Self-regulation of learning as a mediator between emotional intelligence and moderate-to-vigorous physical activity

The study aims to measure and analyze the influence of emotional intelligence and social capital towards self-regulated learning. This study used a quantitative approach and survey method. The samples are 400 students from 16 Junior High Schools grade 8th in West Bandung regency. The research used stratified random sampling. The results showed that emotional intelligence and social capital positive and significant impact on student’ self regulated learning. The influence of emotional intelligence was 0,447, or 20% toward self regulated learning, while the remaining (80%) was influenced by other factors. The influence of social capital was 0.232 or 5.4%, toward self regulated learning, while the remaining (94.6%) was influenced by other factors. Simultaneously, the emotional intelligence and social capital influenced 33.2% toward self regulated learning and the remaining (66.8%) was influenced by other factors. In this study the variables of emotional intelligence has the most impact on self regulated learning. The implication showed that the student’s self regulated learning could be enhanced by increasing the students’ emotional intelligence and social capital.

Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory

Clinical performance is an important competence for nursing students to achieve. However, little is known about the degree to which self-regulated learning mediates the relationships among emotional intelligence, collaboration, and clinical performance in nursing students. This study was designed to investigate the mediating effect of self-regulated learning on clinical performance. A cross-sectional, descriptive, correlational design was used, and a convenience sample of 302 nursing students in Years 3 and 4 of a bachelor's degree program were recruited as participants from five universities in South Korea. Information on participant characteristics, emotional intelligence, collaboration, self-regulated learning, and clinical performance was collected from the participants using self-reported questionnaires from September to October 2019. Partial least squares structural equation modeling was used to evaluate the research model. Emotional intelligence, collaboration, and self-regulated learning were found to be statistically significantly related to clinical performance. Moreover, self-regulated learning was identified as a full mediator of the relationship between emotional intelligence and clinical performance (accounting for 62.0% of the variance) and a partial mediator of the influence of collaboration on clinical performance (accounting for 25.4% of the variance). Nursing educators should encourage self-regulated learning among their students and provide a collaborative learning environment to enhance their students' clinical performance.

The purpose of this study was to test the theoretical model stating that: "The Influence/Role of Growth Mindset directly, Parental Social Support, Emotional Intelligence through self-efficacy on students' self-regulated learning Fit (in accordance) with empirical data?". And also to determine the correlation relationship between variables, namely: 1). Testing the Influence of Growth Mindset directly on Self-Regulated Learning. 2). Testing the Influence of Parental Social Support directly on self-regulated learning 3). Testing Parental Social Support on self-regulated Learning through self-efficacy. 4). Testing the influence of emotional intelligence directly on self-regulated learning. 5). Testing the influence of Emotional Intelligence on self-regulated learning through self-efficacy. 6). Testing the Influence of self-efficacy on self-regulated learning. The research method is a quantitative survey method, and data analysis with SEM (AMOS version 24, Population & sample are students of SMAN Kota Bekasi and SMAN Kabupaten Bekasi totaling 240 samples. The results of the study explain 1). The relationship between GM-SRL with a value of P = 0.007 <0.05, then H1 is accepted, meaning that there is a direct influence of Growth Mindset on self-regulated learning. 2). The relationship between DS-SRL with a value of P = 0.025 <0.05, then H2 is accepted, meaning that there is a direct influence of Parental Social Support on self-regulated learning. 3). The relationship between KE-SRL with a value of P = 0.000 <0.05, then H3 is accepted, meaning that there is a direct influence of Emotional Intelligence on self-regulated learning. 4). The relationship between DS-SE -SRL with a value of P = 0.013 <0.05, then H4 is accepted, meaning that there is an influence of Parental Social Support on Self-regulated learning through the mediator Self Efficacy. 5). The relationship between KE-SE-SRL with a value of P = 0.010 <0.05, then H5 is accepted, meaning that there is an influence of Emotional Intelligence on Self-regulated learning through the Self-efficacy variable. 6) The relationship between SE-SRL with a value of P = 0.000 < 0.05, then, H6 is accepted, meaning that there is an influence of Self Efficacy on self-regulated learning. So it can be concluded that the study with N = 240 is significant, meaning that because the value of P < 0.05 means that Ha is accepted and all variables are Valid, stated to have a role in self-regulated learning.

