scholarly journals The Impression of Emotional Intelligence on University Students’ Academic Performance

2019 ◽  
Vol 8 (3) ◽  
pp. 2171-2178
Keyword(s):  
Factor Analysis ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Contemporary Society ◽  
Cross Sectional ◽  
Optimum Utilization ◽  
The University ◽  
Academic Scores

In the present contemporary society, the Emotional Intelligence is a nominal character that has become the part of the debate nowadays, and which acts as the source of most logistic litigation of the one’s character. Emotional Intelligence, though contemplates about one’s behaviouristic approach towards knowledge, skills, and attitude that epitomizes the worth efficiency of the students in the University and that can lead to the optimum utilization of the worth-full resources so that the aims and objectives can be fulfilled and that standard of thinking proceedings can be optimized to a great extent. The role of emotional intelligence in the process of elevating the academic performances of the students has been reviewed in many of the countries and through many of the authors. But, it has been found in this study that there is no to a very limited number of studies who all have investigated the role of emotions in the process of capturing better academic scores through education. The author thus, elucidated about the scenario which states the effect of Emotional Intelligence (EI) on the academic performance of the University Students. The study also assesses the prevailing scenario in-order to suggests some points that excavate the situation to the next level and is targeted at finding the correlation that exists between each of the factors of the Emotional Intelligence. The data that is collected through the well-structured and closed-ended questions that are found to be reliable enough as per statistics. The authors have done the analysis through various tests, i.e., Factor Analysis, Correlation, and MANOVA. After testing, positive and strong correlation is been found between each of the factors of Emotional Intelligence and it leads to the conclusion that the academic performance of the students is affected from Emotional Intelligence on. The resources used for data collection were limited as per the range of access of researcher’s leading to an analysis which can’t be to the complete world. Also, the cross-sectional data is been collected because of time constraint. The whole circumstances state that the different attributes of correlation are matched to the Emotional Intelligence of the University students and though it has been proved that Emotional appearance of the students is the key to understand the permutation and combination of the Intellectual complexities of the work over a period of the time.

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 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.

The role of executive functions in academic performance and behaviour of university students

2019 ◽  
Vol 12 (3) ◽  
pp. 444-455
Author(s):  
Carlos Ramos-Galarza ◽  
Pamela Acosta-Rodas ◽  
Mónica Bolaños-Pasquel ◽  
Nancy Lepe-Martínez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Executive Functions ◽  
Measurement Instruments ◽  
Content Type ◽  
Research Findings ◽  
Proportional Relationship ◽  
The University ◽  
The Relationship

Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

scholarly journals The Impact of Social Networking Sites’ Usage on the Academic Performance of University Students of Lahore, Pakistan

2016 ◽  
Vol 3 (4) ◽  
pp. 267-276 ◽  
Author(s):  
Ali Waqas ◽  
Muhammad Afzal ◽  
Fakhar Zaman ◽  
Muhammad Sabir
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Social Networking ◽  
Social Networking Sites ◽  
Descriptive Analysis ◽  
Young Generation ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The University ◽  
The Impact

Social networking sites are more common to the young generation worldwide. Pakistan’s major population is comprised of young generation. Thus, usage of social networking sites has become the trend among the youth of Pakistan which has strong effect on the student’s performance and habits. Thus, this study aims to examine the impact of social network usage on the university student’s academic performance of Lahore, Pakistan. Cross sectional survey technique has used in the current study. The self-administered questionnaire distributed to the 260 students of four universities of Lahore through convenient random sampling. Descriptive analysis was used to analyze the data while Chi-square (X2) analysis has performed to test the research hypotheses. The findings of the current study show that the university students of Lahore, Pakistan are using different social networking sites which has negative effect on the student’s academic performance and habits. Int. J. Soc. Sc. Manage. Vol. 3, Issue-4: 267-276

scholarly journals Emotional Intelligence and Academic Performance of Final Year (7th Semester) Medical Students

2020 ◽  
Vol 9 (40) ◽  
pp. 2955-2959
Author(s):  
Ujwala Uttamrao Ukey ◽  
Suwarna Sande ◽  
Sarita Kulbhushan Sharma
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Medical Students ◽  
Central India ◽  
Emotional Awareness ◽  
Cross Sectional Study ◽  
Social Emotional ◽  
Cross Sectional ◽  
Medical College ◽  
Academic Scores

