Emotional Intelligence Of Students Research Articles

Soft Skills and Emotional Intelligence in Students of The Education Program

Soft Skills and Emotional Intelligence in Students of The Education Program

The Effect of Self Esteem and Learning Motivation on Learning Achievement Mediated by Emotional Intelligence

This study aims to investigate the effect of self esteem and learning motivation on learning achievement with the mediator of emotional intelligence in students at SMAN 39 Jakarta. The sample of this study consisted of students at SMAN 39 Jakarta. Data were collected through questionnaires that measured the level of self esteem, learning motivation, emotional intelligence, and learning achievement. Data analysis was conducted using path analysis method with mediation approach. The results showed that there is a relationship between Self Esteem has a positive effect of 0.23 and a significant t value = 2.27 on Learning Achievement. Learning motivation has a positive effect of 0.27 and a significant t value = 4.51 on Emotional Intelligence. Emotional Intelligence has a negative effect of -0.22 and a value of t = -2.10 which means significant to Learning Achievement. Self Esteem has more influence on Emotional Intelligence than Learning Achievement, Learning motivation has more influence on Learning Achievement than Emotional Intelligence. The results of this study provide further understanding of the factors that influence student achievement, as well as the importance of the role of emotional intelligence as a mediator in the relationship between self esteem and learning motivation with learning achievement. This research has important implications in the context of education, especially in efforts to improve student achievement. The results of this study can be used as a basis for developing programs and interventions that aim to improve students' self esteem, learning motivation, and emotional intelligence.

EFEKTIFITAS MATERI AQIDAH AKHLAK DALAM MENINGKATKAN KECERDASAN SPIRITUAL DAN EMOSIONAL SISWA

One of the ways that the ideal of life is realized is through education, especially Islamic education among Muslims, which serves to internalize these Islamic principles and pass them on to the next generation. Schools as educational institutions have an important role in implementing the learning objectives of moral beliefs. Because, developing spiritual and emotional intelligence in students has a significant impact in shaping character. This research is of descriptive qualitative type to analyze material on moral beliefs in increasing the spiritual and emotional intelligence of students at Madrasah Tsanawiyah Miftahul Ulum Probolinggo. Based on the results of the study, MTs Miftahul Ulum Anak Probolinggo has strong emotional intelligence. They are able to regulate their emotions effectively, as seen by the fact that they do not feel intimidated by the rules and regulations that exist in school. Meanwhile, it can be said that the students of MTs Miftahul Ulum Probolinggo often have good spiritual intelligence in terms of their strong faith and acute environmental sensitivity.

Digital Educational Content in Teaching Russian as a Foreign Language (Psychological and Pedagogical Aspects)

The digital educational environment in teaching Russian as a foreign language allows you to activate the maximum number of representation systems, making the learning process more dynamic and increasing motivation to learn the Russian language. Stereoscopic and polysensory perception, which arises as a result of a combination of a visual image and a listening text, has a positive effect on both the consolidation of knowledge and the emotional intelligence of students. The article analyzes the psychological characteristics of the trained contingent. For example, the differentiation of perception based on the elements of a representative system of information presentation: visual (visual perception), kinesthetic (tactile sensations), auditory (auditory perception), polymodal (thinking processes). On this basis, we can see how the presentation of educational material changes and how types of memory are formed: motor, figurative and logical. Considering the interaction of the teaching and learning side in a virtual socio-cultural environment, we should focus on establishing a creative type of interaction, when the positions of both subjects of the educational process make the most of the didactic potential of the virtual environment. Only in this case the process of teaching the Russian language will be successful.

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

BackgroundEmpathy and emotional intelligence are core competencies in the educational curriculum of health science students, both play a significant role in teamwork relationships and in attention patient’s cares; so innovative strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for improving empathy and emotional intelligence in students of health sciences degrees.MethodsA prospectively single arm intervention study was performed in undergraduate students of nursing, physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The three groups of students participated in nine sessions of coaching, which included a training program to manage patient’s priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity Index (IRI) which were assessed at baseline and post-intervention.ResultsA total of 93 students of 259 (mean age of 21.6 ± 3.2 years) participated in the study and completed the sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of empathy among nursing students (p = 0.035) and in the affective dimension of empathy in physiotherapy students (p = 0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in nursing/physiotherapy groups (p ≤ 0.048). Finally, slight improvements were founded in the dimensions “Perspective-Taking” and “Personal Distress” of the occupational therapy group (p ≤ 0.031). No significant differences were found for the rest of variables of TECA (p ≥ 0.052), TMMS-24 (p ≥ 0.06) and IRI (p ≥ 0.12).ConclusionsThis study shows that an academic coaching intervention with students from health sciences degrees improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to determine more effective approaches to implementing academic coaching interventions based in better designs as clinical trial studies.

