Emotional Intelligence And Academic Achievement Among Intermediate Students PDF Download

Author: Ramana Koppula
Publisher: Archers & Elevators Publishing House
ISBN: 8194988918
Category : Antiques & Collectibles
Languages : en
Pages :

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Author: Anthony J. Onwuegbuzie
Publisher: Scarecrow Press
ISBN: 9780810849556
Category : Language Arts & Disciplines
Languages : en
Pages : 396

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The authors provide us with the first in depth look at the origins and subsequent evolution of this fascinating field of study. Beginning with a discussion of the Library Anxiety Scale, the most widely used measure of library anxiety among college and university students, it investigates a number of theoretical models, provides an extensive framework for conducting research at the institutional level, and offers both proven and proposed strategies for prevention and intervention. If there are more nonusers than users in your community--or if you suspect your users could benefit more from the experience--let Library Anxiety ease your troubled hearts and smooth the way ahead.

Author: Maurice J. Elias
Publisher: Corwin Press
ISBN: 1412914817
Category : Education
Languages : en
Pages : 297

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Tap the power of emotional intelligence and watch school-wide achievement soar "Bringing all this information together in one spot is quite a contribution. There isn't too much research or theory here, but lots

Author: Con Stough
Publisher: Springer Science & Business Media
ISBN: 0387883703
Category : Psychology
Languages : en
Pages : 363

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Managing human emotions plays a critical role in everyday functioning. After years of lively debate on the significance and validity of its construct, emotional intelligence (EI) has generated a robust body of theories, research studies, and measures. Assessing Emotional Intelligence: Theory, Research, and Applications strengthens this theoretical and evidence base by addressing the most recent advances and emerging possibilities in EI assessment, research, and applications. This volume demonstrates the study and application of EI across disciplines, ranging from psychometrics and neurobiology to education and industry. Assessing Emotional Intelligence carefully critiques the key measurement issues in EI, and leading experts present EI as eminently practical and thoroughly contemporary as they offer the latest findings on: EI instruments, including the EQ-I, MSCEIT, TEIQue, Genos Emotional Intelligence Inventory, and the Assessing Emotions Scale. The role of EI across clinical disorders. Training professionals and staff to apply EI in the workplace. Relationships between EI and educational outcomes. Uses of EI in sports psychology. The cross-cultural relevance of EI. As the contributors to this volume in the Springer Series on Human Exceptionality make clear, these insights and methods hold rich potential for professionals in such fields as social and personality psychology, industrial and organizational psychology, psychiatry, business, and education.

Author: Ulises Xolocotzin
Publisher: Academic Press
ISBN: 0128024895
Category : Psychology
Languages : en
Pages : 476

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Emotions play a critical role in mathematical cognition and learning. Understanding Emotions in Mathematical Thinking and Learning offers a multidisciplinary approach to the role of emotions in numerical cognition, mathematics education, learning sciences, and affective sciences. It addresses ways in which emotions relate to cognitive processes involved in learning and doing mathematics, including processing of numerical and physical magnitudes (e.g. time and space), performance in arithmetic and algebra, problem solving and reasoning attitudes, learning technologies, and mathematics achievement. Additionally, it covers social and affective issues such as identity and attitudes toward mathematics. - Covers methodologies in studying emotion in mathematical knowledge - Reflects the diverse and innovative nature of the methodological approaches and theoretical frameworks proposed by current investigations of emotions and mathematical cognition - Includes perspectives from cognitive experimental psychology, neuroscience, and from sociocultural, semiotic, and discursive approaches - Explores the role of anxiety in mathematical learning - Synthesizes unifies the work of multiple sub-disciplines in one place

Author: Moges Gebresellassie
Publisher: GRIN Verlag
ISBN: 3346101614
Category : Psychology
Languages : en
Pages : 83

