Literaturnachweis - Detailanzeige
| Autor/inn/en | Sadipour, Ismail; Ghavam, Soghra Ebrahimi; Farrokhi, Noorali; Assadzadeh, Hassan; Sameti, Nahid |
|---|---|
| Titel | A Model to Predict Academic Performance Based on the Components of Emotional Intelligence, Problem Solving Skills and Achievement Motivation among Students of Smart and Ordinary School |
| Quelle | In: International Journal of Environmental and Science Education, 12 (2017) 5, S.1353-1369 (17 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1306-3065 |
| Schlagwörter | Predictor Variables; Emotional Intelligence; Problem Solving; Student Motivation; Academic Achievement; High School Students; Foreign Countries; Technology Uses in Education; Iran (Tehran) |
| Abstract | Improving the academic performance of students is one of the main concerns of authorities in education fields. The science of psychology and education experts has tried to help research and studies, to identify factors affecting the academic performance of students. Previously cognitive abilities as one of the most important determinants of academic performance is recognized, but gradually it became clear non-cognitive factors such as emotional intelligence play prominent role in the academic performance of students. Children who have high emotional intelligence, in the use of problem-solving skills show higher abilities, which results in improving the cognitive ability of these students. The aim of this study provide a model predicting academic performance based on the components of emotional intelligence, problem-solving skills and achievement motivation among students of ordinary and smart school. The study in term of method is predictive- correlational. The population in this study consisted of all high school students in Tehran using multi-stage cluster sampling 583 students were selected as sample. The results showed that the direct effect of emotional intelligence and achievement motivation on students 'academic performance is significant, but direct effect of problem-solving skills on students' academic performance is not significant. The direct effect of emotional intelligence and achievement motivation on students' academic performance in smart schools is significantly higher than its impact on the academic performance of students in ordinary schools. There was any significant direct difference between problem solving skills and academic performance of students in smart and ordinary schools. So it can be concluded that the role of smart schools in important variables such as emotional intelligence, achievement motivation and academic performance makes the role of smart schools brighter and stronger. (As Provided). |
| Anmerkungen | LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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