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Journal articles on the topic 'Social Intelligence; Academic Achievement'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

N., Dhana Baggiyam, and Pankajam. R. Mrs. "SOCIAL INTELLIGENCE IN RELATION TO ACADEMIC ACHIEVEMENT." International Journal of Research - Granthaalayah 5, SE3 (2017): 18–22. https://doi.org/10.5281/zenodo.545958.

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The paper is an attempt to find the relationship between Social Intelligence and academic achievement of the selected arts group students at Higher Secondary level. In the present study survey method was used. The investigator adopted the survey method to study the relationship between Social Intelligence and academic achievement Investigator selected only 300 arts group students at Higher Secondary level as sample in Coimbatore district using stratified random sampling. The findings reveal that there is a mild positive relationship between social intelligence and academic achievement among th

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2

Baggiyam, N. Dhana, and Pankajam R. "SOCIAL INTELLIGENCE IN RELATION TO ACADEMIC ACHIEVEMENT." International Journal of Research -GRANTHAALAYAH 5, no. 3(SE) (2017): 18–22. http://dx.doi.org/10.29121/granthaalayah.v5.i3(se).2017.1929.

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The paper is an attempt to find the relationship between Social Intelligence and academic achievement of the selected arts group students at Higher Secondary level. In the present study survey method was used. The investigator adopted the survey method to study the relationship between Social Intelligence and academic achievement Investigator selected only 300 arts group students at Higher Secondary level as sample in Coimbatore district using stratified random sampling. The findings reveal that there is a mild positive relationship between social intelligence and academic achievement among th

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3

Nuraini, Dinda Anisa, and Muhamad Uyun. "Investigating Between Social Intelligence and Moral Intelligence to Academic Achievement in Psychology Students." Psychosophia: Journal of Psychology, Religion, and Humanity 5, no. 1 (2023): 24–33. http://dx.doi.org/10.32923/psc.v5i1.3203.

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In Indonesia, education is regulated within Law Number 20 of 2003 Chapter 6. This proves that education is significant. Education can guide human life, both individual and social life. One of the things discussed in education is academic achievement. Academic achievement is the result achieved by students, there are at least two factors that influence the increase in academic achievement, namely social intelligence and moral intelligence. This study aimed to determine the relationship between social intelligence and moral intelligence with academic achievement in psychology faculty students. T

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Sreeja.P and Nalinilatha.M Mrs. "A STUDY ON RELATIONSHIP BETWEEN SOCIAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS." International Journal of Research - Granthaalayah 5, no. 6 (2017): 476–88. https://doi.org/10.5281/zenodo.822387.

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The study aimed to identify the relationship between social intelligence and academic achievement of higher secondary students. The investigator adopted survey method to study the social intelligence between students from selected government, private and aided school. For this study a sample of 300 school students from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant relationship between social intelligence and academic achievement. This study shows that students

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Ndegwa, Stephen. "THE INFLUENCE OF GENERAL INTELLIGENCE AND SOCIAL INTELLIGENCE ABILITY ON STUDENTS ACADEMIC ACHIEVEMENT." Global Journal of Psychology 1, no. 1 (2020): 18–21. http://dx.doi.org/10.51594/gjp.v1i1.77.

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In this study, the objective was to test the intelligence ability and social intelligence of school students. Standardized questionnaire was used to measure the study variables including social intelligence test, intelligent ability, social intelligence on scholastic achievement for class 10 students in Nairob, Kenya. In this study, data is collected from students on the intelligence ability and social intelligence along with scholastic achievement using the exam score. The findings are that intelligence ability (beta=.786, P<.05) and social intelligence (beta=.978, P<.05) has positive s

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Syaifussalam, Muhammad Lathief, Rima Wilantika, Andi Musthafa Husain, Meilia Wigati, and Raidah Hanifah. "The Relationship between Emotional Intelligence and Social Support on Academic Achievement of Students during the COVID-19 Pandemic at SMAN XY Lampung Selatan." JENTIK : Jurnal Pendidikan Teknologi Informasi dan Komunikasi 3, no. 1 (2024): 1–8. http://dx.doi.org/10.58723/jentik.v3i1.264.