EEMOTIONAL INTELLIGENCE IN GAME ELEMENTS FOR FORMING HIGHER FEELINGS IN ACTIVE AND DEEPER LEARNING

This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.

Role of Emotional Intelligence in Students’ Learning at Secondary Level

Current study was to examine role of emotional intelligence of a child for students’ learning at secondary School level. 1) Determine how emotional intelligence affects secondary school students' learning; this was the study's main goal. 2) Investigate the connection between secondary residents' academic achievement and emotional intelligence, taking into account demographic factors such as geography and gender. 3) To compare educational attainment and emotional intelligence between private and public secondary schools. 4) For pupils studying science, arts and contrast emotional intelligence with secondary education. This Correlational descriptive study examined emotional intelligence and student learning as two separate factors. There was one inventory i.e., Emotional Quotient Inventory (EQI) (5-point likert scale) with consistency (Cronbach’s Alpha 0.96). This study was conducted at MULTAN district at secondary level. 3379 students were selected as sample from public and private schools, with 1763 males and 1616 females and selected schools were surveyed to collect the data. After data collection, the data has been analyzed and main interpretation has been made from the data analysis. The statistics showed that students who did well had a high mean value, whereas those who fared poorly had a low mean value. The findings imply that in attendance is a link among emotional intelligence and academic achievement between students. Furthermore, it has been found that, independent of a student's gender or place of residence, their emotional intelligence is intrinsically linked to their academic success. But private schools have more mean value as compare to public schools which means that private schools have increased the emotional intelligence level for effective learning. It is also concluded that science students have high mean value which means selection of subject also influence directly the emotional intelligence for effective learning. This suggests that teenagers' emotional intelligence has a major impact on their high school academic achievement. It is advisable to consider incorporating extracurricular activities and programs designed to improve the emotional intelligence of adolescents. Also there must be such curriculum be arranged which create not only learning environment and build up the sense of academic achievements, but social interaction, career development, and emotionally stability.

Emotional intelligence as a predictor for academic achievement of children: Evidence from primary schools of southern Ethiopia

In education, understanding the determinants of learners' achievement is crucial. This study aimed to explore the correlation between emotional intelligence (EI) and academic achievement in primary schools. Using Goleman's Emotional Intelligence Assessment Scale adapted for local use, 444 primary school students were assessed via random sampling. Inferential statistical methods, especially multinomial logistic regression, were employed for data analysis. The research revealed that self-regulation, self-awareness, empathy, and motivation significantly influenced academic outcomes compared to high-achieving peerAdditionally, demographic factors played a pertinent role in students' performance. The study's implications highlight the necessity of interventions to nurture EI in students. Recommendations include revising educational policies to cultivate resilient learners, raising awareness among educators, parents, and implementing strategies to enhance children's EI, emphasizing self-regulation, self-awareness, empathy, and motivation. These findings underscore the importance of EI in academic achievement and provide valuable insights for educational practitioners and parents, emphasizing the need for targeted interventions to support children's holistic development.

Emotional Education in Vulnerable Contexts. An Emotion- and Art-Based Intervention in a Primary School

Objective. This study aimed to verify the effectiveness of an intervention based on Emotional Intelligence (EI) and the arts. Method. A didactic program was conducted to develop EI with 55 Primary Education students, ranging from 8 to 12 years old. The program focused on artistic and musical activities. The participants belonged to a school with high rates of marginality and social exclusion. The data were collected through a pretest, a post-test, and a deferred post-test, with the TMMS24-Questionnaire, to assess EI in three dimensions: attention, clarity, and emotional repair. Results. After data collection, the study analyzed the students’ performance in the emotional dimensions; it found significant improvements in most of the dimensions studied. Conclusions. The main results show the usefulness of these programs in improving the EI of students in disadvantaged environments.

