The Role of Emotional Intelligence in Mediating the Relationship Between Emerging Adulthood and Academic Achievement

Noor, Farukh; Hanafi, Zahyah

doi:10.32890/mjli2017.14.1.6

Cited by 5 publications

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“…[ 19 ] Another significant mediation of EI was confirmed among Pakistani university students by Noor and Hanafi (2017), who proved significant relationships between EI, AO, and emerging adulthood, where EI fully mediates the relationship between them. [ 33 ] As a result, the AO of students could be enriched if they can link EI abilities to their emerging adulthood.…”

Section: Discussionmentioning

confidence: 99%

“…The mediating role of EI on AO was widely studied in the light of its effect on many academic performance and achievement-linked variables such as self-efficacy,[ 30 31 ] verbal intelligence and openness,[ 2 ] school burnout,[ 32 ] and emerging adulthood. [ 33 ] Nevertheless, the mediating effect of EI in the relationship between LM and AO is under investigation in the literature. This gap directs attention to the current and further comparable studies to fill this literature gap by combining EI, AO, and LM in one conceptual model while analyzing the moderating role of gender through the hypothetical model deployed in the present study [ Figure 1 ].…”

Section: Introductionmentioning

confidence: 99%

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The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender

Sayed

2024

Journal of Education and Health Promotion

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BACKGROUND: The role of emotional intelligence and learning motivation in shaping university students’ academic outcomes has received greater attention, especially during the modernization era. Thus, this study investigates the mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes while examining the gender-conditional indirect effect. MATERIALS AND METHODS: A cross-sectional study was conducted in four randomly chosen cities in Saudi Arabia (Riyadh, Jeddah, Hail, and Yanbu), where 400 health science students were conveniently selected using equal allocation (100 students/campus). A digital survey was used for data collection (April-May 2022) containing three sections: Personal Characteristics and Academic Outcomes, Modified Schutte Self-Report Inventory, and Academic Motivation Scale. RESULTS: Emotional intelligence positively correlated with learning motivation (r = 0.525, P < 0.001) and academic outcomes (r = 0.153, P < 0.001), where academic outcomes had a weak positive correlation with learning motivation (r = 0.115, P = 0.014). Mediation analysis confirmed that emotional intelligence fully mediates the relationship between learning motivation and academic outcomes with an insignificant direct effect of learning motivation on academic outcomes [(β =0.049, P = 0.573), 95% CI (-0.059, 0.144)]. The conditional indirect effect of gender significantly moderated 16.1% of the mediating effect of emotional intelligence [(β =0.161, P = 0.005), 95% CI (0.035, 0.273)]. The significant indirect effect was proved for the male gender only [(β = 0.157, P = 0.004), 95% CI (0.072, 0.240)]. No significant gender differences concerning emotional intelligence (P = 0.534) and academic outcomes (P = 0.466) were detected. However, male students had significantly higher learning motivation than female students (P < 0.001). CONCLUSION: Emotional intelligence completely mediates the relationship between learning motivation and outcomes with a stronger mediating effect for male students. Thus, policymakers must focus on improving the students’ emotional intelligence skills to boost their learning motivation and academic outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender

Sayed

2024

Journal of Education and Health Promotion

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“…Earlier researchers documented EI as a mediator in the relationship between mindfulness and anxiety and depression (Foster et al, 2018). In another study conducted among the students in Pakistan, EI mediated the relationship between adulthood and academic achievement (Noor & Hanafi, 2017). Thus, it is not uncommon to find EI as a moderator in the relationship between independent and dependent variables.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

Effect of Knowledge Sharing and Interpersonal Trust on Psychological Capital and Emotional Intelligence in Higher-educational Institutions in India: Gender as a Moderator

Usman¹,

Kowalski

Andiappan³

et al. 2021

FIIB Business Review

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The objective of the present study is to empirically examine the effect of knowledge sharing and trust on psychological capital and emotional intelligence (EI). The study also investigates the relationship between psychological capital and EI on organizational excellence. The role of gender as a moderator is examined in these relationships. The survey data were collected from 792 faculty members from three premier higher educational institutions from the southern part of India. After checking the psychometric properties of the survey instrument, data were analysed using hierarchical regression. The results obtained demonstrate that (a) knowledge sharing is significantly and positively related to psychological capital and EI, (b) trust is significantly and positively related to psychological capital and EI, (c) psychological capital and EI are significantly and positively related to organizational excellence and (d) gender moderated the relationship between (a) knowledge sharing and psychological capital, (b) knowledge sharing and EI, (c) trust and psychological capital, and (d) trust and EI. The implications for management are discussed.

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“…In students it was also examined that five factors of personality and emotional intelligence are the significant predictors of physical education and academic achievements, of social success of students (Tok & Morali, 2009;Var Der Zee, Thijs & Schakel, 2002). Noor and Hanafi (2017) found that the academic achievement of the participants was shaped by their levels of emotional intelligence and gender. Chen and Lai (2015) investigated the relationships between personality traits, emotional intelligence, and academic achievements among university students and found that extraversion, agreeableness, conscientiousness, and openness were positively correlated with emotional intelligence while neuroticism was found negatively associated with emotional intelligence.…”

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confidence: 99%

“…It can be a contribution to a perspective that would provide valuable insight for understanding the emotional problems in their academic achievements. Numerous studies have been conducted to seek the relationship and predictors of study variables (Bunyaan, Tan & Loo, 2015;Chen & Lai, 2015;Judge & Arora, 2017;Kolachina, 2014;Noor & Hanafi, 2017;Mohammadi & Personality Traits Emotional Intelligence Academic Achievement Asgari, 2016;Upadhyaya, 2013;Yelkikalan, Gungor, Kiray, & Cetin, 2014). But in the current study emotional intelligence has been highlighted as a mediator between personality traits and academic achievements of the students in the Pakistani context to seek its importance in students" life success.…”

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confidence: 99%

Personality Traits and Academic Achievements of Undergraduate Students: The Mediating Role of Emotional Intelligence

Naseer

Mussarat

Malik

2022

PJPR

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This research investigated the mediating role of emotional intelligence between personality traits and academic achievements among undergraduate students in Pakistan. A sample was comprised of 150 undergraduate college students (boys = 74, girls = 76) having age range 18-24 as boys (M = 21.09, SD = 1.41) and girls (M = 20.18, SD = .71). The data was collected from Queen Mary College, Lahore, and Govt. G.C. University Lahore by using a convenient sampling technique. Big Five Inventory (John & Srivastava, 1999), Trait Emotional Intelligence Questionnaire-Short Form (Petrides & Furnham, 2003), and student's Cumulative Grade Point Average (CGPA) were used as measures. Mediated hierarchical regression revealed that after controlling the effects of emotional intelligence (the Mediator) the personality traits (extroversion, agreeableness, and openness) not significantly predict academic achievements which indicate full mediation. Implications of the findings were discussed for family/home; educational settings, policy makers’ counselors, and clinical psychologists’ guidance in the context of Pakistani culture.

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The Role of Emotional Intelligence in Mediating the Relationship Between Emerging Adulthood and Academic Achievement

Cited by 5 publications

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The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender

The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender

Effect of Knowledge Sharing and Interpersonal Trust on Psychological Capital and Emotional Intelligence in Higher-educational Institutions in India: Gender as a Moderator

Personality Traits and Academic Achievements of Undergraduate Students: The Mediating Role of Emotional Intelligence

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