A pedagogical alliance for academic achievement: Socio-Emotional effects on assessment outcomes

Leighton, Jacqueline P.; Guo, Qi; Chu, Man-Wai; Wei, Tang

doi:10.1080/10627197.2017.1411188

Cited by 14 publications

(14 citation statements)

References 38 publications

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“…Educating self-directed practices in personnel across various fields involves more than a focus on cognitive strategies for acquiring new knowledge and skills [58]. There is accumulating research evidence on the positive relationships between self-directed learning and various learning outcomes.…”

Section: Emotional Intelligence Self-directed Learning and Learning Outcomesmentioning

confidence: 99%

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

Shafait

Khan²,

Bilan

et al. 2021

PLoS ONE

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Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

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Section: Emotional Intelligence Self-directed Learning and Learning Outcomesmentioning

confidence: 99%

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

Shafait

Khan²,

Bilan

et al. 2021

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…The data used in the present study originated from a previous project designed to investigate the relationship between a specific pedagogical approach employed in a public elementary school and students' learning outcomes (Leighton, 2013;Leighton et al, 2018). The original data were collected in 2012 from a convenience sample of 25 teachers, 262 students, and 139 parents associated with the school.…”

Section: Participantsmentioning

confidence: 99%

“…Teachers' classroom-based assessments included in-class assignments, homework, quizzes, and end-of-unit tests. Student assessment outcomes were formalized using the school's five-point system (Leighton et al, 2018). For example, a score of 5 reflected a student performance average of 90-100% (excellent).…”

Section: Children's Mathematics Gradesmentioning

confidence: 99%

Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement

Liu

Leighton

2021

Front. Educ.

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Parents play an important role in children’s academic achievement. The purpose of the present study was to explore the internal structure of an established parent survey and to investigate the relationships among different aspects of parental involvement in predicting children’s mathematics achievement. The study involved secondary data from 139 parents and math achievement scores of 121 elementary school-aged children. Guided by Hoover-Dempsey and Sandler’s Revised Parent Involvement Process model, a Principal Component Analysis with direct oblimin rotation was conducted on the parent survey, followed by path analysis to predict children’s math achievement. Five principal components were retained. Standardized results of the path analysis indicated that parental self-efficacy had the largest direct effect on children’s math achievement. Moreover, parental self-efficacy was favored directly by parental perceptions of specific school invitations to become involved. These findings shed light on the interplay between parental involvement and children’s achievement and underscore the importance of school-family collaboration, which can potentially link to parental self-efficacy.

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“…Therefore, when teachers are warm and emotionally supportive, they provide students with a sense of trust, connectedness with the institutional environment, sense of security to explore new ideas and take risks, increased motivation, academic achievement, better retention, satisfaction from studies, and a positive climate in the learning environment, all of which are fundamental to SLOs [ 22 ]. Furthermore, Leighton, Guo [ 23 ], asked the future researchers to devise learning parameters by taking into account students’ trust in teachers and their empathetic behaviour in HEIs. Mitchell, Kensler [ 19 ], asked the future researcher to explore whether students’ trust in teachers has a role in their learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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

Shafait

Khan²,

Sahibzada

et al. 2021

PLoS ONE

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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.

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A pedagogical alliance for academic achievement: Socio-Emotional effects on assessment outcomes

Cited by 14 publications

References 38 publications

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement

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

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