Kecerdasan Emosi pada Siswa yang Orang tuanya Bercerai dan Tidak Bercerai (Utuh)

The emergence of deviant behavior among teenagers is caused by the inability of teenagers to control their emotions. Adolescents' tendencies to behave deviantly can be controlled if adolescents have well-developed emotional intelligence. Good emotional intelligence can help teenagers manage their emotions appropriately so they can adapt to their environment. Family is one of the factors that influences emotional intelligence, because the relationship between parents and teenagers will have an impact on teenagers' emotional intelligence. The aim of this research is to determine the differences in emotional intelligence of students whose parents are divorced and who are not divorced (intact) at SMA PGRI Purwoharjo. This research is acomparative quantitative research on 38 students whose parents were divorced and 38 students whose parents were not divorced (intact) at SMA PGRI Purwoharjo, which was obtained using quota sampling techniques. This research uses an emotional intelligence scale (30 items, α = 0.866) adapted from research by Wardani (2019). The results of this study show that there is no difference in emotional intelligence between students whose parents are divorced and not divorced (intact) at SMA PGRI Purwoharjo (r = 0.759, p > 0.05).

The Correlation Between Emotional Intelligence and Speaking Skill of EFL Students

This study aimed to find the correlation between Students’ Emotional Intelligence and students’ speaking skill at the eighth grades of SMP Islam Nurul Haq Batam. In this study, the population was 50 students, and the samples were 30 students. The researcher employed simple random sampling for technique sampling. In collecting the data, the researcher used questionnaires to assess students’ emotional intelligence adapted from HRB (Health Research Board) by NHS London Leadership Academy (2014), which consisted of 29 items of questions, and the speaking test was to measure students’ speaking skill. The researcher used the Shapiro-Wilk formula to test the normality of the data and Hartley's test to verify the homogeneity of the data before assessing the hypothesis. To determine the relationship between the two variables researched, the researcher used the Pearson Product-Moment Correlation formula. The result of this research showed that rcount was higher than rtable (0.468> 0.361), with a significance level of 0.05; n = 30. It signified that the null hypothesis (H0) was rejected, whilst the alternative hypothesis (Ha) was accepted. In decision, there was a considerable relationship between emotional intelligence and students’ speaking skill. Teachers should emphasize emotional intelligence in students' learning to enhance speaking skills.

Pengaruh Minat Belajar Siswa Terhadap Tingkat Kecerdasan Emosional Siswa MTs Negeri 2 Kabupaten Serang

This study aims to determine how much the influence of Student Learning Interests on the Emotional Intelligence of Students in MTs Negeri 2 Serang. This research uses quantitative methods using statistical data through validity, reliability, normality, simple regression linearity and hypothesis testing. The population in this study were 312 MTs students in Serang, while the sample taken in this study was 76 students. The results obtained are that there is a significant influence of learning interest on emotional intelligence of MTs Negeri 2 Serang students. This is evidenced by the acquisition of Fcount = 4,592 with a significance level of 0,000 ≤ 0.05. Furthermore, the variable interest in learning contributed 74.6% to the "Emotional Intelligence of Students in MTs 2 Serang. While the remaining 25.4% is influenced by other factors as a contributor to emotional intelligence. While the acquisition of tcount is 2.143 ≥ 1.995, it means that there is a significant influence between students 'learning interest on students' emotional intelligence in MTs Negeri 2 Serang. In the sense that H0 is rejected and Ha is accepted.

Manifestation of Mujahadah on the Cultivation of Emotional Intelligence of Santri Ponpes Nurul Falah Temanggung

Emotional intelligence is one that has a big influence on success in achieving success in the future is that students are able to be embedded in their souls. Emotional intelligence is one of the major influences on success in achieving success in the future is that students are able to be embedded in their souls . The objectives achieved in this study are: 1) To analyse the form of mujahadah activities that can increase emotional intelligence in students at Pondok Pesantren Nurul Falah Bagusan Selopampang, 2) To analyse the strategy of instilling emotional intelligence in students at Pondok Pesantren Nurul Falah Bagusan Selopampang, 3) To analyse the values of emotional intelligence produced in students at Pondok Pesantren Nurul Falah Bagusan Selopampang. This research uses a qualitative method (field research) with a phenomenological approach. Data collection in this research is done by interview, observation, and documentation. The results of the data that have been collected are analysed using analytical techniques from data reduction, data presentation, and conclusion drawing.This research shows that1) mujahadah activities become a routine agenda at Ponpes Nurul Falah Selopampang which is carried out every day after mahgrib prayer except Friday night, 2) the method of cultivating emotional intelligence that is applied is the Zero Mind Process (ZMP) or the process of cleaning the heart and mind, Mental Building (mental building) which is trying to clear the heart according to its nature, Induvidual Strength (personal resilience), 3) the resulting values are Santri have good spiritual values, Santri can regulate the mood by not being easily provoked or anger. Santri have the value of empathy and prayer, Santri are able to survive with frustration, Santri have a sense of responsibility. The novelty in this research is the cultivation of emotional intelligence in students so that they can use their intelligence appropriately. And that is certainly very different from the planting process in other educational institutions.

