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Dissertations / Theses on the topic 'Social Intelligence; Academic Achievement'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.

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Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement. Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are bette

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2

Gueldner, Barbara Ann. "The effectiveness of a social-emotional learning program with middle school students in a general education setting and the impact of consultation support using performance methods /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1453185351&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 157-164). Also available for download via the World Wide Web; free to University of Oregon users.

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3

Gilbert, Tracy. "Emotional perception as a component of emotional intelligence : its role in academic achievement, social interaction, and focus of attention." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13590/.

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The ability to perceive emotion in others has been proposed as an important component of emotional intelligence (EI). Indeed, perhaps the only independent aspect of EI which is not simply a manifestation of personality or cognitive ability. The ability to perceive emotion in others has been proposed as an important component of emotional intelligence (EI). Indeed, perhaps the only independent aspect of EI which is not simply a manifestation of personality or cognitive ability. This thesis investigates the status of emotional perception (EP) within the EI framework. Chapter 1 discusses a number

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4

Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /." Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.

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5

Karzon, Lindsay S. "Effects of implicit theories of intelligence and gender on self-defining academic memories." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1001.

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6

Strohmaier, Mahla. "Alaskan Native Social Integration and Academic Achievement." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500923/.

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The variables communication skills, state anxiety, communication apprehension, and level of integration are studied in relation to the assimilation of Alaskan Natives into a western-culture university. Specifically, the differences in communication skills between the two cultures and their effects on course grades are addressed. Results of the statistical analyses (ANOVA, MANOVA, discriminant function analysis, multiple regression) were not significant, most likely due to the small Alaskan Native sample size. The most significant relationship appeared between situational communication apprehen

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7

Toussaint, Jeffrey Guy. "Adoptive Status, Social Capital, and Academic Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27815.

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This dissertation examined the relationships among adoptive status, social capital, and academic achievement. Data from the National Longitudinal Study of Adolescent Health (Add Health) had 609 adopted and 11, 940 non-adopted adolescents. I used OLS regression models to help explain why adopted adolescents have significantly lower grade point averages (GPA) than non-adopted adolescents. Potential mediators were family social capital, closeness to family, mother and father, mothers' and fathers' involvement in their children's education, self-esteem, academic expectations, and in-school beha

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8

Bodas, Jaee. "The Moderating Role of Anxiety in Predicting Academic Achievement in Children." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/9674.

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The present study examined the relationship between anxiety and academic achievement in a sample of clinic-referred children. Specifically, the study investigated whether anxiety contributed to the prediction of academic achievement above and beyond the influence of IQ. Furthermore, the study explored whether anxiety moderated the already established relationship between IQ and academic achievement. In the present study, the WISC-III Verbal IQ, the RCMAS factors of physiological anxiety (i.e., emotionality) and worry/oversensitivity, and the WIAT total and composite achievement scores were exa

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9

Wacha, Victoria Helen. "Attachment Patterns Relationship to Intelligence and Academic Achievement in School-Age Children." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195072.

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The purpose of this study was to investigate the links among children's representations of attachment and their intelligence and academic achievement. John Bowlby's attachment theory is the framework used in this study to understand and explain differences in children's intelligence and academic achievement. Bowlby maintained that the quality of children's attachment to their caregivers exerts a strong influence on their ability and interest in investigating their environment. According to attachment theory, the quality of children's attachment to their primary caregivers would be expected

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10

Nunn, Lisa Michele. "Identity and the pursuit of school success understandings of intelligence and effort in three high schools." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359525.

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Thesis (Ph. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed July 21, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 314-334).

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11

McKune, Benjamin Allen. "Religion and Academic Achievement Among Adolescents." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1879.pdf.

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12

Warner, Susan Harris. "Shaping academic success understanding the interrelationship between intelligence beliefs, motivation, learning, and achievement/." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SWarnerPartI2006.pdf.

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13

Africa, kethlyn Precelia. "Intelligence Mindsets, Psychological Needs Satisfaction, and Academic Achievement Among Dominican Secondary School Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7582.

