Emotional Intelligence and Students' Academic Achievement

Autor/inn/en	AL-Qadri, Abdo Hasan; Zhao, Wei
Titel	Emotional Intelligence and Students' Academic Achievement
Quelle	In: Problems of Education in the 21st Century, 79 (2021) 3, S.360-380 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (AL-Qadri, Abdo Hasan) ORCID (Zhao, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Emotional Intelligence; Academic Achievement; Semitic Languages; Second Language Learning; Foreign Countries; Student Motivation; Secondary School Students; Predictor Variables; Factor Analysis; Gender Differences; China + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Schulleistung; Arabisch; Hebräisch; Zweitsprachenerwerb; Ausland; Schulische Motivation; Sekundarschüler; Prädiktor; Faktorenanalyse; Geschlechterkonflikt
Abstract	Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01