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This study investigates the correlation between emotional intelligence and social support on academic achievement among high school students. Utilizing a non-experimental quantitative approach with purposive sampling, data were collected from 70 students aged 15-18 years in grades X-XII at SMAN XY Lampung Selatan. Emotional intelligence was assessed using Goleman's Emotional Intelligence Competencies (GEIC), social support was measured with the Multidimensional Scale of Perceived Social Support (MSPSS), and academic performance was evaluated based on the previous semester's scores. Multiple re

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Krishna, Rao Gangolu, and Rayudu Thunga Subba. "Social Adjustment, Parental Involvement and Academic Motivation as Predictors of Academic Achievement among Adolescents." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 2 (2019): 380–82. https://doi.org/10.5281/zenodo.2576210.

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Several researchers tried to relate students’ academic performance to social adjustment problems, study habits, hard work, commitment, events, perseverance and pre conceived convictions others associate students’ achievements in school to instructional methods, teaching strategies and techniques. In general, teaching and learning as well as achievement in school are affected by social adjustment problems, study habits and strategies of instruction adopted by the teacher. Students in secondary schools exhibit various social adjustment problems and these in effect affect their academ

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Naz, Sadaf, Muhammad Ilyas Khan, Syed Afzal Shah, and Anjum Qayyum. "INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AT UNIVERSITY LEVEL: A STUDY OF STUDENTS’ BELIEFS." Humanities & Social Sciences Reviews 9, no. 2 (2021): 388–96. http://dx.doi.org/10.18510/hssr.2021.9238.

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Purpose of the study: The current study explored a possible association between students’ beliefs about their intelligence and academic achievement and compared gender differences in terms of these two variables. Methodology: The sample of the study comprised of four hundred and fifty (male and female) MSc mathematics students, randomly selected from seven public sector universities of Khyber Pakhtunkhwa, Pakistan. A scale developed by Dweck (1999) was adapted to collect data for this study. Academic achievement was measured through students’ previous examination scores. Findings:

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9

Sengkey, Fenny, Rosvita Flaviana Osin, and I. Wayan Agus Anggayana. "Emotional Intelligence and Social Networking Effects on Student Academic Achievement." Jurnal Manajemen Pelayanan Hotel 6, no. 2 (2022): 532. http://dx.doi.org/10.37484/jmph.060221.

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This study aims to examine the influence of emotional intelligence and the impact of social media on student academic achievement in Akademi Komunitas Manajemen Perhotelan Indonesia. Data collection using a questionnaire. Determination of samples in this study using simple random techniques. This study took 50% of the total number of students. The results of the study show that emotional intelligence has a positive and significant effect on student achievement and the impact of social media has a positive and significant effect on student academic achievement in Akademi Komunitas Manajemen Per

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GÜNDÜZALP, Cengiz, and Yüksel GÖKTAŞ. "Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement." Participatory Educational Research 11, no. 2 (2024): 176–94. http://dx.doi.org/10.17275/per.24.25.11.2.

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This study aimed to reveal the effects of project- and resource-based teaching methods on student teachers' social intelligence, metacognitive thinking skills, and academic achievements. A pretest-posttest control group design, a quasi-experimental method, was used in the study. The study used the purposeful sampling method to determine the study group. The study group consists of four different groups. The study analyzed the collected data by MANOVA and paired samples t-test. The findings obtained from the study showed that there was a significant difference in terms of metacognitive thinking

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Steinmayr, Ricarda, Felix C. Dinger, and Birgit Spinath. "Parents’ Education and Children's Achievement: The Role of Personality." European Journal of Personality 24, no. 6 (2010): 535–50. http://dx.doi.org/10.1002/per.755.

