The Mediating Effect of Ego-Resilience and Emotional Intelligence on the Relationship between Growth Mindset and Problem-Solving Ability of Middle and High School Students

2021 ◽  
Vol 5 (2) ◽  
pp. 101-125
Author(s):  
Byeonghun Cho ◽  
Hyunjin Kim
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Problem Solving ◽  
Growth Mindset ◽  
Mediating Effect ◽  
School Students ◽  
Ego Resilience ◽  
The Relationship

scholarly journals EMOTIONAL INTELLIGENCE AND SELF-DISCIPLINE IN SENIOR HIGH SCHOOL

2020 ◽  
Vol 8 (1) ◽  
pp. 69-77
Author(s):  
Jerald C. Moneva ◽  
Bandino P. Gatan
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Chi Square ◽  
Personal Profile ◽  
The Relationship ◽  
Independent Individual ◽  
Senior High School Students

This study examined the relationship between emotional intelligence and self- discipline in schools. Emotional Intelligence and Self-discipline are important factors in influencing the students to achieve academically. Emotional Intelligence is the ability to understand, use and manage their own emotion while self-discipline is a practice, a habit, a skills to understand the important factors in life of every individuals. This study is a descriptive correlation that described the two variables, if they had a connection. However, the results were determined if the two variables have a relationship that will affect the students discipline and their emotional intelligence.  A students’ questionnaire was constructed to obtain data on the students’ emotional intelligence and self- discipline. Chi- square was used to establish whether differences in emotional intelligence between self-discipline and it will serve as the basis to identify the level 0f both emotional and self-discipline. The purpose of sampling was done targeting to all the senior high school students. With a target of 245 students who are qualified to answer the questionnaire that I was provided. Emotional Intelligence and Self-discipline is a way that make the students to be aware about the factors in achieving their goals that make the students to be an independent individual. It makes as the basis to manage their own emotions. The data collected using questionnaire was cleaned, encoded, analyze and then interpreted for processing of result. The student’s level were compared and analysis made on which discussion was based. The average weighted mean will be used to determine the assessment of the respondents with regards to their personal profile.

scholarly journals Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender

2021 ◽  
Vol 9 (3) ◽  
pp. 398
Author(s):  
Binar Kurnia Prahani ◽  
Wahyu Hari Kristiyanto ◽  
Joko Siswanto ◽  
Budiyono Saputro ◽  
Husni Mubarok
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Problem Solving ◽  
Senior High School ◽  
School Students ◽  
Thinking Process ◽  
And Gender ◽  
Senior High School Students ◽  
Physics Problems

This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender. 

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