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

Shafait, Zahid; Khan, Muhammad Asif; Sahibzada, Umar Farooq; Dacko-Pikiewicz, Zdzisław; Popp, József

doi:10.1371/journal.pone.0255428

Cited by 59 publications

(37 citation statements)

References 84 publications

(151 reference statements)

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“… Han et al (2017) showed that abusive supervision had an indirect negative relationship with employee creativity via its impact on emotional exhaustion. Emotions play a vital part in success and failure of personnel in routine assignments ( Shafait et al, 2021c , d ). Akram et al (2019) found that abused employees usually suffer from emotional exhaustion and tend to promote counterproductive work behaviors.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Abusive Supervision on Employee Creativity: The Mediating Role of Negative Affect and Moderating Role of Interpersonal Harmony

Chen

Shafait

et al. 2022

Front. Psychol.

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This study investigates the relationship between abusive supervision and employee creativity by shedding light on the mediating role of negative affect and the moderating role of interpersonal harmony. Based on affective events theory, it was hypothesized that abusive supervision impacts employees’ negative affect and their creativity. Data from a questionnaire survey of 398 Chinese employee–supervisor dyads were collected and analyzed. The results support our hypotheses, address unexplored theoretical predictions, and suggest that organizations should deal with the factors undermining employees’ emotions to improve their creativity.

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Section: Introductionmentioning

confidence: 99%

The Effect of Abusive Supervision on Employee Creativity: The Mediating Role of Negative Affect and Moderating Role of Interpersonal Harmony

Chen

Shafait

et al. 2022

Front. Psychol.

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“…Moreover, the higher education sector in the COVID-19 era focuses on blended learning mode classes and creates psychological issues owing to unpredictable situations. Therefore, it was important to explore emotional intelligence, cognitive engagement, and study habits in these circumstances [ 18 ]. Third, few studies have explored the direct connections between EI and study habits.…”

Section: Introductionmentioning

confidence: 99%

The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19

Iqbal

Asghar

Ashraf

et al. 2022

Behavioral Sciences

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Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students’ emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.

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“…Higher education institutions teach and advocate consistent change and learning ( Shafait et al, 2021b ). Learning outcomes (social, cognitive, self-growth outcomes, and satisfaction with university experience) of HEIs personnel, therefore, are considered vital in their respective domain ( Shafait et al, 2021c ).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Adoption of Emotions-Based Learning Outcomes: Significance of Teachers’ Competence, Creative Performance, and University Performance

2022

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Studies have revealed that emotion-based learning outcomes are scarce when teachers’ competence and creative performance are neglected, further university performance in relation to teachers’ emotion-based learning outcomes is disregarded in literature so far. Based on the Attributional theory of achievement motivation and emotion, 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 university experience) of academicians in Pakistan’s higher education institutions (HEIs). This study also examines the mediating role of teacher competence (personal assessment) and creative performance (Creative self-efficacy and leadership/supervisor support) in a relationship between EI and learning outcomes. Furthermore, this study ascertained the relationship between learning outcomes and organizational performance (OP) of HEIs. This study used a sample frame of 237 academic professionals from Pakistani HEIs, the hypothesized associations were ascertained using the partial least squares structural equation modeling method (PLS-SEM). The findings disclose that EI has a positive and significant influence on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through teacher competence and creative performance while the relationship between learning outcomes and OP is established also. Results of the considered study reinforce the academic understanding of EI and propose how academicians of HEIs can value their competence and creative performance which in turn enhances learning outcomes and OP. There is a lack of studies in HEIs that investigate the relationship between EI, teacher competence, creative performance, learning outcomes, and OP. This is one of the initial researches that not only empirically examine the interface of EI, learning outcomes, and OP of HEIs’ academicians but also enlightens comprehensions into the prevailing literature by immediate investigation of the mediating role of teacher competence and creative performance in fundamental association.

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

Cited by 59 publications

References 84 publications

The Effect of Abusive Supervision on Employee Creativity: The Mediating Role of Negative Affect and Moderating Role of Interpersonal Harmony

The Effect of Abusive Supervision on Employee Creativity: The Mediating Role of Negative Affect and Moderating Role of Interpersonal Harmony

The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19

Teachers’ Adoption of Emotions-Based Learning Outcomes: Significance of Teachers’ Competence, Creative Performance, and University Performance

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