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The reasons for the positive association between families’ background variables, such as parents’ education, and children's academic achievement have not fully been clarified yet. The present study investigates children's intelligence and personality as potential mediators. A sample of 580 German high school students (mean age: M = 17.0; SD = 0.7) indicated the highest education of their parents and completed measures assessing their own personality and intelligence. Children's academic achievement was operationalized by grade point average. Children's intelligence, openness to experience and,

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Correia-Zanini, Marta Regina Gonçalves, and Edna Maria Marturano. "Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress." Psico-USF 21, no. 2 (2016): 305–17. http://dx.doi.org/10.1590/1413-82712016210208.

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Abstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuo

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Dorfman, L. Ya, and A. Yu Kalugin. "An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations)." Психологическая наука и образование 27, no. 4 (2022): 68–76. http://dx.doi.org/10.17759/pse.2022270407.

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Any educational institution implementing the Federal State Educational Standards (FSES) is faced with the task of forming the necessary competencies in students. The level of competence formation is reflected, among other things, in academic achievement. Despite the interest in this topic among scientists, the indirect effects of multilevel individual traits on students’ academic achievements have not yet considered through intelligence and creativity in detail. In this study, individual-intellectual models tested students’ academic achievement. The sample consisted of 415 students of Perm cit

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Steinmayr, Ricarda, Felix C. Dinger, and Birgit Spinath. "Motivation as a Mediator of Social Disparities in Academic Achievement." European Journal of Personality 26, no. 3 (2012): 335–49. http://dx.doi.org/10.1002/per.842.

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The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers

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Meijs, Noortje, Antonius H. N. Cillessen, Ron H. J. Scholte, Eliane Segers, and Renske Spijkerman. "Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity." Journal of Youth and Adolescence 39, no. 1 (2008): 62–72. http://dx.doi.org/10.1007/s10964-008-9373-9.

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Shirawia, Nawal, Rommel Alali, Yousef Wardat, Mohammad A. Tashtoush, Shoeb Saleh, and Mamdouh Helali. "Logical Mathematical Intelligence and its Impact on the Academic Achievement for Pre-Service Math Teachers." Journal of Educational and Social Research 13, no. 6 (2023): 239. http://dx.doi.org/10.36941/jesr-2023-0161.

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This study discussed the level of logical mathematical intelligence of pre-service female mathematics teachers. The problem arises in adopting traditional curricula for teaching mathematics, which leads to low student achievement. The study objectives to measure the students' level of logical mathematical intelligence, and find out the level of students’ achievement, and measuring the level of intelligence impact on the academic achievement. The study adopted the descriptive-analytical approach. The study population consisted of (45) pre-service female math teachers. A comprehensive sample was

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Samsidar, Samsidar. "The Relationship Between Emotional Intelligence and Student Learning Achievement." Psikologiya Journal 2, no. 1 (2025): 9–16. https://doi.org/10.62872/renvmf23.

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This study aims to examine the relationship between emotional intelligence and student achievement at the junior high school level. Emotional intelligence includes an individual's ability to recognize, understand, and manage their own emotions and establish interpersonal relationships effectively. In the context of education, emotional intelligence is believed to have a significant influence on learning motivation, stress management, and social interaction in the school environment. This study used a qualitative approach with observation techniques and in-depth interviews with students and tea

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Maree, Jacobus G., and Liesel Ebersöhn. "Emotional Intelligence and Achievement: Redefining Giftedness?" Gifted Education International 16, no. 3 (2002): 261–73. http://dx.doi.org/10.1177/026142940201600309.

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Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emoti

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Zusmita Wasni, Nila, Dian Arisandy Eka Putra Sembiring, Muhammad Yusuf, Robi Hendra, and Ella Febriyanti. "The Influence of Emotional Intelligence, Self-Efficacy, and Learning Motivation on Student Achievement." Edukasi 18, no. 2 (2024): 105–20. https://doi.org/10.15294/edukasi.v18i2.16416.