BACKGROUND Due to changing priorities of medical students in the present day scenario, an insight of their Emotional Intelligence (EI) can serve as a predictor of their compassionate and understanding domain. The relation of EI with academic performance will give an idea on how the emotional or indirectly psychological component plays a role in the manner the medical students perform. Importance of Emotional Intelligence (EI) is increasingly recognised. It is more relevant in medical professionals who have an inbuilt touch of emotions to the profession. The study was conducted to evaluate EI of 7th semester MBBS students and also to determine the relation if any of EI with their academic performances. METHODS This descriptive cross sectional study was conducted in a Government Medical College in Central India. The study was carried out among 159 medical students. Data collection was done with the aid of a structured, pretested questionnaire which had questions based on the Quick Emotional Intelligence self-administered questionnaire. Academic scores of previous MBBS years were considered. The relation between emotional intelligence and academic scores was studied. Data was entered in Microsoft excel. Statistical analysis was done with help of Open Epi Info. RESULTS Mean ± Standard Deviation of Emotional awareness, Emotional Management, Social Emotional Awareness, and Relationship Management scores were 23.94 ± 4.86, 24.56 ± 6.49, 27.75 ± 5.77 and 25.91 ± 6.46 respectively. Mean total Emotional Intelligence score including all domains was 102.16 ± 18.38. A weak positive correlation was established between EI and academic scores. CONCLUSIONS EI of medical students was directly associated with their academic scores. KEY WORDS Emotional Intelligence, Medical, Academic Scores, Students

scholarly journals ASSESSMENT OF MEDICAL STUDENTS’ METACOGNITIVE AWARENESS OF READING STRATEGIES AND ITS RELATION WITH ACADEMIC PERFORMANCE: A CROSS SECTIONAL STUDY AT AZIZ FATIMA MEDICAL AND DENTAL COLLEGE, FAISALABAD

2020 ◽  
Vol 11 (3) ◽  
pp. 1-8
Author(s):  
Subhan Ullah ◽  
Sami ullah ◽  
Khalid Parvez ◽  
Ghulam Abbas Sheikh
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Reading Strategies ◽  
Cross Sectional Study ◽  
Metacognitive Awareness ◽  
Strongly Correlated ◽  
Cross Sectional ◽  
Medical College ◽  
The University ◽  
Academic Scores

ABSTRACT  BACKGROUND & OBJECTIVE: Students reading strategies strongly influence their academic performance. Our study aimed to determine medical students' metacognitive awareness during reading strategies and its relation with their academic scores.  METHODOLOGY:  Study was done among third year MBBS students of Aziz Fatima Medical College Faisalabad. Students previous years academic achievement information was collected and they also filled questionnaire on metacognition regulation by the Metacognitive Awareness Reading Strategies Inventory. Convenient sampling was used for this study. The data were analyzed in SPSS 20. In our study the independent variable was metacognitive score while previous professional examination marks were taken as the dependent variable.Standard deviation and mean were used for the descriptive data. For categorical data, percentage and frequencies were used.  RESULTS: Different reading strategies employed by medical students in relation to metacognition were our main focus in the study. Metacognition was taken as score measured by a 30 item MARSI scale and their academic performance measured in terms of total marks obtained in the last professional examination held by the University. Total 101 out of 110 students from 3rd year MBBS class were enrolled in the study and the response rate was 92%. Forty one (41) respondents were females and sixty (60) respondents were male the mean± SD age of students was 21.05±0.74.  CONCLUSION: All dimensions of metacognition are positive and strongly correlated with each other’s. Higher the score in one dimension will cause positive change in other dimension score and vice versa.

scholarly journals LA INTELIGENCIA EMOCIONAL EN ESTUDIANTES UNIVERSITARIOS: DIFERENCIAS ENTRE EL GRADO DE MAESTRO EN EDUCACIÓN PRIMARIA Y LOS GRADOS EN CIENCIAS

