Emotional Intelligence and Gender as Predictors of Academic Achievement among Some University Students in Barbados

This descriptive and transversal study, carried out on an intentional sample of 211 subjects who were split in terms of their consumption of psychoactive substances over the last month and who were aged between 18 and 28 (M = 21.36, and SD = 1.90), aimed to explore the emotional intelligence, perceived socio-family support and academic performance of university students vis-à-vis their consumption of drugs and to examine the link between them. The goal was to define university student consumer profile through a regression model using the multidimensional Perceived Social Support Scale (EMAS) and the Trait Meta Mood Scale-24 (TMMS-24) as instruments, together with academic performance and gender. The results report alcohol, tobacco, and cannabis consumption rates that are above the levels indicated by the Spanish household survey on alcohol and drugs in Spain (EDADES 2019) for the 15–34-year-old age range in Castilla y León. A certain link was observed between the consumption of substances and academic performance, although no differences were seen in academic performance in terms of consumer type. There was also no clear link observed between emotional intelligence and academic performance or between social support and academic performance. The predictive contribution of the variables included in the regression model was low (9%), which would advocate completing the model with other predictive variables until more appropriate predictability conditions can be found.

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The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18126586 ◽

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.

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Personality Types and Emotional Intelligence as Predictors of Academic Achievement in Students at Kashan University of Medical Sciences

Nursing and Midwifery Studies ◽

10.5812/nms.8304 ◽

2012 ◽

Vol 1 (2) ◽

pp. 72-6

Author(s):

Abdollah Omidi ◽

Abolfazl Mohammadi ◽

Fatemeh Zargar ◽

Goodarz Akkashe ◽

Hossein Akbari

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Personality Types ◽

Medical Sciences ◽

Predictors Of Academic Achievement

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A Study On Emotional Intelligence And Academic Achievement In Malaysia

Advances in Social Sciences Research Journal ◽

10.14738/assrj.710.9167 ◽

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.

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PERFORMANCE ANXIETY AND SLEEP PROBLEMS AS PREDICTORS OF ACADEMIC ACHIEVEMENT

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v5.i7.2017.2146 ◽

2017 ◽

Vol 5 (7) ◽

pp. 399-407

Author(s):

Namra Shahzadi ◽

Misbah Arshad

Keyword(s):

Academic Achievement ◽

University Students ◽

Sleep Problems ◽

Strong Predictor ◽

Performance Anxiety ◽

Future Research ◽

Convenience Sample ◽

Present Sample ◽

Hamilton Anxiety Scale ◽

Predictors Of Academic Achievement

The present study investigated performance anxiety and sleep problems as predictors of academic achievement among a convenience sample of 100 university students (Male = 43, Female = 57). Method: The participants, aged 18 to 25 years, were selected from three different departments of University of Gujrat. Hamilton Anxiety Scale (Hamilton, 1959) and Pre Sleep Arousal Scale (Nicassio, Mendlowitz, Fussell, & Petras, 1989) were individually administered to the participants in their respective departments. Academic achievement was measured in terms of GPA of previous semester of each respondent. Results: The Cronbach Alphas for both the scales for the present sample fell in acceptable range (α = 0 .84 - 0.87). Linear regression analyses indicated that performance anxiety significantly predicted (p <.01, p<.001) of low academic achievement among university students. It was also identified that the higher level of performance anxiety was also a strong predictor (p < .0.001) of sleep problems among students. Conclusions: Discussion includes implications for future research and practices with reference to Pakistani culture.

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Emotional intellengence in university students

Global Journal of Guidance and Counseling in Schools Current Perspectives ◽

10.18844/gjgc.v5i2.463 ◽

2016 ◽

Vol 5 (2) ◽

pp. 67-71

Author(s):

Mualla Yılmaz ◽

Meral Altiok ◽

Zeliha Yaman ◽

Sevgi Seyrek ◽

Yagmur Surmeli ◽

...

Keyword(s):

Emotional Intelligence ◽

University Students ◽

Personal Information ◽

Male Students ◽

Physical Sciences ◽

The Mean ◽

Emotional Intellegence ◽

Gender Based ◽

And Gender ◽

The University

This study was conducted to determine the status of university students' emotional intelligence. The sample of this descriptive research is composed of students who have stuidied at a four year university. They are selected according to criteria of faculty and gender based on the random sampling. The data was collected using "Personal Information Form", Bar-On Emotional Intellegent Inventory. Mean, standard deviation, Independent Samples t-test, one way ANOVA tests were used for the evaluation. This study, female university students' emotional intelligence total scale and all of subscale of the mean scores were determined to be higher than male students. The emotional intellegence of the university students who are training in physical sciences was determined to be higher than that of students studying in other sections. The emotional intellegence of the university students who are training in the first class was determined to be higher than the students studying in other classes. Results: In this study, female university students' emotional intelligence total scale and all of subscale of the mean scores were determined to be higher than male students. The emotional intellegence of the university students who are training in physical sciences was determined to be higher than that of students studying in other sections. The emotional intellegence of the university students who are training in the first class was determined to be higher than the students studying in other classes. Keywords: University, student, emotional intelligence

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Mediating Role of Emotional Intelligence in Academic Achievement of the Graduate Students

International Journal of Indian Psychology ◽

10.25215/0401.026 ◽

2016 ◽

Vol 4 (1) ◽

Author(s):

Gyanesh Kumar Tiwari

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Graduate Students ◽

Policy Makers ◽

Mediating Role ◽

And Gender ◽

Emotional Intelligence Inventory ◽

The Impact ◽

Number Of Males

The present research endeavored to explicate the impact of emotional intelligence on the academic achievement of the graduate students. The graduate students age ranging from 18 to 25 years with equal number of males (M = 20.12, SD = 1.92) and females (M = 20.38, SD = 1.34) served as the participants in the study whose emotional intelligence was assessed with the help of Mangal Emotional Intelligence Inventory (Mangal & Mangal, 2006). The scores of the annual examination were taken as the indicator of their academic achievement. The results of the study demonstrated that the academic achievement of the participants was shaped by their levels of emotional intelligence and gender. The results of the study have discussed in the light of current theories of emotional intelligence and academic achievement. The results of the study have implications for policy makers, educationalists, educational planners, administrators, researchers and parents.

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The Application of Daniel Golman Scale for Emotional Intelligence and its Relationship with Achievement and Quality of life among Al Yarmouk University Students

International Journal of Education ◽

10.5296/ije.v8i2.9590 ◽

2016 ◽

Vol 8 (2) ◽

pp. 88

Author(s):

Mohammad Olimat

Keyword(s):

Quality Of Life ◽

Academic Achievement ◽

Emotional Intelligence ◽

University Students ◽

First Semester ◽

Study Results ◽

Quality Of Life Scale ◽

Yarmouk University ◽

High Academic Achievement

The purpose of this study is to investigate Emotional Intelligence and its relationship with achievement and quality of life among Al Yarmouk university students. The sample of the study consisted of (300) students enrolling in the university during the first semester in the academic year 2014/2015. The researcher used the quality of life scale and the emotional intelligence scale of Daniel Golman; the researcher modified the items of Daniel Golman scale for emotional intelligence to suit the Jordanian environment. The study results showed that there were statistically significant correlation between the emotional intelligence, and quality of life and academic achievement, the study results also showed that there were statistically significant correlation between the quality of life and academic achievement. Furthermore, there were statistically significant differences between the mean scores of the high academic achievement and low academic achievement groups in emotional intelligence in favor of the high academic achievement and there were statistically significant differences between the scores means of the high academic achievement and low academic achievement in quality of life in favor of the high academic achievement groups.

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