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Student achievement is not only determined by cognitive abilities, but also by non-cognitive factors that influence the student's learning process. In this case, emotional intelligence, self-efficacy, and learning motivation are important aspects that deserve attention. This study examines the influence of emotional intelligence, self-efficacy, and learning motivation on the achievement of Jambi University students. Quantitative research was conducted using Google Forms survey data from 360 students, which was determined by G-Power analysis. Data were analyzed using PLS-SEM. A significant rela

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Rahman, Nur Alia Nadira Binti A., and Hamimah Hashim. "Examining the Impact of Social Media Usage on Academic Achievement and Emotional Intelligence amongst Science Trainee Teachers." International Journal of Research and Innovation in Social Science VIII, no. XII (2025): 838–46. https://doi.org/10.47772/ijriss.2024.8120070.

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In recent years, social media usage among science trainee teachers has surged, prompting investigations into its impact on academic performance and emotional intelligence (EI). Previous research suggests a link between heightened social media dependency and decreased EI, often attributed to social media addiction and subsequent academic challenges. This study aimed to explore the social media habits of science student teachers and evaluate their academic performance and EI. Additionally, it examined gender disparities in academic achievement and EI among these trainees, along with the relation

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P, Sreeja, and Nalinilatha M. "A STUDY ON RELATIONSHIP BETWEEN SOCIAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (2017): 476–88. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2059.

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The study aimed to identify the relationship between social intelligence and academic achievement of higher secondary students. The investigator adopted survey method to study the social intelligence between students from selected government, private and aided school. For this study a sample of 300 school students from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant relationship between social intelligence and academic achievement. This study shows that students

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Garg, Rashmi, Elizabeth Levin, and Line Tremblay. "Emotional intelligence: impact on post-secondary academic achievement." Social Psychology of Education 19, no. 3 (2016): 627–42. http://dx.doi.org/10.1007/s11218-016-9338-x.

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23

Basri, Hasan, Trya Mia Intani, Ririn Ririn, and Afrira Esa Putri. "Emotional Intelligence In Improving Children's Academic Achievement : A Review Of Development Psychology." Psikologiya Journal 2, no. 2 (2025): 1–17. https://doi.org/10.62872/bn62rw17.

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This study aims to examine the relationship between emotional intelligence and children's academic achievement using the literature study method from a developmental psychology perspective. This study reviewed 30 scientific articles obtained from the Scopus, ScienceDirect, and Google Scholar databases, with a publication range between 2013 and 2023. This method was chosen to gather relevant empirical evidence and strengthen the understanding of the contribution of intelligence to the academic emotional success of elementary school-aged children through adolescence. Inclusion criteria included

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Samodro, Lanang Damar, Hari Yuliarto, and Aris Fajar Pambudi. "The influence of physical activity, interpersonal intelligence, emotional intelligence on physical education academic achievement of elementary school students." Fizjoterapia Polska 24, no. 4 (2024): 296–303. http://dx.doi.org/10.56984/8zg01a8s8t6.

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Background and Study Aim. Physical Education not only develops physical aspects but also critical thinking, reasoning skills, and affective aspects, including social skills and personal traits like caring and cooperation. The study aims to examine the effect of physical activity, interpersonal intelligence, and emotional intelligence on the academic achievement of Physical Education Elementary School Students. Materials and Methods. The research uses a quantitative, correlational approach. The study population consisted of 102 elementary school students aged 9-12 years (54 males, 48 females).

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Costa, Ana, and Luísa Faria. "Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement." Psihologijske teme 29, no. 1 (2020): 43–61. http://dx.doi.org/10.31820/pt.29.1.3.

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This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GP

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Chanpokin, Rex, and Elpedio Lomarda. "Utilization of Artificial Intelligence on Educational Climate and Students’ Academic Achievement." Psychology and Education: A Multidisciplinary Journal 35, no. 5 (2025): 599–613. https://doi.org/10.70838/pemj.350509.

