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

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

scholarly journals The Association of Self-Assessed Emotional Intelligence with Academic Achievement and General Health among Students of Medical Sciences

2016 ◽  
Vol 8 (12) ◽  
pp. 27 ◽  
Author(s):  
Enam Alhagh Charkhat Gorgich ◽  
Sanam Barfroshan ◽  
Gholamreza Ghoreishi ◽  
Abbas Balouchi ◽  
Naser Nastizaie ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
General Health ◽  
Human Life ◽  
Pearson Correlation ◽  
General Health Questionnaire ◽  
Cross Sectional Study ◽  
Medical Sciences ◽  
Cross Sectional ◽  
Significant Difference

<p><strong>INTRODUCTION &amp; AIM:</strong> Emotional intelligence is one of the most important leading factors influencing different aspects of human life. It leads individuals to percept their feelings for appropriate decision making and fields for future accomplishments. The aim of this study was to Investigation of the associations of self-assessed EI with academic achievement and general health among medical students.</p><p><strong>MATERIALS &amp; METHODS:</strong> This cross-sectional study was conducted on 426 students of Zahedan University of Medical Sciences from October 2014 to May 2015. Random sampling method was used. Sibria Shring standard emotional intelligence questionnaire and Goldberg's standard general health questionnaire (GHQ-28) were used for data collecting. Data analysis was through descriptive statistics (mean, standard deviation) and inferential statistics (t-test, ANOVA and Pearson correlation coefficient) by SPSS v.21. The tests significant level was considered 0.05.</p><p><strong>FINDINGS:</strong> The average total score of emotional intelligence in males (102.23±1.67) was better in comparison with females (98.54±2.23). There was not any significant difference in total mean scores of students of different fields of Study (P=0.211). According to ANOVA test, it has not observed any significant difference between scores of emotional intelligence scales of students from different domains of study. The results of Pearson correlation test confirmed a positive significant correlation between emotional intelligence, academic achievement and general health.</p><p><strong>CONCLUSION:</strong> According to the results of this study that has shown a significant relationship between emotional intelligence, general health and academic achievement, it is needed to hold some workshops and classes for emotional intelligence improvement. </p>

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
The United States ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

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