Academic Performance and Emotional Intelligence with Age and Gender as Moderators: A Meta-analysis

Somaa, Fahad; Asghar, Andleeb; Hamid, Pousette

doi:10.1080/87565641.2021.1999455

Cited by 13 publications

(8 citation statements)

References 71 publications

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“…However, multiple studies have shown a correlation between AP and emotional intelligence which does not align with the findings in our study as AP was not a strong predictor for EC. 14 , 16 , 17…”

Section: Discussionmentioning

confidence: 99%

Assessing the Ethical Concerns of Medical Students in the Gross Anatomy Lab

Nawras

Aoun

Yazdi

et al. 2023

Journal of Medical Education and Curricular Development

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OBJECTIVES Cadaver dissection has become the gold-standard for anatomical education in US medical schools. Ethical issues regarding cadavers may not be as obvious as in living patients, which can lead to their potential neglect in medical school curricula. In this study, we assessed the different ethical concerns (ECs) of medical students regarding cadavers in the gross anatomy lab (GAL), gathered student information, including self-reported academic performance (AP) in the GAL, and determined the best predictors for a student's EC. METHODS All second-year medical students at the University of Toledo were invited to complete an anonymous, online-survey. Participants were presented with 10 hypothetical but realistic lab scenarios and asked to rate their EC for each on a 5-point Likert scale. Gender, age, and scores received in the GAL course were also collected. A multiple linear regression model was used to find the best predictors of the total EC score. RESULTS A total of 112 (63%) responses to the online-survey were recorded. The highest EC was for Q7: Taking pictures of the cadaver. The lowest EC was for Q10: The dissection of cadavers itself is an EC. Gender was the best predictor of total EC, followed by age. Female total EC was significantly higher than that for males (35.8 ± 5.5 vs 33.1 ± 7.9). Female scores for Q1 and Q2 were significantly higher than those for males. Total EC for students in the age group 25 to 34 was significantly higher than those in the age group 18 to 24 (35.9 ± 6.1 vs 33.9 ± 7.2). No significant difference was found for individual scenarios. AP was not significantly related to the total score or the scores of the individual scenarios. CONCLUSION The significant differences in ECs of medical students found in our study indicate that not all students have the same outlook towards the GAL specifically and ECs generally.

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Section: Discussionmentioning

confidence: 99%

Assessing the Ethical Concerns of Medical Students in the Gross Anatomy Lab

Nawras

Aoun

Yazdi

et al. 2023

Journal of Medical Education and Curricular Development

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“…Una de las áreas de mayor interés en el estudio de la IE y las CS es la educación y dentro de ella su relación con el desempeño académico (Somaa et al, 2021). En la búsqueda de evidencias para sustentar esta relación, la comunidad científica de diferentes países y culturas ha realizado múltiples estudios.…”

Section: Inteligencia Emocional Competencias Sociales Y Desempeño Aca...unclassified

“…No se encontraron estudios que observaran la relación entre los perfiles de IE y de CS con el desempeño académico de alumnos/as de primaria, a pesar de que los metaanálisis realizados indican que la relación entre estas variables es más fuerte en este nivel educativo (MacCann et al, 2020; Perera & DiGiacomo, 2013; Somaa et al, 2021). Por esta razón, este estudio tuvo como objetivo conocer y describir los perfiles de IE y CS de alumnos/as de primaria y sus características, así como explorar su relación con el desempeño académico.…”

Section: Perfiles De Inteligencia Emocionalunclassified

“…La inteligencia emocional (IE) y las competencias sociales (CS) han despertado gran interés en la sociedad en general y en la comunidad científica en particular (Fernández-Berrocal & Extremera, 2006). En el contexto escolar, la mayoría de los estudios realizados con niños/as se ha centrado en su impacto en la adaptación escolar, en los problemas de comportamiento, en el establecimiento de relaciones interpersonales (Puertas-Molero et al, 2020), y sobre todo en el desempeño académico (MacCann et al, 2020; Somaa et al, 2021). Es en esta última área que se centra el presente estudio.…”

Section: Introductionunclassified

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Perfiles de Inteligencia Emocional y Competencias Sociales

Santos¹,

Franco

Beja

2023

Escritos Psicología

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La mayoría de los estudios que analizan la relación entre inteligencia emocional (IE), competencias sociales (CS) y desempeño académico utilizan un enfoque centrado en la variable, pero recientemente el enfoque centrado en la persona está ganando popularidad, ya que permite una comprensión más rica y holística del individuo. En este estudio fue utilizado este enfoque centrado en la persona con el objetivo de conocer y describir los perfiles de IE y CS de alumnos/as de primaria y sus características, así como explorar su relación con el desempeño académico. Participaron 251 alumnos/as de primaria de Madeira, Portugal. La IE y las CS fueron evaluadas a través de la Prueba de Comprensión Emocional, el Inventario de Cociente Emocional, la Prueba Cognitiva de Inteligencia Social y la Prueba de Evaluación de Competencias Sociales. Un análisis de perfiles latente identificó seis perfiles de alumnos/as con diferentes habilidades y niveles de autopercepción de competencias. Perfiles caracterizados por un conjunto mínimo de habilidades emocionales y sociales con una elevada autopercepción de competencias presentaron mejor desempeño académico en portugués. Estos resultados resaltan la importancia de tomar en cuenta como se conjugan las habilidades de los/ as alumnos/as y la forma en que ellos evalúan sus competencias.

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“…Numerous studies, including two recent meta-analyses [ 14 , 45 ], suggest that the observed associations between EI and academic achievement can be affected by students’ age and gender. Thus, in examining the proposed models, we also took these variables into account.…”

Section: The Present Studymentioning

confidence: 99%

The Role of Strategic Emotional Intelligence in Predicting Adolescents’ Academic Achievement: Possible Interplays with Verbal Intelligence and Personality

Marjanović

Dimitrijević

Protić

et al. 2021

IJERPH

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As recent meta-analyses confirmed that emotional intelligence (EI), particularly strategic EI, adjoins intelligence and personality in predicting academic achievement, we explored possible arrangements in which these predictors affect the given outcome in adolescents. Three models, with versions including either overall strategic EI or its branches, were considered: (a) a mediation model, whereby strategic EI partially mediates the effects of verbal intelligence (VI) and personality on achievement; the branch-level version assumed that emotion understanding affects achievement in a cascade via emotion management; (b) a direct effects model, with strategic EI/branches placed alongside VI and personality as another independent predictor of achievement; and (c) a moderation model, whereby personality moderates the effects of VI and strategic EI/branches on achievement. We tested these models in a sample of 227 students (M = 16.50 years) and found that both the mediation and the direct effects model with overall strategic EI fit the data; there was no support for a cascade within strategic EI, nor for the assumption that personality merely moderates the effects of abilities on achievement. Principally, strategic EI both mediated the effects of VI and openness, and independently predicted academic achievement, and it did so through emotion understanding directly, “skipping” emotion management.

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Academic Performance and Emotional Intelligence with Age and Gender as Moderators: A Meta-analysis

Cited by 13 publications

References 71 publications

Assessing the Ethical Concerns of Medical Students in the Gross Anatomy Lab

Assessing the Ethical Concerns of Medical Students in the Gross Anatomy Lab

Perfiles de Inteligencia Emocional y Competencias Sociales

The Role of Strategic Emotional Intelligence in Predicting Adolescents’ Academic Achievement: Possible Interplays with Verbal Intelligence and Personality

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