This study aims to determine the relationship between emotional intelligence and self-regulated learning of students in biology subjects in class XI MIPA SMA Negeri 1 Tasikmalaya. The research method used is a correlation. The population in this study was the entire class XI MIPA SMA Negeri 1 Tasikmalaya, amounting to 272 students. The research sample was taken using a purposive sampling technique as many as two classes, namely class XI MIPA 6 and XI MIPA 7 with 39 students who filled out the questionnaire. The data analysis technique used is a simple correlation test. The results of the study showed that there was a relationship between emotional intelligence and students' self-regulated learning. For the relationship between emotional intelligence and self-regulated learning, R is 0.568, which means it has a moderate level of relationship. The coefficient of determination of the emotional intelligence variable on the self-regulated learning variable is R2, which is 0.322, which means that the emotional intelligence variable contributes 32.3% to the self-regulated learning of students. Method, one of them by counseling approach of Cognitive Behaviour Therapy (CBT) using guided imagery technique.

This research aims to determine the effectiveness of psychoeducation on emotional intelligence about changes in learning motivation, self-regulated learning, and academic procrastination. Providing Emotional Intelligence psychoeducation is hoped to increase learning motivation, self-regulated learning, and reduce academic procrastination. The research method used is a quasi-experimental one-group pretest-posttest design. The participants in this study are 63 students from STIPAS Tahasak Danum Pambelum, Palangkaraya Diocese. Participants were given an intervention in the form of emotional intelligence psychoeducation. The evaluation of the intervention used the Kirkpatrick criteria levels, namely the reaction level measured using a reaction test, the knowledge level measured with an emotional intelligence knowledge test, and the behavior level with a learning motivation scale, self-regulation scale, and procrastination scale. The results of the data analysis using the Wilcoxon Signed Ranks Test show a significant difference between before and after the psychoeducation was provided, with a learning motivation value of z = -5.848 with p = 0.00 (p<0.05), self-regulated learning value of z = -5.773 with p = 0.00 (p<0.05), and procrastination value of z = -5.440 with p = 0.00 (p<0.05). Psychoeducation on emotional intelligence is effective in increasing learning motivation, self-regulated learning, and reducing procrastination.

English Examination stress is becoming an alarming issue to most of Malaysian students nowadays. There are hardly any documented records of studies on influence of emotional intelligence and self-regulated learning towards English examination stress faced by the students. The major purpose of this study is to investigate the influence of emotional intelligence and self-regulated learning towards English examination stress among primary and secondary school students in Pasir Gudang District, Johor. The research design applied in this study was quantitative approach. The instruments used in this study were Wong and Law Emotional Intelligence Scale (WLEIS), Self-regulation formative questionnaire and Examination Stress Scale (ExamSS). The respondents were 334 Year Four students and 388 Form Four students from Pasir Gudang District. Results in linear regression analysis revealed that the self-regulated learning significantly contributing 4.4% in primary and 13.7% in secondary towards examination stress. Meanwhile, the multiple regression showed that, only self-regulated learning was more significant towards examination stress. The present study contributes to an understanding of the relationship and impact of self-regulated learning towards English examination stress.

This study aims to examine the effect of emotional intelligence on the self-regulated learning of junior high school students in the West Bandung area. The approach used is a correlational quantitative approach, which allows measuring the strength of the relationship between these variables. The data collection technique used was a survey. Data were collected through questionnaires distributed directly to each junior high school in the West Bandung area. A total of 400 junior high school students were respondents in this study, selected using proportional stratified random sampling. The results showed that emotional intelligence has a positive and significant effect on self-regulated learning. The magnitude of the effect of emotional intelligence on self-regulated learning is 28.6%, with the remaining effect e attributed to other factors. The highest achievement indicator of emotional intelligence was that students always prayed in any situation, while the lowest achievement indicator was having a sense of empathy. The highest achievement indicator of self-regulated learning was setting learning goals, while the lowest was using learning resources. The higher the emotional intelligence, the higher the students' self-regulated learning.

Emotional intelligence (EI) and self-regulated learning (SRL) skills are two essential skills for student learning. Empirical students have shown that these two skills have impact on students achievement. However, their collective effects in online learning environment was not clear. This study, using a scoping review, to select literature on these areas to map out the keywords in order to understand how EI, SRL and online learning are related. The results show that EI and SRL are intertwined and could affect the academic achievement of online students. This finding is helpful to academic staff who need to deliver online courses as they need to know how to use EI to help online students better managed their emotion and self-regulate their learning. Policy-makers of institutions would also benefit from this study as they plan the training programme for the academic staffs.

