academic achievements, family’s economic status, consumption frequency of breakfast and highly caffeinated drinks, and physical activity level, a greater participation in the PE classes was found to be associated with happiness in a dose-response fashion in both sexes and grades (p<.05). As for stress, participation in the PE classes for more than three times a week was associated with less/no stress in boys (OR: 1.16, 95% CI: 1.02–1.31, p<.05) and high school students (OR: 1.22, 95% CI: 1.03–1.44, p<.05). Moreover, greater participation in the PE classes was associated with a lower odds of reporting sleep satisfaction in a linear fashion among high school students.CONCLUSIONS: More frequent participation in PE classes was associated with the psychological well-being and sleep satisfaction in a large sample of Korean adolescents. Increasing the number of mandatory PE sessions is a promising strategy for promoting the psychological well-being of Korean adolescents.

scholarly journals Resilience, Family Functioning, and Psychological Well-Being: Findings from a Cross-sectional Survey of High-school Students

2021 ◽  
Vol 17 (11) ◽  
pp. 77
Author(s):  
Mona Desrianty ◽  
Norlizah C. Hassan ◽  
Noor Syamilah Zakaria ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
High School ◽  
High School Students ◽  
Statistical Analysis ◽  
Family Functioning ◽  
Well Being ◽  
Cross Sectional Study ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Psychological Well Being

The present study examined the relationship between family functioning and resilience on the psychological well-being (PWB) in high school students. A cross-sectional study was conducted using multiple linear regression for prediction and descriptive statistical analysis in five Indonesian high school students. A total of 341 high school students participated in the study, completing three validated self-administered questionnaires. Statistical analysis revealed that greater family functioning was associated with higher PWB. A significant relationship between resilience and PWB was found in this cohort. This study showed that to maintain healthy mental well-being, developing resilience and family functioning is vital for high school students. More emphasis may be placed on the possible role of resilience training and other kinds of family functioning and coping strategies in dealing with the unavoidable causes of stress in public high schoolers.

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.

scholarly journals Influence of Having Breakfast on Happiness and Attention-Concentration among High School Students

2021 ◽  
Vol 3 (2) ◽  
pp. 111-116
Author(s):  
S. Marriyah Irfan ◽  
S. Fatima Irfan
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Sampling Strategy ◽  
Categorical Variables ◽  
Physical And Mental Health ◽  
School Students ◽  
Cross Sectional ◽  
Breakfast Eating ◽  
Eating Breakfast

Background: Healthful nutrition has a positive connection with both physical and mental health. Breakfast is often considered as the most important meal of the day. Despite the benefits, skipping the morning meal is highly prevalent among adolescents. Healthy eating has an effect on happiness and concentration but a firm connection has not been established. Breakfast skipping can be a factor and a gap in the literature exists in this regard. The aim of this study was to evaluate the relationships between eating breakfast, happiness and attention concentration among high school students. Methods: In this descriptive cross-sectional study, a convenient sampling strategy was used to select the students from an International school located in Riyadh, Saudi Arabia. The 29-item Oxford Happiness Questionnaire along with demographic variables was employed as research instrument. Chi-square test, student t-test and ANOVA were used to compare different categorical variables. Results: The overall Happiness mean score was 3.621 ± 0.6637. Students who were regular at having breakfast every day had higher happiness mean scores. Overall, 40% of the participants reported to have decreased concentration/attentiveness during the first 4 lectures at school. Majority (55%) of the breakfast skippers were distracted in the lessons. A regular breakfast eating habit was found to be significantly associated with happiness (p=0.04) and concentration during lectures (p=0.04) respectively. Majority of the students had insufficient physical activity (72%) and had experienced stress (88%) in the last six months respectively. The prevalence of being overweight/ obese among breakfast skippers was higher (39%) than was in breakfast consumers (26%). Conclusion: Eating breakfast was associated with higher happiness scores and better concentration among high school students. An alarmingly high prevalence of stress among students is a cause of concern. Schools should start breakfast eating programs and promote physical activity to reduce stress. Future studies are needed to explore the factors associated with stress.

