Effect of Emotional Intelligence and Critical Thinking Disposition on Resilience of the Student in Transition to Higher Education Phase

Abstract

Resilience is of utmost importance for first-year undergraduate students to persist and flourish throughout the course of their studies. The researchers explored the comparative and simultaneous effect of two factors, i.e., emotional intelligence (EI) and critical thinking (CT) disposition in predicting the resilience of first-year undergraduate students. A total of 490 participants from the state of West Bengal (eastern part of India) filled out a self-report questionnaire comprising the Connor–Davidson Resilience Scale, a profile for emotional competency, and CT disposition assessment (EMI). Pearson correlation and multiple regression analysis reported that resilience was positively correlated with EI and CT disposition. Further, both EI and CT disposition had unique as well as shared contributions in explaining resilience and the outcome was in favor of EI being the stronger predictor. The study suggests that college authorities and counselors should undertake efficacious support initiatives to foster resilience in students.

Teachers’ Mental Health and Their Involvement in Educational Inclusion

“…Therefore, emotional intelligence could increase teachers’ self-efficacy beliefs and resilience. Moreover, this effect could be inverse, i.e., teachers’ self-efficacy and resilience could increase their emotional intelligence by improving the ability to recognise and manage one’s own emotions in stressful situations [ 80 ].…”

Individual resilience and academic achievements: a soft traits approach to craft universities' placement and facilitate firms' onboarding

“…From the analysis, it can be deduced that while the role of emotional intelligence and positive thinking in relation to resilience have, even recently, been widely investigated (Armstrong et al ., 2011; Cejudo et al ., 2016; Belykh, 2019; Chen, 2019; Trigueros et al ., 2019; Thomas and Zolkoski, 2020; Zhao et al ., 2020; Cerit and Şimşek, 2021; Cuartero and Tur, 2021; Rezaei et al ., 2021; Sk and Halder, 2021; Zheng et al ., 2021), to our knowledge, there are few studies that directly link planfulness – a process-focused trait of individual differences in goal achievement – with resilience. Specifically, no previous studies have been conducted on these three traits as constituents of individual resilience and their effects on academic achievements.…”

Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education

“…Namely, GE courses not only offer the foundations for major-related coursework but also enroll students at the beginning of their educational endeavors (i.e., freshmen and sophomores) who may be particularly susceptible to the changes in instruction [5][6][7] brought about by the pandemic. For these students, college adjustment usually entails coping with the changes to their everyday lives related to the demands of academic work and the socio-cultural environment of the institution they selected for their education [8,9]. The pandemic adds to the burden of the changes with which these students are required to cope in their pursuit of academic success [10].…”