Hubungan Interaksi Sosial dengan Kecerdasan Emosional Siswa di SMPN 1 Sungai Geringging

This research is motivated by the phenomenon of students who experience social interaction problems, students feel embarrassed when they start interacting with their friends where they feel they will not be accepted in their social environment, and students who have difficulty in social interaction in the school environment often act indifferent when their friends are speak. This research uses a quantitative approach with a descriptive correlational research type. The population of this study was 421 students and the sample was 205 students using the stratified random sampling formula. Data were collected using a Likert scale model questionnaire and validity tests were carried out with valid items totaling 36 social interaction questionnaire items and 29 emotional intelligence questionnaire items. Meanwhile, the reliability test on the social interaction questionnaire was 0.919 and the emotional intelligence questionnaire was 0.910. Data analysis uses descriptive statistics using the person product moment correlation formula. The results of the research show that (1) The social interaction of students at SMPN 1 Sungai Geringging is at varying levels, most of it is in the medium category with a percentage of 56.10% (2) The emotional intelligence of students is at varying levels, most of it is in the medium category with percentage 54.63% (3) there is a positive and significant relationship between Social Interaction and the Emotional Intelligence of students at SMPN 1 Sungai Geringging with a calculated r value of 0.423 with an aggressiveness level of 0.000). Therefore, guidance and counseling services are needed to improve students' social interaction and emotional intelligence through information services, content mastery services and group guidance services.

Difference between the scores of the variable emotional intelligence according to the sex in the students of 8th, 9th and 10th grade of a public institution

The main objective of this study was to analyze the differences in emotional intelligence scores among students of different grades in a public institution in Cucuta, according to their biological sex. A quantitative approach with a non-experimental design was adopted and a stratified random sampling with proportional allocation was applied. The questionnaire used was the Trait Meta-Mood Scale (TMMS-24) Colombian version, and the data were analyzed using SPSS 29.0. The results revealed that female students showed greater attention to emotions compared to their male counterparts, with 44.0% and 38.6%, respectively. In addition, male students exhibited greater emotional clarity (29.8%) compared to female students (21.3%). In terms of emotional repair, 61.4% of male students demonstrated adequate emotion repair compared to 28.0% of female students. As a conclusion, it can be said that biological sex seems to be related to differences in the dimensions of emotional intelligence in students. Females tend to pay more attention to emotions, while males show greater emotional clarity and capacity for emotional repair

Prevalence of Emotional Intelligence in Students at a Medical College in Pakistan

Background: Traditional thinking places high Intelligence Quotient (IQ) as the most important predictor of success but its contribution is only half that of Emotional Intelligence (EI), the ability to manage emotions. EI encompasses several skills, all of which need to be mastered for professional and personal success. 
 Objectives: To determine the emotional intelligence level of medical students at a private medical college in Lahore, Pakistan, and to see its association with gender and years of study.
 Methods: This cross-sectional study was conducted between January and March 2022. Convenience Sampling was used to select 370 medical students at a private college in Lahore, Pakistan, who filled out a questionnaire to measure their emotional intelligence. SPSS 20 was used for data analysis. 
 Results: The majority scored in the middle range of EI, with a mean score of 58.6±7.8 (out of a possible lowest score of 20 and highest of 80). There was a significant association of EI with gender as well as with years of study. Males had higher total EI scores than females (p.002), as well as higher mean EI score of 59.9±8 compared to 56.9±7.3 for females (p.001). Students from higher classes had higher total scores as well as higher mean scores than those from lower classes (p.001) and (p.001) respectively.
 Conclusions: Half the respondents got mid-range EI scores. While there were very few low scores, only a third scored in the desirable higher ranges indicating a need for counselling.

