Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students

Abstract

Provision of equitable access to university education is the primary goal of pre-university education. Academically weak students stand to benefit more from pre-university program. However, available literature on effectiveness of the program revealed that high percentage of students still fail pre-university courses. Although the role of psycho-emotional factors on student academic performance has been highlighted, mechanism through which psycho-emotional factors impact on academic performance of pre-university science students is still not clear to offer adequate insights for proper intervention program. Therefore, we examined the pre-university students' academic performance in sciences in relation to Emotional Intelligence (EI) (Interpersonal EI and Intrapersonal EI) and Self-directed Learning (SDL). Specifically, a correlational study design was conducted to measure and gauge the level of relationships amongst Interpersonal EI, Intrapersonal EI, SDL and academic performance of preuniversity students. The participants were 443 Nigerian students enrolled in pre-university science program. Students' self-report on EI and SDL were gathered and analyzed using SPSS 26 and AMOS 24. Exploratory and confirmatory factor analysis were performed to determine cross-cultural validity of the instruments in the Nigerian context. After controlling for gender and age, the hierarchical regression analysis reveals that student academic performance was positively predicted by perceived Interpersonal and Intrapersonal EI, whereas selfdirected learning has an inconsistent predictive impact at different steps in the model. Overall, the predictor variables were able to explain substantial proportion of students' academic performance in pre-university program. Insightful suggestions were made.

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

“…Someone with high intrapersonal intelligence tends to have high motivation as well (Aswin et al, 2021). Thus, they generally do not give up easily when they encounter difficulties in learning so that mathematical problem-solving is achieved (Abdi et al, 2020;Okwuduba et al, 2021). Students who have intrapersonal intelligence can make good plans, recognize their own emotions and manage themselves.…”

“…Meanwhile, visual-spatial intelligence plays an important role in visualizing problem objects (Pehlivan & Durgut, 2017;Šafranj & Zivlak, 2018). And lastly, although not directly involved in mathematical calculations, intrapersonal intelligence is fully involved in maintaining psychological conditions when solving mathematical problems (Okwuduba et al, 2021;Perez & Ruz, 2014). Karamikabir (2012) also suggests that (1) logical-mathematical also plays an important role as the imagination of problem, a method for founding formula, illustrating criterion, analysis, design, and argue for a better way for founding range; (2) visual-spatial also plays a role in recall graph, comparison domain and range, founding formula based on the graph, drawing diagram, distinguishing from a graph, and found a better way to evaluate graph; and (3) intrapersonal has a role in recall experiments, founding values, personalize extend definition, categorize formulation, compose relations between concepts, and solve problems.…”

Model Bermain Konstruktif untuk Meningkatkan Kecerdasan Interpersonal Anak TK

“…Secara khusus kemampuan anak dapat mengontrol dan menguasai pembelajaran yang bersifat sosial emosional (Rodman et al, 2019). Selain itu, (Okwuduba et al, 2021) juga mencatat bahwa Kecerdasan interpersonal adalah kemampuan individu dalam menyelesaikan masalah pada saat menghadapi proses pembelajatan di sekolah. Secara individu terdapat dua hal yang salaing berkaitan yaitu kecerdasan interpersonal dan intrapersonal.…”

Estrés como factor de riesgo en el rendimiento académico en el estudiantado universitario (Puno, Perú)

“…En esa misma línea Benites (2021) constató que a nivel nacional solo el 64 % de los hogares tiene acceso al servicio de internet, lo cual genera entre el estudiantado ansiedad y estrés. Esta situación desfavorable afecta su rendimiento académico y sus habilidades de aprendizaje (Okwuduba et al, 2021).…”