Emotional Intelligence Of Students Research Articles

Самостоятельное обучение и эмоциональный интеллект: различия между студентами с высокой и низкой академической успеваемостью

<p>The answer to students' learning challenges lies in exploring the connections and differences between self-directed learning, emotional intelligence, and academic achievement. This study investigated the differences in self-directed learning and emotional intelligence between high achievers and low achievers. The data collection instruments were the self-directed learning scale and the emotional intelligence scale. The results showed significant differences between students with high academic performance and students with low academic performance in self-directed learning, in favor of high achievers. Students with low academic performance exhibited greater emotional intelligence. There was a significant positive correlation between self-directed learning and emotional intelligence in students with better academic results. The correlation between self-directed learning and emotional intelligence in students with low academic performance was significant and negative. The study concluded that self-directed learning has a broad positive impact on university students' academic performance by raising their achievement levels.</p>

Communicative Tasks as a Means of Developingthe Emotional Intelligence of Students

Communicative Tasks as a Means of Developingthe Emotional Intelligence of Students

The Relationship between Intellectual Intelligence and Emotional Intelligence with Students' Communication Skills

The research aims to: (1) the relationship between intellectual intelligence and students' communication skills; (2) the relationship between emotional intelligence and students' communication skills; (3) the relationship between intellectual intelligence and emotional intelligence with students' communication skills. The research method is quantitative with a correlational design. The data analysis technique uses descriptive statistical analysis, normality test, linearity and hypothesis test. The results of the study show: (1) There is a positive and significant relationship between intellectual intelligence and students' communication skills at the Faculty of Education, State University of Gorontalo with a coefficient value of 0.604 or 60.4%. (2) There is a positive and significant relationship between emotional intelligence and students' communication skills at the Faculty of Education, State University of Gorontalo with a coefficient value of 0.665 or 66.5%. (3) There is a positive and significant relationship between intellectual intelligence and emotional intelligence together with students' communication skills at the Faculty of Education, State University of Gorontalo with a coefficient value of 0.728 or 72.8%. For this reason, it is suggested: (1) The Faculty of Education is expected to further improve the intellectual intelligence and emotional intelligence of students through scientific forum activities that can improve students' communication skills so that they become capital when working later; (2) Students, further improve their intellectual intelligence and emotional intelligence and can improve their communication skills well so that good communication relationships are created.

Is playing online games associated to students' emotional intelligence?

The emergence of emotional intelligence in students amidst the rampant trend of playing online games has both positive and negative impacts. This study examines the relationship between the level of involvement in online games and students' emotional intelligence. The research design is correlational, utilizing an accidental sampling technique with a total sample of 169 students from Salatiga. Data was collected using the Emotional Intelligence Scale and an instrument for online game playing intensity. The data analysis method employed was descriptive analysis using the instruments of online game-playing intensity and emotional intelligence as primary data in this study. The results indicate no significant relationship between online game-playing intensity and emotional intelligence. This suggests that the intensity of playing online games does not influence emotional intelligence.

Understanding and Managing Emotional Intelligence for Nursing Students: A Classroom Innovation.

Nursing students are bombarded with multiple stressors. Understanding emotional intelligence (EI) and implementing EI strategies in school can help students learn more effective emotional skills. The Mayer-Salovey-Caruso Four-Branch Ability Model of EI defines EI as an ability to perceive, use, understand, and manage one's own, as well as others' emotions. The goal was to increase junior baccalaureate nursing students' knowledge about EI, provide information about their EI scores, and teach students EI strategies. Two instruments were used to provide students' feedback on their EI score. Students were active participants in this educational innovation on EI knowledge and were able to verbalize what they learned about EI and how they planned to implement EI strategies in their nursing practice. Integration of EI competencies in nursing education programs could help future nurses cope and manage stressors associated with their job, as well as increase nurse retention and job satisfaction. [J Nurs Educ. 2024;63(X):XXX-XXX.].

The Effect of Students Emotional Intelligence on Academic Performance

The Effect of Students Emotional Intelligence on Academic Performance

Research on Students' Learning Emotion Regulation and Learning Effectiveness in Intelligent Emotional Assisted Financial Learning Environment

Research on financial behavior demonstrates that a large portion of the bias associated with financial behavior can be explained by personal traits (PT) and emotional intelligence (EI). To prevent financial behavior bias, the present investigation attempts to identify that factors of the PT and EI of students studying finance require additional training. To achieve this, the Big Four Index (BFI) and Trait EI Survey (TEIS) are employed to assess the PT and EI scores of a group of participants and workers in the finance sector. The professional expertise gaps in PT and EI among students were then observed, as then the effects of these gaps on people's financial behavior. Results indicate that students do not possess the EI skills needed for self-worth, self-control, stress reduction, self-motivation, optimism, and empathy. Furthermore, openness, mindfulness, friendliness, and extraversion are connected with PT. Students that have this kind of weakness have a greater probability to be talented, confidence, self-control, fear of losing, and tolerance of risk, among other financial behavior biases. The results indicate that educational institutions should be mindful that providing thorough PT and EI education to finance graduates may assist them prepare for employment.