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There is an ongoing need for educational psychologists, researchers, policymakers, educators, and parents to continue to identify and understand the academic and nonacademic factors that influence academic achievement. Recent studies have documented the steady decline in the academic performances of students from Grades 7 to 9. The purpose of this study was to examine the statistical relationship between basic psychological needs satisfaction in relationship with caregivers, mindsets of intelligence, and academic achievement among secondary school students in the Commonwealth of Dominica. This

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14

Redford, Jeremy Brandon. "The Effects of Concerted Cultivation on Academic Achievement." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1455.

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Anne Lareau (2003) argues that parents' child-rearing practices have a profound effect on academic and later occupational success for children, even holding constant such important factors as gender, race and school effects. She says that social class impacts these child-rearing practices and that middle-class families use a specific type of practice called concerted cultivation. Concerted cultivation involves parents organizing children's daily activities, using reasoning skills in talking with children, and teaching them how to interact with the institutions around them. Using the Nationa

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15

Chan, Wai-man Michelle. "Chinese teachers' judgment of academic achievement and social behaviors." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090549.

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16

陳惠敏 and Wai-man Michelle Chan. "Chinese teachers' judgment of academic achievement and social behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090549.

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Downs, Benjamin iii. "Academic concept, Social concept and Academic achievement among selected African American student athletes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/3388.

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The objective of this study was to determine if a relationship exists between the independent variables academic concept, social concept, and high school sports participation and the dependent variable academic achievement for African-American male teens between the ages of 14 and 19 who participated in high school sports. Sixty three student athletes attending a suburban Georgia high school participated in the study. A non-experimental, quantitative, correlation design was utilized. A statistically significant relationship between the following variables was found: high school sports particip

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18

Knoesen, Dean V. "An exploration of emotional intelligence as a predictor of academic success." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50263.

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Thesis (MBA)--Stellenbosch University, 2005.<br>ENGLISH ABSTACT: The aim of the study was to investigate the relationship between Emotional Intelligence and academic performance. Literature depicting the role of personality was discussed as the researcher deemed an overview of the domain of personality essential before embarking on a study of the predictive ability of Emotional Intelligence. Therefore the researcher lays the foundation for the study by exploring the definition of Emotional Intelligence together with the various viewpoints as to whether or not it is able to predict succes

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19

Skaletski, Angela. "The relationship between perceived peer acceptance and academic achievement." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007skaletskia.pdf.

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Wimes, Angela D. "Race, gender and class differences in academic achievement motivation." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/377.

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21

Oliver, Leola Lanette. "Linking self-concept, social comparison and academic achievement in preadolescents." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.

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<p> A wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, & Rulison, 2011; Trautwein, Ludtke, Marsh, & Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (A

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22

Liew, Hui. "ETHNICITY AND ACADEMIC ACHIEVEMENT BY MALAYSIAN EIGHT-GRADE STUDENT." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06222009-100839/.

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Malaysias preferential policies have reduced the educational attainment gap between ethnic groups. However, we know less about their effects on ethnic differences in academic achievement. With this point in mind, the overall goal of this study is to examine inter-ethnic differences in mathematics and science achievement based on the cohort of eighth grade (Form 2) Malaysian students who participated in the Third International Mathematics and Sciences Study Repeat Project (TIMMS-R). It sought to determine the extent to which theoretical propositions of the structural and cultural perspectives d

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23

Jensen, Audra P. "Investigating Collegiate Academic Achievement Part Two| A Longitudinal Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10615440.

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<p> This study follows incoming freshmen students for three semesters, tracking their GPA along with several psychological constructs. Theory of Intelligence, Performance Goals, Learning Goals, Confidence in Intelligence, Campus Connectedness, Sense of Belongingness: Antecedents, School Coherence, Leadership, and Followership were assessed. Results are discussed for each semester, along with the three-semester differences in scores and GPA. Retention is addressed in correlation with the measures.</p><p>

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24

Doss, Roger Ron. "The Relationship Between Low Achievement and Bodily-kinesthetic Intelligence in Fourth and Fifth Graders." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332760/.

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The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students'

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25

Lucio, Robert. "Developing a School Social Work Model for Predicting Academic Risk: School Factors and Academic Achievement." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002699.