2016 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Irene Del Rosal Sánchez ◽  
María Antonia Dávila Acedo ◽  
Susana Sánchez Herrera ◽  
María Luisa Bermejo García
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Quantitative Method ◽  
Initial Teacher Education ◽  
Educational Context ◽  
Cross Sectional ◽  
Cross Sectional Design ◽  
Educación Primaria ◽  
The University ◽  
Estudiantes Universitarios

RESUMENEl interés que nos ha llevado a realizar este trabajo se centra en la gran importancia que ha cobrado la inteligencia emocional en los últimos años y como, según indica Goleman (1996), la unión de la razón y la emoción es fundamental para comprender el desarrollo de la inteligencia humana. Además, diversos estudios muestran la importancia de desarrollar competencias emocionales en el contexto educativo, y más concretamente en los estudiantes universitarios. Mediante una metodología cuantitativa, y más concretamente a partir de un diseño transversal, en nuestro trabajo se pretende evaluar el nivel de inteligencia emocional (atención, claridad y reparación emocional) en una muestra constituida por 358 estudiantes del Grado de Maestro en Educación y Grados en Ciencias de la Universidad de Extremadura mediante el test de autoinforme TMMS-24 de Fernández-Berrocal, Extremera y Ramos (2004). Los resultados obtenidos permitieron afirmar que existen diferencias estadísticamente significativas en el nivel reparación emocional según el sexo, y en todas y cada una de las dimensiones que conforman la inteligencia emocional según el grado en  el que se encuentran matriculados los estudiantes universitarios.Palabras clave: inteligencia emocional, emociones, estudiantes universitarios, maestros en formación inicial, enseñanza de las ciencias.  ABSTRACTThe interest of this work focuses on the great importance of emotional intelligence has gained in recent years and as, according to Goleman (1996), the union of reason and emotion is fundamental to understanding the development of human intelligence. In addition, several studies show the importance of developing emotional competence in the educational context, and particularly in university students. Through the use of a quantitative method, and more particularly of a cross-sectional design, the objective our study was to evaluate the level of emotional intelligence (attention, clarity and emotional repair) in a sample of 358 students of the Grade of Elementary Master and  Science Grades of the University of Extremadura using the test of self-TMMS 24 Fernández-Berrocal, Extremera and Ramos (2004). The results confirm that there were significant differences in emotional reparation level by sex, and in every one of the dimensions that make up emotional intelligence by the extent to which they are enrolled college students.Keywords: emotional intelligence, emotions, university students, initial teacher education, teaching science.

scholarly journals The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study

2021 ◽  
Vol 12 ◽  
Author(s):  
María Teresa Chamizo-Nieto ◽  
Christiane Arrivillaga ◽  
Lourdes Rey ◽  
Natalio Extremera
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Well Being ◽  
Self Report ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

scholarly journals Correlating spiritual and emotional intelligence with academic performance among Pakistani students

2020 ◽  
Vol 9 (2) ◽  
pp. 278
Author(s):  
Jamshid Ali Turi ◽  
Anita Abdul Rani ◽  
Abidin Imaduddin ◽  
Fatimah Binti Mahmud ◽  
Alaeldeen Al Adresi
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Statistical Methods ◽  
Spiritual Intelligence ◽  
Continuous Learning ◽  
Cross Sectional ◽  
Underdeveloped Countries ◽  
Academic Practices ◽  
The Impact

Continuous learning works like a blood for organization and individuals to proceed and succeed. Underdeveloped countries need to address their academic issues. Academic prosperity is linked to economy and technology disruptions so it’s an important element to bring underdeveloped countries up to the mark to thrive and survive in this technical era. Academic prosperity depends upon student's enthusiastic attitude and their emotional and spiritual intelligences. This study was conducted in learning organizations to see the impact of emotional and spiritual intelligences on academic performance. Population of the study is the academic institutes of Pakistan. Data were collected using cross-sectional questionnaire-based survey from 113 students in Pakistan. The findings provide positive and significant correlations among the types of intelligences and academic performance. Data was analyzed using SPSS and the results were verified using statistical methods like correlation, regression, ANNOVA, Cronbach alpha and means. This study highlights the role of emotional intelligence and spiritual intelligence on academic performance and found out that it has the most demanding and significant effect on the academic performance, therefore it needs better integration in academic practices, routine and culture.

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