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The main objective of the study was to describe the level of artificial intelligence on learning process utilize in educational climate considering their benefits and challenges of using AI in the teaching and learning process, awareness and perception of students toward AI in education and significance of perception and effectiveness to students and teachers in AI teaching and learning; find out the students’ academic achievement in Social Sciences’ subject and correlate the significant relationship between the artificial intelligence on learning process utilize in educational climate and stu

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Akaneme, Immaculata N., and Chukwuemeka A. Metu. "Predicting Mathematics Achievement: The Role of Emotional Intelligence and the Academic Self-Concept." Futurity of Social Sciences 2, no. 3 (2024): 64–77. http://dx.doi.org/10.57125/fs.2024.09.20.04.

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The longitudinal analysis of student performance in mathematics has consistently demonstrated a pattern of discouraging trends. This necessitated the examination of the student’s emotional intelligence along with their academic self-concept so as to determine how much they predict achievement in mathematics. In order to investigate the relationship between emotional intelligence, academic self-concept, and mathematics achievement in SSI students, a correlational research design was employed. The study population consisted of 2084 SSI students. Through a multi-stage sampling technique, a sample

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Reed, Julian A., Gilles Einstein, Erin Hahn, Steven P. Hooker, Virginia P. Gross, and Jen Kravitz. "Examining the Impact of Integrating Physical Activity on Fluid Intelligence and Academic Performance in an Elementary School Setting: A Preliminary Investigation." Journal of Physical Activity and Health 7, no. 3 (2010): 343–51. http://dx.doi.org/10.1123/jpah.7.3.343.

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Purpose:To examine the impact of integrating physical activity with elementary curricula on fluid intelligence and academic achievement.Methods:A random sample of 3rd grade teachers integrated physical activity into their core curricula approximately 30 minutes a day, 3 days a week from January 2008 to April 2008. Noninvasive fluid intelligence cognitive measures were used along with State-mandated academic achievement tests.Results:Experimental Group children averaged close to 1200 pedometer steps per integration day, thus averaging 3600 steps per week. Children in the Experimental Group perf

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Malhotra, Sunita. "Psychometric Intelligence and Academic Achievement, A Comparative Analysis of Elementary Schools." EDUTEC : Journal of Education And Technology 3, no. 2 (2020): 83–95. http://dx.doi.org/10.29062/edu.v3i2.40.

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Intelligence and achievement are two different, but interrelated, constructs (Kaya, Juntune, & Stough, 2015). They have been studied for over a century in an attempt to explain differences in educational and life outcomes. School achievement may be considered a resultant of the total growth pattern of the child. Growth in interest and in attitudes towards learning is as important as growth in knowledge. Learning methods of solving problems is fully as valuable as the facts gained or improvements made in school or community in the process. The present research focuses on the primary school

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Kim, Sun-Hee, and Sujin Shin. "Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis." International Journal of Environmental Research and Public Health 18, no. 4 (2021): 1752. http://dx.doi.org/10.3390/ijerph18041752.

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This study was conducted to investigate the correlations between social–emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universiti

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Kandeel, Refat A. A. "Multiple Intelligences Patterns among Students at King Saud University and Its Relationship with Mathematics’ Achievement." Journal of Education and Learning 5, no. 3 (2016): 94. http://dx.doi.org/10.5539/jel.v5n3p94.

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<p>The purpose of this study was to determine the multiple intelligences patterns of students at King Saud University and its relationship with academic achievement for the courses of Mathematics. The study sample consisted of 917 students were selected a stratified random manner, the descriptive analysis method and Pearson correlation were used, the researcher prepared multiple intelligence scale for this study.</p><p>The results showed an overall appearance of all multiple intelligences patterns of the sample students in the following order: self, social, bodily, logical, v

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Sultan, Hina, Sumayia Butt, Shahida Shakoor, and Bisma Ejaz. "Impact of Birth Order on Social, Emotional Intelligences and Academic Achievement among University Students." PROGRESS: A Journal of Multidisciplinary Studies 6, no. 2 (2025): 133–48. https://doi.org/10.71016/tp/57w7de60.