scholarly journals Personal Profiles, Family Environment, Patterns of Smartphone Use, Nomophobia, and Smartphone Addiction across Low, Average, and High Perceived Academic Performance Levels among High School Students in the Philippines

2021 ◽  
Vol 18 (10) ◽  
pp. 5219
Author(s):  
Danilo B. Buctot ◽  
Nami Kim ◽  
Sun-Hee Kim
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Environment ◽  
The Philippines ◽  
Smartphone Addiction ◽  
School Students ◽  
Cross Sectional ◽  
Frequency Of Use ◽  
Smartphone Use

(1) Background: Problematic smartphone use in adolescents has become a major concern among parents and educators. This study aimed to determine the factors associated with, and the predictors of, low, average, and high perceived academic performance (PAP). (2) Methods: Descriptive and comparative analyses were employed in this cross-sectional study among 3374 Filipino high school students through an online Google forms survey. (3) Results: We found that age, grade level, father’s education, time spent daily on weekends, frequency of use on weekdays, purpose of use, nomophobia (NMP), and smartphone addiction (SA) were significantly associated with low PAP, while frequency of use on weekends and type of internet access had a significant association with high PAP. Gender was a significant predictor of low, average, and high PAP. Father’s education and SA were also significant predictors for both low and average PAP. (4) Conclusions: This study shows the significant association between personal profiles, family environment, patterns of smartphone use, NMP, and SA contributing to a significant impact on Filipino high school students’ PAP. This suggests that proper guidelines for smartphone use should be provided at home and in school settings to raise awareness of the adverse effects of SA on students’ academic performance.

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.

Is age of menarche among school girls related to academic performance?

2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Radhia Al-Mathkoori ◽  
Ula Nur ◽  
Abdullah Al-Taiar
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Menarcheal Age ◽  
School Girls ◽  
The Mean ◽  
Age Of Menarche

Abstract Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students’ academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18–12.49] years. There was no evidence for significant association between age of menarche and students’ academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

Knowledge, Attitude and Practices towards Oral Hygiene among Students of Medhanealem High School, Addis Ababa, Ethiopia

2020 ◽  
Author(s):  
Buizayehu Abate ◽  
Mahlet Ephrem ◽  
Miskir Gebremariam ◽  
Yodit Ayalew ◽  
Tariku Shimels
Keyword(s):  
High School ◽  
High School Students ◽  
Oral Hygiene ◽  
Addis Ababa ◽  
Negative Attitude ◽  
Well Being ◽  
School Students ◽  
Cross Sectional ◽  
Attitude And Practice ◽  
Knowledge Attitude And Practice

Abstract Background : poor oral health can affect a person’s day today as well as overall quality of life. Discomforts from experience of pain, problems with eating and chewing, embarrassment about the shape, missing, discolored or damaged teeth can adversely affect peoples’ daily lives and well-being. The aim of this study was to assess the knowledge, attitude and practice of oral hygiene among preparatory students of Medhanealem high School in Addis Ababa, Ethiopia. Method : A cross sectional study design was conducted using a self-administered questionnaire from June to September 2019 in Medhanealem high school, Addis Ababa. Data was analyzed using SPSS V.20 and a descriptive statistics was employed to present results on knowledge, attitude and practices of high school students towards oral hygiene. Result : A total of 320 students have participated in the study, of whom 207(64.7 % ) were female. The study revealed that 201(62.8 % ) of the respondents had poor knowledge with regard to oral hygiene, about half (52.1 % ) of the students had negative attitude toward oral hygiene, and their oral hygiene practices were still low that 193 (60.4 % ) of the students reported inadequate practice. The chewed stick (mefakiya) is the most common oral hygiene aid used for cleaning teeth which was adopted by 134(51 % ) students. Conclusions : The study showed that oral hygiene knowledge, attitude and practice among the secondary school students in Medanealem preparatory school were not satisfactory. The findings of this study suggest that awareness on the importance of oral hygiene needs to be enhanced along with regular education.

Sign in / Sign up

Export Citation Format

Share Document