Zimmerman’s self-regulated learning (SRL) model focusses on how individuals are able to make improvements through a cyclical and systematic method of learning how to adapt to ever-changing environments; however, this model is not widely applied in a physical activity (PA) behaviour change context. As such, this cross-sectional study examined the relationship between six SRL skills (planning, self-monitoring, self-evaluation, reflection, effort and self-efficacy) and PA in 480 Chinese (aged 11–19 years; M = 14.9, SD = 1.8; male = 61.3%) and 411 Scottish (aged 12–16 years; M = 13.8, SD = 1.4; male = 47.9%) adolescents. Moderate-to-vigorous intensity PA was significantly higher for Scottish (M = 48.58, SD = 26.01, p = .0005) compared to Chinese adolescents (M = 31.14, SD = 22.26). All SRL variables significantly explained a small amount of variance in moderate-to-vigorous intensity PA, in both Chinese (ΔR2 = .021, F(2, 461) = 6.320, p = .005) and Scottish (ΔR2 = .020, F(2, 376) = 8.427, p = .013) adolescents; and reflection was a significant predictor of PA (Chinese p = .027; Scottish p = .003) in both samples. Despite PA differences, in both groups a similar pattern in the relationship between SRL and PA emerged, as well the importance of reflection in this relationship. It is understood that SRL skills may not necessarily come naturally to adolescents and may require explicit training, therefore, research focussing on the development of these SRL skills alongside PA, with a particular emphasis on reflection, may positively influence adolescent PA behaviour change.

PurposeThis study examined the relationship between physical exercise (PE) and prosocial behavior (PSB) and constructed a chain mediation model through the mediating effect of physical education learning motivation (PELM) and emotional intelligence (EI).MethodsThrough the stratified random sampling, 1053 students (average age = 14 years, SD = 0.96 years) that complied with the requirements were surveyed from Henan Province in China. PE, EI, PELM, and PSB were assessed using standard scales. For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn.Results(1) There was a significant positive correlation between PE and PSB (r = 0.137), and the direct path between PE and PSB was significant (β = 0.09, t = 4.73, p < 0.01); (2) PE can positively predict EI (β= 0.08, t = 5.27, p < 0.01) and PELM (β= 0.04, t = 2.07, p < 0.05), EI can significantly and positively PSB (β= 0.67, t = 22.12, p < 0.01), PELM can significantly and positively predict PSB (β= 0.05, t =2.20, p<0.05); (3) EI and physical learning motivation play a significant intermediary role between PE and PSB. The mediating effect consists of three indirect effects: PE → EI → PSB (the mediating effect value is 0.055), PE → PELM → PSB (the mediating effect value is 0.002), PE → EI → PELM → PSB (the mediating effect value is 0.002); (4) The chain mediation effect is significant in girls, but not in boys.Conclusion(1) PE can positively predict PSB. (2) EI and PELM had significant mediating effects between PE and PSB, including single mediating effects of EI and PELM and chain mediating effects of EI-PELM; (3) There are gender differences in the chain mediation effect.

University students typically enter a dynamic transitional period of new independence from their parents that are characterized by many factors. These factors such as social, financial, and environment can be a burden and puts them at risk of mental health distress. Engaging in physical activity has proved to give benefits to mental health. However, not many university students are active during their years at the university. Few psychosocial factors such as emotional intelligence were seen to increased students physical activity and decrease mental distress. Therefore, the purpose of the study is to see whether emotional intelligence can mediate the relationship between physical activity and mental health (distress) among university students at Universiti Putra Malaysia, Malaysia. A correlation study with path analysis was conducted on 266 students at Universiti Putra Malaysia. Few instruments were used such as International Physical Activity Questionnaire SF (IPAQ-SF), General Health Questionnaire-28 (GHQ-28), and Schutte Self Report Emotional Intelligence Test (SSEIT) was used in this study. Path analysis was used to explore association between these aspects. Physical activity, mental health distress and emotional intelligence were significantly correlated and emotional intelligence showed partial mediation effect towards the relationship between physical activity and mental health distress (p<0.00). Thus, there was an association between physical activity with mental health distress, and emotional intelligence partially mediated this relationship. We interpret these novel data to suggest that physical activity can boost mental health and these physical activity-associated of emotional intelligence relevantly gives benefits in mental health. Such data have important implications for both health practice and policy especially in higher education institutions. Keywords : Emotional intelligence, physical activity, mental health, undergraduate students.