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Aim of the Study: Alfred Adler, founder of “Individual psychology” highlighted the imperative role of birth order in shaping personality. So, the present study aimed to identify that academic achievement, social, emotional intelligences differ among university students based on the order in which they were born, gender and sibsize. Methodology: Using cross-sectional research design, a purposive sample of 200 men and 200 women, aged 19-25 years (M = 20.89, SD = 1.55) was taken to examine differences in academic achievement, social, and emotional intelligence of young adults in first, second, mi

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Aluja, Anton, and Angel Blanch. "The Children Depression Inventory as Predictor of Social and Scholastic Competence." European Journal of Psychological Assessment 18, no. 3 (2002): 259–74. http://dx.doi.org/10.1027//1015-5759.18.3.259.

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Summary This work analyzes the relationship between the different CDI factors, nonsocialized personality traits as measured by the Psychoticism and Antisocial Behavior EPQ scales, academic achievement, and general intelligence. Participants in this study were 678 8th-grade Basic General Education students (secondary), of whom 315 were boys and 363 girls, with an average mean age of 13 years. The exploratory and confirmatory factor analyses of the CDI performed yielded four orthogonal factors. The third factor (CDI-III; Incompetence/Maladjustment) was integrated by items related to social and a

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Ieridou, Nataly Loizidou. "Relationship between students’ emotional intelligence, perceived school life and school performance." Scientia Paedagogica Experimentalis 59, no. 2 (2022): 167–86. http://dx.doi.org/10.57028/s59-167-z1010.

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There is a growing amount of literature investigating the relationship between emotional intelligence, school life and school performance. Even though there are numerous studies on the subject, there are a few studies performed for Greek speaking students and even less performed in the Republic of Cyprus. The present study aimed at investigating the interactions between emotional intelligence, factors related to the social classroom climate and academic achievement of Greek-Cypriot school-age children. Results showed that children reported relatively high classroom cohesion, cooperation and ac

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Xhani, Dorina, Brunilda Hoxhaj, Artenida Zykaj, and Elsida Sinaj. "The Influence of Emotional Intelligence on Pupils’ Achievements at School." Journal of Educational and Social Research 13, no. 3 (2023): 294. http://dx.doi.org/10.36941/jesr-2023-0078.

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Emotional intelligence is the ability to perceive, interpret, demonstrate, control, and use emotions to communicate with and relate to others effectively and constructively. This ability to express and control emotions is essential, but so is the ability to understand, interpret, and respond to the emotions of others. The purpose of this study is to show the impact that emotional intelligence has on pupils and whether this affects their relationships with others and their social interaction. Moreover, this study intends to show how much emotional intelligence and its components affect academic

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Alenezi, A., M. S. Moustafa Saleh, R. A. Gawad Elkalashy, and Elizabeth Wolvaardt. "Predicting effect of emotional-social intelligence on academic achievement of nursing students." African Journal of Health Professions Education 12, no. 3 (2020): 144. http://dx.doi.org/10.7196/ajhpe.2020.v12i3.1365.

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Manuaba, Ida Bagus Amertha Putra, I Gusti Ayu Sri Darmayani, Made Violin Weda Yani, et al. "The Association Between Types of Admission Selection and Academic Achievement of First-Year Medical Students." Bali Medical Journal 13, no. 2 (2024): 866–70. https://doi.org/10.15562/bmj.v13i2.5075.

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Background: Academic achievement is a form to measure students' competency level and academic progress. Admission selection entry routes influence academic achievement. Several factors that can influence student academic achievement come from internal factors, including intelligence, self-concept, motivation, psychological condition, and talent. Besides that, academic achievement is also influenced by external factors, including the academic environment, family support, and social status. This study examined the association between the admission selection entry route and the academic achieveme

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Steinmayr, Ricarda, Mattias Ziegler, and Birgit Träuble. "Do intelligence and sustained attention interact in predicting academic achievement?" Learning and Individual Differences 20, no. 1 (2010): 14–18. http://dx.doi.org/10.1016/j.lindif.2009.10.009.