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Master's Thesis from the year 2014 in the subject Psychology - Cognition, grade: good or B+, Bahir Dar University (Faculty of education and behavioral science), course: Educational psychology, language: English, abstract: The purpose of this study was to investigate the relationship between Emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement among Bahir Dar university students. A total of 89 3rd year Educational and Behavioral science students were selected using convenience sampling method. To collect data four questionnaires (EI, LC, SE and TA) and document analysis for AA were employed. One sample t-test, Pearson correlation, independent t-test and multiple regressions were used to analyze the data. The result of one sample t-test shows that students have better level of EI. The level of students LC is slightly internal as a group. Students had significantly high level of self-esteem and students have low test anxiety level. The study revealed that positive and significant relationship between EI and AA, EI and SE, EI and ILC, in contrast EI and ELC, EI and TA shows negative relationship. All EI dimensions show a positive significant relationship with AA. The independent sample t-test revealed that there was significance difference between male and female students in EI. Meaning males have higher score than females. There was statistically significant mean difference between male and female students. Female students have high level test anxiety than male students. Females are more external in locus of control than males. There is no mean difference between male students in AA and SE. regression analysis shows that LC, SE and TA predict academic achievement. On the other hand, the effects of emotional intelligence on academic achievement were found not statistically significant. Furthermore, the effect of LC and TA on AA found to be negative.

Author: Karen Michelle Kohaut
Publisher:
ISBN:
Category : Emotional intelligence
Languages : en
Pages : 192

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Author: Rhonda L. Marcum-Phillips
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 119

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This study examines the impact of emotional intelligence, academic self-efficacy in science and technology, and family background on academic achievement of alternative high school students. Gender, age, learning style, and ethnicity of the student are analyzed to determine any moderator effect on these relationships. Seventy-five students, ages 14 to19, who attend a public alternative high school were surveyed. Analysis of the data revealed a positive relationship for males between self-efficacy in STEM classes and family background (support) and their academic achievement in science class. A positive relationship was shown between self-efficacy in STEM classes and academic achievement, between self-efficacy in STEM classes and academic achievement in science class for White/non-Hispanic and Native American students, and between family background and academic achievement in science class for White/non-Hispanic, Latino/Hispanic, and Native American students. There was a positive relationship between emotional intelligence and academic achievement in science class for Latino/Hispanic and African-American students. Kinesthetic, auditory, and visual learning styles demonstrated positive relationships as moderators on the independent variables. Students that were 17 and 19 years of age had moderating effects on the independent variables.

Author: Roula Zaarour Haddad
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120

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The following research investigated the relation between Emotional Intelligence and academic achievement in sixth graders. The participants were selected from an Anglophone Catholic school having around 3000 students in the Metn area, Lebanon. The participants were divided into two groups based on a convenience sample selection. The convenience sample of sixty six students, male and female, age grouped between eleven and twelve was selected from a population of two hundred sixth graders. The two groups were selected based on their academic results, 6A high achievers and 6D low achievers. The second sample was five key administrators in the participating school. In order to measure Emotional Intelligence (EI) of the two participating groups, the 30-item Furnham Short Form Teaching Emotional Intelligence Questionnaire (TEIque) was administrated; it measured five EI factors: 1- Emotionality, 2- Well-being, 3- Sociability, 4- Self-Control, and 5- General Traits. An 11- item questionnaire was developed to study key administrators awareness of EI. The third instrument was the report card of the two participating sections; the average of all grades collected over two terms, three months each. The data collected were studied quantitatively for two participating sections and qualitatively for the participating key administrators. The correlation between EI and academic scores was calculated using the Pearson r. The correlation between EI and academic scores for the 6A participating section, high achievers was r=0.4, and 6D low achievers r=0.1. A positive correlation was revealed. The purpose of the study was served, and showed the need for teaching Emotional intelligence in schools to improve the quality of academic performance.

Author: Kattamanchi Subramanyam
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659818639
Category :
Languages : en
Pages : 132

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Education plays a pivotal role in the modern society. In recent years, society's interest and concern for Academic Achievement, especially among younger generation has increased. Academic Achievement is a combination of ability and effort. Presumably ability being equal, those with higher motivation exerts more effort and will achieve higher grades. Academic Achievement has always been one of the most important goals of the educational process. It is also a major goal which is much expected to pursue in all cultures. It is the product variable which gets toned up or bogged down by the positive and negative influence of a host of independent variables. Emotional intelligence is being able to monitor our own and other's feelings and education, to discriminate among them, and to use this to guide our thinking and emotions and actions (Salovey & Mayer, 1990). The emotionally intelligent person is skilled in four areas: Identifying, using, under standing and regulating emotions (Salovey & Mayer, (1993), According to Goleman (1995) emotional intelligence consists of five components: knowing our emotions (self-awareness), managing them, motivating ourselves