This study was motivated by the low emotional intelligence and academic achievement of students in SD Takhassus al-Quran Kalibeber Wonosobo . Theory of this study is emotional intelligence theory from Daniel Goleman. This study aims to investigate the relationship between emotional intelligence and academic achievement of students grade VI B SD Takhassus Al-Quran Kalibeber Wonosobo . The methode used in this study was mixed method with sequential exlanatory design. Data collection techniques used were emotional intelligence and self-regulated learning scales, observation, and interview, data analysis techniques used analysis correlate bivariate. The result showed that there was a significant relationship between emotional intelligence (X) and academic achievement (Y) as evidencedby the result of interview which showed that student who has high emotional intelligence has high academic achievement too. The student who has low emotional intelligence has low academic achievement too.

Background: Self-regulation learning (SRLS) and emotional intelligence constructs among youth considering effectiveness and enhancement of optimization and quality of life.Materials and Methods: The research sample composed of 200 students who studied at Iranian universities in 2016-17 academic year. SRLS and Goleman's emotional intelligence questionnaire were utilized in this research. Collected data was analyzed using Pearson’s correlation coefficient and multivariate regression technique.Results: Scores of goal setting and planning (p=0.009) and self-consequating (p=0.021) were higher among females, and those of support from teacher (p=0.014), notes review (p=0.001), and homework review (p=0.004) were higher among males. Furthermore, regarding emotional intelligence, scores of self-motivation (p=0.012) and social skills (p=0.008) were higher among males.Conclusion: Goal-setting and planning for these strategies help people organize materials more easily, and understand that, self-consequating includes learner’s judgement about his/her own capabilities, and this self-trust contributes to better implementation of his/her cognitive skills in his/her studies. Regarding the support from teacher, notes review and homework review among males, which fall within the scope of resource management strategies, by organizing learning environment, seeking support from parents and teacher, and adjusting efforts help the learner either eliminate or attenuate distraction, and the fact that others can help us. Furthermore, both note taking and note reading contribute to better recovery of information from memory. This strategy includes administrating or regulating one’s own and others’ emotions, appropriate adoption of those in human relationships, controlling instantaneous desires, and confronting opposite or negative emotions. Being composed of self-motivation and social skills, this strategy has higher levels among males.

This study aims to examine the inner relationship between children's physical exercise, self-efficacy, emotional intelligence, and resilience, and explore effective ways to promote the improvement of children's resilience. Using measurement tools such as the Physical Activity Rating Scale (PARS-3), the General Self-Efficacy Scale (GSES), the Chinese version of the Emotional Intelligence Scale (EIS), and the Adolescents Resilience Scale, we conducted a questionnaire survey was conducted among 700 primary school students in 4 primary schools. The SPSS 22.0 software was used to process and analyze the data, including correlation analysis, regression analysis, and Bootstrap analysis, and AMOS 21.0 software was used to establish a structural equation model. (1) Physical exercise has a significant positive correlation with self-efficacy (r = 0.29, p < 0.001), emotional intelligence (r = 0.32, p < 0.001), and resilience (r = 0.37, p < 0.001), and there is also a significant positive correlation between emotional intelligence and resilience (r = 0.30, p < 0.001). (2) Physical exercise can directly and positively predict children's resilience (β1 = 0.38) and its five sub-dimensions, that is, physical exercise can positively predict goal concentration (β = 0.35, p < 0.001), emotional control (β = 0.29, p < 0.001), positive cognition (β = 0.20, p < 0.01), family support (β = 0.33, p < 0.001), interpersonal assistance (β = 0.31, p < 0.001), respectively. (3) Self-efficacy (SE = 0.10) and emotional intelligence (SE = 0.08) have partial mediating effects, respectively, on the relationship between physical exercise and resilience, and the chain mediation effect of self-efficacy and emotional intelligence also reaches a significant level (SE = 0.02). Physical exercise can have a positive impact on children's resilience through self-efficacy and emotional intelligence, so schools or parents should attach importance to children's physical activities, which is an effective way to improve their resilience.