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Bance, Lucila O., and John Ray B. Acopio. "Exploring Emotional Intelligence and Academic Performance of Filipino University Academic Achievers." International Journal of Psychological Studies 8, no. 3 (2016): 164. http://dx.doi.org/10.5539/ijps.v8n3p164.

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<p>The responsibility of academic institutions to produce holistically developed individuals puts compounded pressure on the school administrators to raise students’ achievement. While most learning institutions put a premium on readying its learners in attaining scholastic success, it is quite apparent how most Philippine schools neglected to put an ample attention to one’s emotional and social growth. This current study utilized a descriptive-correlational design—with a randomized sample of 203 university academic achievers between ages of 16 to 21—to generate relationships among facto

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Surendar, G. "ACADEMIC TASK COMMITMENT AND ACADEMIC ACHIEVEMENT THE INTER CHARACTERISTICS OF ACADEMIC OUTCOMES." International Journal of Advanced Research 10, no. 05 (2022): 980–89. http://dx.doi.org/10.21474/ijar01/14804.

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This research paper is an attempt to understandcommitment and achievement which are very important in predicting individual and group success in any endeavor. Research has shown that commitment invariably has a major impact on behavioral outcomes connected to task performance. Task performance leads to achievement which has a very crucial impact on personality factorslike self-esteem, self-concept, emotional intelligence and other connected constructs. Environmental and social factors are also the contributing factors in commitment-achievement interplay.This paper studies academic task commitm

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Elhassan, Mohamed Omer Ali, Ida Hartina Ahmed Tharbe, and Ahmad Shamsuri Muhamad. "The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator." Electronic Journal of Research in Education Psychology 19, no. 54 (2021): 247–72. http://dx.doi.org/10.25115/ejrep.v19i54.3584.

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Introduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the i

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Steinmayr, Ricarda, and Ursula Kessels. "Does Students’ Level of Intelligence Moderate the Relationship Between Socio-Economic Status and Academic Achievement?" Journal of Intelligence 12, no. 12 (2024): 123. https://doi.org/10.3390/jintelligence12120123.

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The association between school students’ social background and school achievement is well documented. Recent studies demonstrated that this association might be moderated by the level of cognitive potential. Based on these results, we recruited an elementary school sample (N = 837) and an adolescent sample at the end of their compulsory school time (N = 2100) to investigate whether the associations between students’ social background and their academic achievement in math and language arts were moderated by the level of their general cognitive competencies, i.e., intelligence. To this end, we

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Patil, Shailendra R., Ashwini S. Patil, and Anjali R. Patil. "Effectiveness of Emotional Intelligence among Postgraduate Management and Engineering Students." Journal of Engineering Education Transformations 37, no. 1 (2023): 181–88. http://dx.doi.org/10.16920/jeet/2023/v37i1/23143.

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Abstract : Educational systems around the world are continually changing and reforming, affecting the educational performance of PG students. The impact of Emotional Intelligence on educational achievement among Post Graduate Management and Engineering students is investigated in this study. This study fills a vacuum in the literature by looking into emotional intelligence's effects on post-graduate students' academic performance. The material for this study was gathered using a questionnaire that elicited details on the individuals' educational outcomes as well as their degree of cognition. T

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Quílez-Robres, Alberto, Nieves Moyano, and Alejandra Cortés-Pascual. "Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis." Education Sciences 11, no. 9 (2021): 513. http://dx.doi.org/10.3390/educsci11090513.

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Recent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motivation, self-concept, and self-esteem), emotional factors (emotional intelligence, emotional competence, and emotional well-being), and social factors (social intelligence, social competence, and social skills) in children aged 6–12 years (37 samples, n = 15,777). The methodology based on the PRISMA protocols was ap

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Martínez-Martínez, Ana María, Christian Roith, José M. Aguilar-Parra, Ana Manzano-León, José M. Rodríguez-Ferrer, and Remedios López-Liria. "Relationship between Emotional Intelligence, Victimization, and Academic Achievement in High School Students." Social Sciences 11, no. 6 (2022): 247. http://dx.doi.org/10.3390/socsci11060247.