STRATEGI PEMBELAJARAN AFEKTIF DALAM PEMBINAAN KECERDASAN EMOSIONAL PESERTA DIDIK DI KELAS IV SEKOLAH DASAR

This research is based on the importance of emotional intelligence in students. Not only intellectual intelligence but emotional intelligence is equally important. In this study aims to provide an overview of the affective learning strategy of the consideration model in developing students' emotional intelligence and its impact. This study uses a descriptive qualitative approach, the data used are interviews, observations, and documentation. The subjects studied were teachers as homeroom teachers for class IV and students in class IV at SDN Citangkil Baru, Cilegon City. The result of this research is that the teacher's efforts in fostering emotional intelligence are the affective learning of the consideration model, namely the learning steps of the consideration model. The impact of the consideration model of affective learning is to improve students' social skills, inculcate an attitude of tolerance, increase positive mindsets such as being responsible, mutual cooperation, caring for one another.

Parental Social Support and Emotional Intelligence of Third-Year Junior High School Students

Emotional intelligence is the ability needed by junior high school students to answer the task of seeking identity development. It may be influenced by the social environment. This study aimed to examine the relationship between parental social support and emotional intelligence in students of SMP Negeri 1 Baturetno. From a total of 235 population, 170 students were obtained as participants using a simple random sampling technique. Data collection used the Parental Social Support Scale (12 items, α = 0.893) and the Emotional Intelligence Scale (11 items, α = 0.860). The results show that both parents' social support and emotional intelligence are in the high category. The analysis implies that there is a significant positive relationship between social support and emotional intelligence. The higher the social support, the higher the emotional intelligence. The correlation coefficient is categorized as moderate (r= 0.474) with a significance of 0.000 (p <0.05). Social support contributes to emotional intelligence by 22.5%. The research has implications for the urgency of a family as a social environment in adolescent development, including in the socio-emotional realm.

Pengaruh Strategi Experiential Learning dan Kecerdasan Emosional Terhadap Hasil Belajar Menulis Puisi Siswa Kelas VII SMP Negeri 9 Pekanbaru

Writing poetry is a capable skill that involves students inner experiences. In learning to write poetry, students emotional intelligence also needs to be considered. Therefore, these variables are important to examine in order to see how much influence they have on students poetry writing skills. The type of research is quantitative research using quasi-experimental methods in the form of factorial designs. The population of this study was students of class VII SMPN 9 Pekanbaru, which consisted of 9 classes. Data were collected through learning achievement tests and analyzed by T-test and ANOVA. The results of the data analysis show that: (1) the results of learning to write poetry of students who are taught with experiential learning strategies are higher than students who are taught conventionally; (2) the learning outcomes of students with high emotional intelligence who are taught using experiential learning strategies are higher than students who are taught conventionally; (3) the learning outcomes of students with low emotional intelligence who are taught using experiential learning strategies are higher than students who are taught conventionally; (4) there is no interaction between learning strategies and emotional intelligence in influencing students learning outcomes in writing poetry. The conclusion is that the experiential learning strategy has a significant effect on the learning outcomes of students poetry writing. Students who have low emotional intelligence should use a variety of learning strategies.

Evaluation of student emotional intelligence at various points in a pharmacy curriculum

IntroductionThe purpose of this study is to evaluate emotional intelligence in doctor of pharmacy (PharmD) students at various points in the curriculum. MethodsThis was a cross-sectional, single site, observational study that included first- through fourth-year PharmD students, conducted from December 2021 to April 2022. The study used the Emotional Quotient Inventory, version 2.0 (EQ-i 2.0) to obtain student emotional intelligence scores. A survey in QualtricsSM (SAP) was used to obtain baseline characteristics. The primary endpoint was the mean total EQ-i 2.0 scores comparing professional years. Secondary endpoints included mean EQ-i 2.0 scores in the composite scales of self-perception, self-expression, interpersonal, decision-making and stress-management. Change in EQ-i 2.0 scores was evaluated using descriptive statistics and analysis of variance. Multivariable regression analysis identified associations between baseline characteristics and EQ-i 2.0 scores. ResultsA total of 137 (137/485, 28.2%) students completed the EQ-i 2.0 assessment. The mean (SD) total EQ-i 2.0 scores were 98.1 (15.5), 92.2 (15.9), 92.4 (12.9), and 103.5 (13.1), for first-, second- (P2), third- (P3), and fourth-year (P4) students, respectively. A statistically significant increase in total EQ-i 2.0 scores was noted in P4 students compared to P2 and P3 students. Work experience and leadership roles within student organizations may be associated with an increase in total EQ-i 2.0 scores. ConclusionsEmotional intelligence varied among students in different years of the pharmacy curriculum. P4 students were found to have the highest average emotional intelligence. The effect of curricular and co-curricular components on emotional intelligence development warrants further exploration.