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26

Bander, Bryan B. "Social-Emotional Strengths and Academic Outcomes In Kindergarten Students." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5448.

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Social-emotional competence has received increased attention as being critical to a student's success in the classroom. Social-emotional strengths are multidimensional and include assets such as social competence, self-regulation, empathy, and responsibility; however, previous research has not investigated which of these strengths contribute most to a student's academic success. Additionally, limited research has investigated the use of multiple informants (e.g., parents and teachers) to determine whose perceptions are more predictive of academic achievement in kindergarten students. This stud

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27

Schley, Vanessa. "The effects of athletic participation on academic achievement and social status." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002schleyv.pdf.

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28

Corfman, Mary Elizabeth. "Academic Achievement and Social Skills of Traditionally-Schooled and HomeSchooled Adolescents." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3287.

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Past studies have indicated that home-schooled children perform above average in measures of achievement but these studies failed to include an assessment of social skills and failed to include samples of both home-schooled and traditionally-schooled students preventing a direct comparison between these two groups. The purpose of this study was to fill this research gap by addressing the following research questions: (1) Are there significant differences in academic achievement of home-schooled and traditionally-schooled high school students? The Economic Theory of Public Administration of Sch

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29

Delport, Marthinus. "Developing emotional intelligence for sustained student success." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86478.

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Thesis (MComm)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), ps

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30

Kirsch, Eleanor E. "The impact on attitudes and achievement of differentiating social studies instruction /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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31

Burnett, Steven Wayne. "School achievement for students with behavioral disorders." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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32

Hau, Kit-tai. "Achievement orientation and academic causal attribution of Chinese students in Hong Kong /." [Hong Kong] : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13205109.

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33

Callicott, Coy. "The Relationship Between Creativity in Prose & Standardized Academic Achievement." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2203.

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The purpose of this study was to determine the degree of the relationship between creativity, as measured by the Prose Quantification System (PQS), and standardized academic achievement as measured by the Comprehensive Test of Basic Skills (CTBS). The Prose Quantification System is a measurement of the creative quality of written prose. PQS story-starters were administered to 89 fifth-grade students enrolled in six classes in two schools in south central Kentucky. Each student received two story-starters about the same content (box or paper), but in a different context (usual vs. unusual setti

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Thompson, Lara J. "A descriptive study of the relationship between academic achievement and self-esteem." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/1369.

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The overall objective of this study was to determine if there was a relationship between the middle school student's academic achievement and self-esteem and gender. The main objective is to become aware of factors that may or may not contribute to academic achievement of African American children. Grade point averages from school files along with a self-esteem scale were administered to sixth grade students at an urban middle school, in a metropolitan city, in the southeastern United States. A population of forty students, 19 male and 21 females were surveyed. The researcher hypothesized that

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Tong, Kar-man Karen, and 湯嘉文. "The relation of perceived classroom social environment to early adolescents' academic self-efficacy, engagement, school participationand academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B45589562.

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36

Gardner, Kent Lee. "Academic Achievement of National Social Fraternity Pledges Compared to Non-Fraternity Students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331789/.

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This study examined the academic achievement of national social fraternity pledges compared to non-fraternity students at the University of Texas at Arlington. It was done to determine whether significant differences existed between the grade point averages of pledges of social fraternities and those of students who did not pledge a social fraternity, and to determine whether significant differences existed among fraternities when compared with each other with respect to academic achievement. This study was meant to provide a research design that could be used by other colleges and universiti

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37

Ramirez, Jessica. "The Relationship Between School-Based Mental Health Services and Academic Achievement." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/95.

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The purpose of this study was to determine if there was a significant relationship between school-based mental health services and academic achievement. The study focused on (N=38) students in elementary and middle school, who participated in services from the 2012-2013 school year. The test scores before and after they received services were gathered from an existing database to determine how effective school-based mental health services were. The results indicated there was not a significant difference in measures of academic achievement before and after school-based mental health services.

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Jacobsen, Wade Clinton. "Parental Involvement and Academic Achievement Among Children of Immigrants." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2390.

