An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

The purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes and satisfaction with the university experience) of students in Chinese research universities. This study further examines the mediating role of student trust in teachers (emotional and cognitive learning) and learning orientation (commitment to learning) in the relationship between EI and learning outcomes. This intent of this study was to examine the direct effects of learning outcomes on students’ academic efficacy (cognitive skills and standardised tests). This study used a sample frame of 454 students from research universities in China. The relationships were tested through the partial least squares’ structural equation modelling method. The results reveal that EI has a significant impact on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through student trust in teachers and in the learning orientation. The direct relation between learning outcomes and student academic efficacy is also established. There is a lack of studies that investigate the relationship of EI, student trust in teachers, learning orientation, learning outcomes and student academic efficacy. This is one of the initial research studies that not only empirically examine the interface of EI and learning outcomes of students of Higher Education Institutions (HEIs) but offers insights into the existing literature by concurrent investigation of the mediating role of student trust in teachers and in the learning orientation in fundamental association, while explaining the association between learning outcomes and students’ better academic efficacy.

The Role of Academic Efficiency on Student Learning Engagement

The focus of this research is on the role of academic efficacy on student engagement. This study uses a literature study research method. The source of data in this study is a collection of documents related to the focus of the research. Therefore, the search process in collecting data for this research requires several search engines, including Google Scholar, Researchgate, ScienceDirect, and directories from various campuses. After searching the data, 130 scientific articles were collected, but the data used were only 10 scientific articles. This is because the research subjects used in scientific articles are not the age of students, variables that are not related to academic efficacy and student learning involvement, research results that do not play a role in learning engagement, the year of publication of scientific articles under 2017 and the use of languages other than Indonesian and English. The analysis technique in this study uses content analysis techniques. The results of this study illustrate that the ability of academic efficacy has a positive role on the ability of student learning engagement, meaning that the better the ability of academic efficacy possessed, the better the ability of learning engagement of students, and vice versa if the ability of academic efficacy possessed by students is poor. then the ability of student learning engagement will be bad as well.

Nipped in the Bud: COVID-19 Reveals the Malleability of STEM Student Self-Efficacy

Case studies from two demographically different institutions reveal ways first-year biology students’ academic efficacy is malleable and mediated in relationships. Repeated use of student narrative writing reveals hidden threats to students’ perceptions of their capacity to succeed and provides instructors "real-time" feedback on pedagogy.

Assessing the wellbeing of Chinese university students: validation of a Chinese version of the college student subjective wellbeing questionnaire

Background In response to the rising concern with promoting the wellbeing of university students and relative lack of domain-specific wellbeing measurement instruments in China, the current study aimed to validate a Chinese version of the College Student Subjective Wellbeing Questionnaire (CSSWQ), a 16-item self-report English-language rating scale assessing four aspects of wellbeing (academic satisfaction, academic efficacy, school connectedness, and college gratitude). Methods The Chinese translation of the CSSWQ, the Students’ Life Satisfaction Scale, the Positive and Negative Affect Schedule, the 10-Item Big Five Personality Inventory, and demographic questions were completed by 252 Chinese students at a university in Suzhou, China. Results Exploratory factor analysis found four factors each with the same four items as in the original English scale. Each subscale showed good internal consistency. Test–retest for a one-month interval showed generally moderate reliability. As predicted, Pearson correlational analysis found positive correlations between the Chinese CSSWQ and life satisfaction, positive affect, extraversion, and GPA, and negative correlations with neuroticism and negative affect. Monthly income had small negative correlations with academic satisfaction and academic efficacy, smoking had a small positive correlation with school connectedness, and exercise had a small positive correlation with academic efficacy. Conclusion Data for the Chinese CSSWQ in the current study showed validity and reliability, supporting the use of this instrument as a measurement of college student wellbeing in China.

Burnout syndrome in Spanish medical students

Background Burnout syndrome is a frequent syndrome related to people that feel a deterioration in their daily activities due to highly demandant psychological requirements in their workplaces. Within last decades, this syndrome has been studied across medical professionals, concluding that stress levels that physicians suffer is high enough to make them develop burnout syndrome. In the case of medical students, there are some recent studies, although with small samples. For this reason, given that this phenomenon may produce a huge impact in medical students’ development, the aim of this study is to analyze the influential factors that may contribute to its occurrence. Methods The necessary information was gathered through a web-based questionnaire, divided in two parts. The first part of the survey included questions related to personal aspects of the students. Burnout related questions (second part) were divided in three subscales to evaluate exhaustion, cynicism, and academic efficacy levels. Results Family support for studying medicine is associated with lower burnout levels in all three scales of the Maslach Burnout Inventory. The number of years spent in the degree show the opposite trend: the more years in the degree, the higher score in all burnout scales. Conclusions Burnout syndrome is a problem among medical students in Spain that increases with the number of years studying medicine. It should be also noticed that family support and vocational studies are independent factors related to lower levels of burnout.

Faktor eksternal yang mempengaruhi academic self-efficacy: Sebuah tinjauan literatur

Academic self-efficacy is one’s belief in his/her ability to do assignments, regulate their learning activities, or realize their academic expectations. Indeed, a great level of academic efficacy is needed by one student so he or she can meet his/her academic expectations. The purpose of this study was to examine the results of research related to external factors affecting academic self-efficacy. Literature identification was conducted on databases such as google scholar, Science direct, SAGE Journals, and Springerlink using the keywords ”efikasi diri akademik”, ”academic self-efficacy”, and ”academic self-efficacy factors”. The results of this study found that family factors, friendship factors, and teacher support factors are external factors that can affect the level of individual’s academic self-efficacy.