Emotional Intelligence and School Performance-correlational Study

Mitrofan, Nicolae; Cioricaru, Mihai-Florentin

doi:10.1016/j.sbspro.2014.03.352

Cited by 8 publications

(2 citation statements)

References 9 publications

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“…In contrast, Mitrofan, and Cioricaru (2014) research exhibited contradictory results in which emotional intelligence had no critical influence on learning performance. Likewise, Kannan and Visuvarasam (2017) proposed the corresponding result based on pearson correlation, including descriptive statistical analysis.…”

Section: Sulastyaningrum Et Al (mentioning

confidence: 97%

Validation of Learning Style Instruments and Holistic Intelligence on Achievement of Form Six Economics Students: Exploratory Factor Analysis (EFA)

Abdullah¹,

Ismail²,

Yin³

2022

IJARPED

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The worldwide happening authenticated that learning styles and holistic intelligence are powerful to better student achievement. This research intended to analyse the learning style instruments and holistic intelligence on the achievement of Form Six economics students. The researchers examined the learning styles (deep, surface, organised and hard work) and holistic intelligence (intellectual, emotional, physical and spiritual) incorporated 29 items. For this purpose, the researchers involved 145 Form Six students as respondents in this analysis. The researchers analysed the data descriptively and measured reliability with Cronbach's Alpha employing Exploratory Factor Analysis (EFA). EFA data established four factors for learning styles and intelligence constructs with Eigenvalues each exceeded 1.0. The learning style construct had a KMO (Kaiser-Meyer-Olkin) value of 0.891> 0.5, indicating its items were sufficient for inter-correlation and the Bartlett test was significant (Chi-Square 1715.530, p <0.05). The anti-image value (Measure of Sampling Adequacy -MSA) for item correlation exceeded 0.5 by eliminating ten items based on the lowest value in the anti-image correlation in the data cleaning process. Learning style factors accounted for 59 per cent of the overall variance. The holistic intelligence construct had a KMO value of 0.840> 0.5, the Bartlett test was significant (Chi-Square 2187.241, p <0.05), the anti-image value (Measure of Sampling Adequacy -MSA) for item correlation exceeded 0.5. The researchers eliminated three items with a communalities value of less than 0.3 and a load factor of less than 0.5. Four factors in this variable accounted for 55 per cent of the overall variance. The report concluded that the Cronbach's Alpha values obtained were 0.86 for learning styles and 0.90 for holistic intelligence, respectively. The conclusions reported that the researchers appropriately used the items for the learning styles and holistic intelligence instruments and hence, confirmed them as relevant variables.

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Section: Sulastyaningrum Et Al (mentioning

confidence: 97%

Validation of Learning Style Instruments and Holistic Intelligence on Achievement of Form Six Economics Students: Exploratory Factor Analysis (EFA)

Abdullah¹,

Ismail²,

Yin³

2022

IJARPED

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“…Because activities in organizations can aid children in developing their emotional intelligence, they are a practical setting for developing children's emotional intelligence inside the school environment. Organizations can help students understand emotions, foster a secure environment to explore, express, and manage their feelings, and support student creativity and practical communication skills (Mitrofan & Cioricaru, 2014); (Ikhwan, 2017).…”

Section: Introductionmentioning

confidence: 99%

Student Organization Activities in the Development of Emotional Intelligence in Islamic Boarding Schools

Samsirin,

Khoiriyah,

Solihah

et al. 2024

Al-Hayat J. Islamic. E.

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This research aims to discover how student organizations contribute to the growth of emotional intelligence. This research uses qualitative descriptive analysis. Using three data collection techniques: documentation, observation and interviews. Data analysis includes domain analysis, taxonomic analysis, and componential analysis. The results of the data analysis found that organizations have a role in the emotional development of organizational administrators, including cultivating the corporate spirit, consultation spirit, awareness of other people's points of view, and awareness of controlling anger. As well as lack of self-confidence and poor communication between administrators are the two main obstacles to developing emotional intelligence. Based on data analysis findings, companies can help organizational administrators grow emotionally by cultivating the corporate spirit, consultative spirit, awareness of others' points of view, and awareness of behavioural control.

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Emotional intelligence predicts academic performance: A meta-analysis.

MacCann¹,

Jiang²,

Brown³

et al. 2020

Psychological Bulletin

478

319

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This meta-analysis shows that emotional intelligence has a small to moderate association with academic performance, such that students with higher emotional intelligence tend to gain higher grades and achievement test scores. The association is stronger for skill-based emotional intelligence tasks than rating scales of emotional intelligence. It is strongest for skill-based tasks measuring understanding emotions and managing emotions.

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Emotional Intelligence and School Performance-correlational Study

Cited by 8 publications

References 9 publications

Validation of Learning Style Instruments and Holistic Intelligence on Achievement of Form Six Economics Students: Exploratory Factor Analysis (EFA)

Validation of Learning Style Instruments and Holistic Intelligence on Achievement of Form Six Economics Students: Exploratory Factor Analysis (EFA)

Student Organization Activities in the Development of Emotional Intelligence in Islamic Boarding Schools

Emotional intelligence predicts academic performance: A meta-analysis.

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