Influence of Emotional Intelligence on Academic Achievement among Students at Secondary Schools in Babylon City

Ali, Hadeel; Mohammed, Qahtan Q.

doi:10.37506/ijfmt.v14i1.168

Cited by 2 publications

(3 citation statements)

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“…This result is consistent with previous research (Chew et al, 2013;Costa & Faria, 2020;Mohammadi & Izadpanah, 2018;Zysberg, 2018). However, it contradicted other studies (Ali & Mohammed, 2020;Bozdağ, 2020;Cachia et al, 2018;Deng et al, 2016;Sepideh et al, 2017), which described EI as differing from the writing motivation of students and requiring technical support to manage students' emotions during writing skills. Regarding academic success, there was no statistically significant difference in the level of EI dimensions.…”

Section: Discussionsupporting

confidence: 89%

“…The evaluation of writing proficiency among secondary school students has included an examination of cognitive intelligence (Côté, 2017;Esmaeili et al, 2018;Pishghadam, 2009;Rad et al, 2014). Furthermore, studies have shown that non-cognitive factors, such as attitude, motivation, personality traits, self-regulation, resilience, and social and emotional skills, can also influence academic performance (Ali & Mohammed, 2020;Cachia et al, 2018;Downey et al, 2008;Patel, 2017;Petrides et al, 2007;Simonet et al, 2021). Scholars who approach writing from an EI perspective, like Zimmerman and Risemberg (1996), argue that the motivation to write requires effort and attention.…”

Section: Emotional and Motivational Intelligence In Writing Performancementioning

confidence: 99%

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Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

Hiluf,

Alemu

2024

Asian. J. Second. Foreign. Lang. Educ.

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In recent years, there has been increasing interest in the role of emotional and motivational intelligence in educational settings. Studies have shown that these factors can significantly impact students' academic performance. However, little attention has been given to the influence of emotional and motivational intelligence on writing performance, especially in relation to gender differences. This study aims to examine the relationship between emotional and motivational intelligence and writing performance among Ethiopian high school learners, while considering potential variations based on gender. To achieve this, a sample of 176 Ethiopian high school learners (69 male and 107 female, aged between 17 and 24) was selected using a stratified random sampling technique. The participants completed self-reported questionnaires to assess their emotional and motivational intelligence, and their writing performance was evaluated based on a set of predetermined writing rubrics. The collected data was analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Pearson's correlation coefficient, and path coefficients to determine any significant relationships or gender differences. The results showed a statistically significant relationship between emotional intelligence dimensions and writing performance. However, there was no statistically significant difference in writing performance and writing motivation based on gender. These findings provide valuable insights into the influence of emotional and motivational intelligence on writing performance among Ethiopian high school learners. Emotional intelligence, including the ability to understand and manage one's own and others' emotions, positively affected writing performance. This study contributes to the existing literature on the role of emotional and motivational intelligence in educational settings, specifically focusing on writing performance among Ethiopian high school learners. Overall, this research sheds light on the importance of considering emotional and motivational factors in educational practices to foster improved academic outcomes.

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Section: Discussionsupporting

confidence: 89%

Section: Emotional and Motivational Intelligence In Writing Performancementioning

confidence: 99%

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

Hiluf,

Alemu

2024

Asian. J. Second. Foreign. Lang. Educ.

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“…The researchers found that academic resilience was positively correlated with emotional intelligence and academic performance (r = 0.231, p = 0.000), and emotional resilience was positively correlated with academic performance. Resilience in academia not only predicted academic achievement but also emotional intelligence, which had a favorable and significant impact on academic performance.A research was carried out in Iraq by Ali and Mohammed (2020). The results showed a substantial relationship between students' emotional intelligence and academic success.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of Emotional Intelligence on Students’ Academic Performance in Pakistan

Naveed Ahmed Taseer,

Dr. Ahsan Siddique,

Rabi

et al. 2023

JASS

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Abstract The aim of the quantitative correlational study was to investigate the association between students’ academic performance and emotional intelligence. In this study, 700 10th graders from 20 high schools in the district of Lahore were randomly selected. By administering the Bar-On (2002) “Emotional Quotient Inventory Short form,” students’ emotional intelligence was assessed, whereas their academic achievement was determined by their results on the ninth-grade final examinations. Techniques for inferential statistical data analysis were used, including Pearson r, the independent sample t-test, and linear regression.According to the study's findings, academic achievement and emotional intelligence are favorably associated. Academic achievement and emotional intelligence mean scores varied across male and female professors. The outcomes also showed that, at the secondary level, learners’ academic performance was significantly impacted by their emotional intelligence. The findings of this study showed that academic achievement in secondary schools is significantly influenced by emotional intelligence. The findings showed that emotional intelligence abilities are necessary for good students to perform well in school.

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Influence of Emotional Intelligence on Academic Achievement among Students at Secondary Schools in Babylon City

Cited by 2 publications

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Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

Effect of Emotional Intelligence on Students’ Academic Performance in Pakistan

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