The present investigation was undertaken on maize (Zea mays L.) under two abiotic stress conditions viz. low-nitrogen (low soil fertility) and excess soil moisture conditions (waterlogging) during kharif 2010. Studies were carried out for developing suitable selection indices in relation to multiple abiotic stress tolerance. The experimental material consisted of twelve lines and four testers and their 48 single crosses planted in Randomized Block Design. Analysis of variance revealed significance for all the traits studied in both the conditions, indicating there by the existence of high genetic variability in the genotypes. In low-N conditions, the best performing line was L 5 followed by and among testers T 3 ranked highest. Among the crosses, L 11 ×T 4 ranked highest followed by L 8 ×T 1 and L 11 ×T 3 . In waterlogging conditions, L 6 performed better followed by L 5 . Among the crosses L 6 ×T 4 ranked highest. Economic weights were assigned to various traits under low-nitrogen and excess soil moisture (ESM) conditions. Among the crosses, aggregate score were higher in most of the cases but general trend was that ESM traits had the lower score values.
This study aims to examine the relationship between self-efficacy and emotional intelligence with student achievement in mathematics. This type of research is correlation research. The research population is SMA Negeri 6 Balikpapan students for the 2021/2022 academic year. Sampling in class XII IPA was carried out using cluster random sampling technique. The sample in this study amounted to 123 students. Data collection techniques in this study are questionnaires and documentation. The research data collected was then analyzed using the product moment correlation test and multiple correlation analysis. The results of data analysis showed that there was a significant relationship between self-efficacy and student achievement in mathematics, with the correlation coefficient r=0.414 or the level of the relationship was classified as moderate. Furthermore, it was found that there was a significant relationship between emotional intelligence and students' mathematics learning achievement, with a correlation coefficient value of r=0.312 or the level of the relationship was classified as weak. In addition, the results of data analysis also show that together, there is a significant relationship between self-efficacy and emotional intelligence with students' mathematics learning achievement, with a correlation coefficient of r=0.430 or a moderate level of relationship.
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