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Using Bourdieu's model of social and cultural reproduction, I examine student achievement and parental involvement levels across seven immigrant nationalities: Cambodian, Cuban, Filipino, Laotian, Mexican, Nicaraguan, and Vietnamese. I then analyze the relationships between five parental involvement types and GPA, while controlling for student, family, and school characteristics. Finally, I test for interaction effects to examine variations across groups. Results point to parent expectations as a strong predictor of student success, especially among Cubans, Filipinos, and Vietnamese, while oth

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Stimpson, Dana L. "Child temperament, social play, and early academic achievement in the kindergarten classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61005.pdf.

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Godlonton, Susan. "Social networks and academic achievement : a study of a South African university." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5789.

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Mutawally, Sabreen Ayesha. "Social Capital and Academic Achievement of African American Male High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5911.

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Although more researchers have focused on academic deficits of male African American students, it is also important to understand the social factors that contribute to those who perform at a proficient level. Drawing on social capital theory as forwarded by Coleman and Putnam, this qualitative case study of 3 African American male high school students examined how their parent(s), teacher, mentor, peer or sibling, and pastor or community leader influenced the creation of social capital surrounding the students' academic achievement. Interview protocols and research interview instruments were d

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42

Russomano, Laura. "Achievement, locus of control, self-concept, social problem solving training and the acquisition of prosocial skills in children /." Also available online; Adobe Acrobat Reader required:, 2000. http://library.shu.edu/dissertations/Russomano-Laura.pdf.

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Thesis (Ed. D.)--Seton Hall University, 2000.<br>Includes bibliographical references (leaves 105-115). Also available online from the Seton Hall University web site. Address as of 7/24/02: http://library.shu.edu/dissertations/Russomano-Laura.pdf.

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Flowers, Lakeesha A. "The Relationship between Mentoring and Social Status at Work: A Social Network Status Study." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5214.

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Mentoring is an important means of developing talent. Typically, mentoring involves two individuals – a mentor, who provides career development and psychosocial support to a less experienced counterpart (the protege). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationship

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44

Li, Ting-on. "Schooling effects on mathematics achievement at sixth form level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626895.

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Nesengani, Ralintho Isaac. "Father-absence and the academic achievement of high school students." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/18319.

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Father-absence, whether it be in the context of short duration or total absence, tends to provide inadequacies in the child's interaction with his/her father, leading to accompanying debilitating effects on cognitive functioning (Sutton-Smith et al, 1986). In view of the South African context father-absence economically sanctioned through migrant labour amongst Africans, manifests itself during the formative years of children's lives. For this reason this study investigates the association between migrant father-absence and children's levels of high school academic achievement. The sample of m

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Ryabov, Igor. "SCHOOL RACIAL AND ETHNIC COMPOSITION EFFECT ON ACADEMIC ACHIEVEMENT OF LATINO ADOLESCENTS." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1124561780.

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Meis, Shalena R. "Incremental validity of WISC-IV factor scores in predicting academic achievement on the WIAT-II /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131559271.pdf.

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Bracken, Sarah. "Effective teaching strategies for raising academic achievement of low-income adolescents." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bracken_S%20MITthesis%202007.pdf.

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Curry, Joseph Laurence. "The relationship of intellectual ability and psychomotor skills to the academic achievement of bilingual students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184568.

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This study was designed to investigate the relationship between discrete areas of cognitive processing and academic achievement in minority children. There have been many questions about the fairness of current testing practices as they have been applied to students from differing ethnicities. These students are entitled by law to a meaningful, nonbiased assessment of their abilities. The minority children targeted for study were bilingual Hispanic students. Cognitive processing tasks were drawn from established measures of perceptual-motor development, auditory recall, and nonverbal intellect

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P'Pool, Keely. "Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1214.

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This study explored how student intelligence was directly linked to the goals and motivation held by students when engaged in academic settings. Students were administered a questionnaire developed by Dr. Carol Dweck in which they responded to statements in order to determine their individual theory of intelligence. Once this was accomplished, multiple student variables (including but not limited to first semester GPA, second semester GPA, ACT composite score, age, and college coursework) were compared to their view of intelligence to determine if any correlations existed. Results showed that

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