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The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance and negatively to bullying. The sample composition focused on students of Compulsory Secondary Education, formed by 3451 subjects aged between 11 and 18 years (50.88% women and 49.12% men). The selection of the high schools was made for non-random convenience, administering Peer Bullying Questionnaire (CAI),

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Kamotho, Mary Wambui, Lister Onsongo, and Catherine Syombua Mwenda. "Predictors of Academic Achievement among Senior Baccalaureate Nursing Students in Select Universities in Kenya." South Asian Research Journal of Nursing and Healthcare 4, no. 2 (2022): 8–14. http://dx.doi.org/10.36346/sarjnhc.2022.v04i02.001.

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Emotional intelligence and some social demographic factors have been touted as positive predictors of academic achievement in nursing students. This study’s aim was to determine predictors of academic achievement in junior baccalaureate nursing students in Kenya. A correlational cross-sectional study design was used. The study population was senior baccalaureate nursing students in two universities, one public and one private. A total of 158 nursing students took part in the study. A self-administered questionnaire with 4 sections was used; that is; socio-demographic, socioeconomic, trait emot

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Al Jaberi, Ameena Taleb, Khadeegha Alzouebi, and Othman Abu Khurma. "An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement." Social Sciences 13, no. 5 (2024): 244. http://dx.doi.org/10.3390/socsci13050244.

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This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social sk

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Mehta, Dr Anju Mehta. "Impact of Home Environment on Academic Achievement of Class 9th Students." IJCRT Journal | UGC Approved Journal | Scopus Indexed Journal Norms 14, no. 4 (2024): 1–7. http://dx.doi.org/10.61359/2024050024.

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The home environment plays a crucial role in a child's development, acting as a foundational social unit that provides emotional and social support. Research indicates that home factors, including parental education, socioeconomic status (SES), and language development opportunities, significantly influence children's academic achievement. A 1978 study by the National Council of Educational Research and Training (NCERT) highlighted that home variables, alongside children's intelligence, contribute to academic differences. Further studies reveal the importance of parental involvement and nurtur

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Avni, Noor. "Pengaruh tingkat kecerdasan adversitas dan sikap belajar mandiri siswa terhadap prestasi belajar IPS Siswa kelas 6 Sekolah Dasar di Kecamatan Nalumsari Kabupaten Jepara." COLLASE (Creative of Learning Students Elementary Education) 6, no. 2 (2023): 319–25. http://dx.doi.org/10.22460/collase.v6i2.12753.

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This study aims to analyze the effect of analyzing the level of adversity intelligence and students' independent learning attitudes on social studies learning achievement of 6th grade elementary school students in Nalumsari District, Jepara Regency. The object of the research includes three elementary schools, namely SDN Jatisari, SDN 1 Gemiring Lor, and SDN 2 Gemiring Kidul. Data collection techniques using a questionnaire. Data analysis technique with regression analysis with SPSS. The results showed that partially adversity intelligence variable had a significant positive effect on students

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Luthar, Suniya S., and Edward Zigler. "Intelligence and social competence among high-risk adolescents." Development and Psychopathology 4, no. 2 (1992): 287–99. http://dx.doi.org/10.1017/s0954579400000158.

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AbstractInteractions between intelligence and psychosocial factors were examined in terms of influences on social competence among 144 inner-city ninth-grade students. Psychosocial variables examined included ego development, locus of control, and positive and negative life events. Definitions of social competence were based on peer ratings, teacher ratings, and school grades. Results indicated that, unlike their less intelligent peers, intelligent youngsters showed higher competence levels at high versus low levels of both ego development and internal locus of control. Findings were interpret

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