Soft Skills and Emotional Intelligence in Students of The Education Program

The objective of this research was to determine the relationship between soft skills and emotional intelligence in students of the education program. A quantitative approach and a cross-sectional non-experimental design were used, with a correlational scope. The study sample consisted of 190 students selected through non-probability sampling for convenience. In descriptive terms, it was found that 52.10% of the students had an average level of emotional intelligence, while 45.8% demonstrated a good level of soft skills. In addition, regarding the inferential findings, a significant correlation was found between both variables, with a correlation coefficient Rho = 0.526. This leads to the conclusion that there is a direct correlation between emotional intelligence and soft skills in the evaluated students.

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.

Self-concept as related to emotional intelligence: a study of tribal and non-tribal students

Purpose Emotional intelligence (EI) and self-concept (SC) play a very important role in one’s life. The purpose of this paper is to investigate the SC and EI of tribal and nontribal university students. Design/methodology/approach The research used a quantitative approach, 100 nontribal (50 male and 50 female) and 100 tribal (50 male and 50 female) students were selected by nonprobability sampling method. The Bangla version of the self-concept questionnaire (Beck et al., 2001) and the emotional intelligence questionnaire (Hyde et al., 2002) were used to measure the SC and EI of students. Pearson correlation, t-test and post hoc tests were used for statistical analysis. Findings The findings of this study showed that the tribal and nontribal students differ significantly on the measure of SC and EI (p < 0.01). Although nontribal students showed higher SC than tribal students, tribal students showed a higher level of EI than nontribal students. The results also showed that gender significantly affects SC and EI (p < 0.01). Males have higher SC and EI than females. Furthermore, the study revealed that socioeconomic status differs significantly in the case of SC. Finally, the result also showed a significant positive correlation (r = 0.245, p < 0.01) between SC and EI. Research limitations/implications The results of the research are only based on the students of one university besides the sample size is limited. Practical implications This research allowed the authors to determine the practical implications. The findings suggest that there is a significant difference in SC and EI between tribal and nontribal students, with nontribal students showing higher levels of SC. This implies that interventions and programs aimed at enhancing SC may be particularly beneficial for tribal students. The study also reveals that there are significant differences in SC and EI between tribal and nontribal adolescent boys and girls. This highlights the importance of considering gender differences when designing interventions to improve SC and EI among tribal and nontribal students. Moreover, educators, parents and policymakers can use these findings to develop targeted interventions and strategies to enhance SC among tribal students, with the aim of improving their overall well-being, academic achievements and success in life. Originality/value This paper adds to the literature on the SC and EI of tribal and nontribal university students by describing the difference in levels and a significant correlation. This paper obtains an innovative statistical approach to develop the findings so that information can be used in the future.

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.

Predicting Psychological Well-Being Based on Digital Self-Efficacy and Emotional Intelligence in Students

Objective: This study aimed to investigate the prediction of psychological well-being based on digital self-efficacy and emotional intelligence among students at the Islamic Azad University, South Tehran Branch. Methods and Materials: The study type is correlational-descriptive and cross-sectional. The statistical population includes all students of the Islamic Azad University, South Tehran Branch, in the academic year 2023-2024. Sampling was conducted using the convenience method, and 200 individuals were selected based on the Morgan table, considering the possibility of statistical attrition. Data collection tools included standardized questionnaires on psychological well-being, digital self-efficacy, and emotional intelligence. Data were analyzed using Pearson correlation and multiple regression methods. Findings: Results showed that all components of digital self-efficacy and emotional intelligence have a significant relationship with psychological well-being. The highest correlation coefficient was related to the security component in digital self-efficacy (p<0.05, 0.64) and the emotional awareness component in emotional intelligence (p<0.05, 0.69). Multiple regression analysis showed that both independent variables significantly predict psychological well-being. The coefficient of determination (R²) was 0.30 for digital self-efficacy and 0.48 for emotional intelligence, indicating significant variance explained in psychological well-being by these variables. Conclusion: Based on the results of this study, increasing digital self-efficacy and emotional intelligence skills can help improve students' psychological well-being. Universities and educational institutions can help students enhance their abilities and, consequently, achieve better quality of life and mental health by designing and implementing special educational programs in this area.

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.