Emotional and Cognitive Aptitudes and Successful Academic Performance: Using the ECCT

Understanding factors that influence academic performances is vital. The aim of this study is to longitudinally test, with three timepoints, the unique contribution of several predictors to academic performance. In a sample of 796 Ecuadorian students, dominance analyses were performed with the R program to test the relative and unique importance of the seven variables under study (verbal aptitude, numerical aptitude, abstract reasoning, emotional regulation scenarios, emotional regulation self-questionnaire, and academic performance measured in timepoint one and two) for academic performance, measured in timepoint three in the entire sample and separately in each of the ten degrees in the academic center. Results show that the strongest predictors are past academic performance, followed by gender, numerical aptitude, scenarios, verbal aptitude, abstract reasoning, and, finally, the emotional regulation self-questionnaire. This study contributes to explaining the complex topic of academic performance. More studies are needed in order to better understand the role played by emotional intelligence, as well as differences between different degrees or areas of study.

Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies

First-year students are challenged cognitively and socially by the need to integrate into a new environment. This article investigates the role of peer students as a social resource for academic help-seeking to overcome knowledge-related difficulties. Receiving useful help may require close and regular contacts (social embeddedness) as well as awareness about peer’s knowledge (group awareness). Hence, effects of social embeddedness and group awareness on academic success (i.e., achievement, satisfaction, and dropout intention) are expected to be mediated by academic help-seeking. First-semester students in science (n = 49) and engineering (n = 80) have been surveyed. Both study programs differ in occasions to form small groups, which may influence student’s aggregation of social resources. Both social embeddedness (engineering only) and group awareness (both groups) predict successful academic help-seeking. Moreover, the effect of group awareness on student satisfaction and dropout intention is partially mediated by successful academic help-seeking (engineering only). Both social variables can contribute to help-seeking behavior and student’s academic success. The results provide evidence to advice researchers and practitioners to improve academic help-seeking among students.

Formation of Digital Culture of Student Youth in Leisure Centers: An Activity-Based Approach

This article addresses such an important and topical topic as the formation of a digital culture of student youth in leisure centers. It describes the role that the digital structure in the life of students plays, the role necessary for successful academic and future professional activity, and determines the role of digital culture in the life of a modern young man. We address the importance of organizing digital leisure activities by specialized institutions, as well as the need to improve the digital literacy of today’s youth.

SOCIAL INTELLIGENCE OF MEDICAL UNIVERSITY STUDENTS AS A CONDITION FOR SUCCESSFUL ACADEMIC AND PROFESSIONAL ACTIVITY

The article is devoted to the problem of the structure of social intelligence of medical university students. Social intelligence is a necessary condition for effective educational activity of students, and also contributes to the formation of the necessary competencies for future professional activity. According to the results of the study, the prospects for improving the effectiveness of individual components of students social intelligence are determined.